Reflection

Learning is a complex and multifaceted process that requires various fields of study to understand how each individual learns. As an instructional designer, this understanding requires a deep knowledge of how learning occurs, the motivation behind that learning, and also a creative response in how to design the most effective instructional tool. Through this paper I will not only be reflecting on how my own personal learning style has deepened throughout the course, but showing how learning theories, learning styles, educational technology and motivation need to be weaved together in order build effective instructional design. 

At the beginning of this course of learning and instruction my personal learning style and knowledge of how people learned was limited. Through these past seven weeks I’ve been able to put a word to my own learning style and pinpoint exactly why I enjoy which learning theory the most. This course has given me a framework of thought where I can now intelligently understand how people learn and effectively educate others. Not only has this course helped be build a framework for learning theories, but it has empowered me as an instructional designer to see the connections between learning theories, learning styles, educational technology and motivation. Each of these elements has impacted my future work as an instructional designer and taught me how to develop a balanced approach.

Developing a balanced framework for various learning styles is something that will aid me in my career as an instructional designer. Incorporating visual, auditory, and kinesthetic elements into each lesson design will give me a balanced approach to the learning design. These learning styles are enhanced when paired with the correct educational technology. This course has not only been foundational is showing the value of learning styles and multiple intelligences, but it has introduced me to how using educational technology can serve the learning objectives in effective ways (Gardner,2003).

Behind every great instructional design course is a learning theory anchoring it all together. This course has not only anchored my instructional design to foundational theorists, but it has connected instructional design, motivation and the future of learning together. Each of these learning theories has changed my paradigm for education and impacted my current and future work in instructional design. Developing a balanced approach has been key. Kapp (2007) states, “cognitivism doesn’t explain 100% how humans process information and neither does Constructivism or Behaviorism. What we need to is take the best from each philosophy and use it wisely to create solid educational experiences for our learners” (p.1). Therefore, after studying behaviorism I have learned how to shape a correct response using a specific environmental stimulus (Ertmer & Newby,1993). In cognitivism I have to consider the learners pre­existing schema in shaping design (Smith, 2008) In constructionism I began to see how meaning is created by each learner within a social environment (Kim, 2001). After learning about social learning theory, I began to see the power of guided participation through modeled behavior and its effect on social settings (Bandura, 2004). After learning about connectivism I began to see how a pattern of networks when leveraged correctly through technology can create tremendous learning scenarios across multiple disciplines (Davis, Edmunds &Bateman, 2008) Finally, after learning about adult learning theory I began to realize my own internal motivations for learning and how shaping a course for adult learners needs to be self­directed and goal based to be highly effective (Cercone, 2008). Without these learning theories the instructional designer is lost guessing as to how organize information effectively and motivate the learner directly.

As I seek to develop my career in instructional design, specifically in training and performance this course has laid the groundwork. Far too often in most organizational settings, learning and performance improvement training's spend too much time focusing on the content of what people need to know rather than how they will learn. This tends to result in an information transfer that is ineffective and as a result, the learner fails to transfer this knowledge into action. As a future instructional designer working in the the midst of emerging technologies that are having an impact on learning design it will be crucial for me as an instructional designer, not be driven by the “next best thing.” This learning and instruction course has anchored my learning and given me a complete toolbox to educate others effectively. 

References

Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. Retrieved from http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.consorzionettuno.it/materiali/B/697/773/16/Testi/Gardner/Gardner_multiple_intelligent.pdf

Kapp, K. (2007, January 2). Out and About: Discussion on educational schools of thought [Blog post]. Retrieved from http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Smith, D. S. (2008). A case study in situated cognition. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=A_case_study_in_situated_cognition

Fitting the Pieces Together

When this course of Learning Theories & Instruction began how I best learned was most aligned and limited to the theorist of John Dewey. Dewey’s experiential based education explained that knowledge is best understood through reflective experiences (Ormrod, Schunk & Gredler, 2009). While my learning style still aligns with Dewey’s methods it has since expanded and deepened tremendously. Now, not only do I learn best through experience, but through social learning theory, connectivism and adult learning theory. Through these past seven weeks I’ve been able to put a word to my own learning style and pinpoint exactly why I enjoy which style the best. Learning each of these learning theories have given me a framework of thought where I can now intelligently understand my own learning style and intentionally educate others. How I learn has now expanded and can take place in social settings (social learning), connected networks (connectivism) and have a relevance of my life (adult learning) (Ertmer & Newby, 1993).

As the course progressed, learning each new learning theory was like discovering a treasure map for my own personal learning style quest. The three learning theories that have influenced how I learn the most are social learning, connectivism, and adult learning. Each of these three theories has changed my paradigm for education and instructional design. After learning about social learning theory, I began to see the power of guided participation through modeled behavior and its effect on social settings (Bandura, 2004). After learning about connectivism I began to see how a pattern of networks when leveraged correctly through technology can create tremendous learning scenarios across multiple disciplines (Davis, Edmunds &Bateman, 2008) Finally, after learning about adult learning theory I began to realize my own internal motivations for learning and how shaping a course for adult learners needs to be self-directed and goal based to be highly effective (Cercone, 2008).

Technology has played a major role in my own personal learning through fostering learning communities, facilitated creative strategies and storing and retrieving information.

-Fostering learning communities:

Davis, Edmunds and Kelly-Bateman (2008) note that, “learning does not happen in a vacuum, it is at the intersection of prior knowledge, experience, perception, reality, comprehension and flexibility that learning occurs” (p.1). Technology has enabled modern day communities like Khan Academy, Skype, TED, LinkedIn, ATD, Wiki,  and selected Google sites to not only find the answer to the questions I’m seeking, but more importantly they invite me into a community of learners that share my relational learning style.

-Facilitated creative strategies:

Technology has enabled me to visually design performance solution models through story boarding and mind-mapping techniques. Technology has also facilitated creative strategies such as animation and digital story-telling techniques to improve employee improvement and enhance training modules.

-Storing and retrieving information:

Technology is also redefining the way I store and utilize information. Technology companies such as Namely, Xyeleme and others are redefining information storage within learning and development organizations so that information can be accessed quicker and personalized to each given task. Smarter ways of doing business are helping learners leverage technology in tremendous ways and instructional designers are playing a crucial role in this process. Learning from these companies has enabled me to use technology in tremendous ways to store and retrieve information effectively.

References

Bandura, A. (2004). Social cognitive theory for personal and social change by enabling media. Retrieved from http://web.stanford.edu/dept/psychology/bandura/pajares/Bandura2004Media.pdf

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Connectivism

Connected Networks & Learning:
While I was a college student most of my learning centered on text books, study groups and classroom discussion, but in the 21st century new learning networks have re-defined education. My own learning network has expanded across borders, been inspired by ancient civilizations and allowed me to interact with a diversified audience. This network has also allowed me to leverage the technology tools in the field in order to maximize my personal education. In the past this was never possible.  


Tools for the Trade: 
There are many tools that facilitate learning for me, but four that I want to point out specifically. These four include Prezi, Pinterest, Piktochart and Youtube. Each of these tools has its own way of delivering and organizing information and has changed the way I learn, share and organize information.

Prezi- Is a re-defined power point software that can transform a presentation. Its interactive slides and pre-made templates can give any presentation an upgrade.

Pinterest- Most people know about Pinterest, but it wasn’t until recently that I begin to create visual folders for the ADDIE instructional design process model. I’ve been collecting images that can visually walk through each step of this model in a business world. This learning tool of Pinterest has enabled me to visually design performance solutions models within my field of instructional design.

Piktochart- I’ve always realized the power of infographics, but it wasn’t until I started using Piktochart that I begin to see how easy they were to make. This software gives you endless free templates and allows you to custom design any type of infographic. It has reinforced my visual learning style and enabled me to communicate more effectively.

YouTube-  In the modern era of storytelling in various settings, Youtube allows anyone to visually tell stories through video. When this learning tool is used at the right time to answer the right question it is invaluable.  

How Questions Can Lead You to a New Community:
In the past when I had a question about a specific subject I would generally find my questions answered at the library or through the experiences of one individual.Today, the pursuit of a question leads you past libraries into an entirely new community of knowledge.This type of community is built around connectivism. Davis, Edmunds and Kelly-Bateman (2008) note that, “learning does not happen in a vacuum, it is at the intersection of prior knowledge, experience, perception, reality, comprehension and flexibility that learning occurs” (p.1). These modern day connectivism communities like Khan Academy, Skype, TED, LinkedIn, ATD, Wiki,  and selected Google sites can not only find the answer to the questions I’m seeking, but more importantly they invite me into a community of learners that are on the same pursuit as me. Connectivism supports my learning style because it teaches you that learning networks can be assembled to find information anywhere. Mind mapping is a great illustration of this point because it visually organizes ideas and information around a single concept in order to assemble a network of knowledge. This new network of knowledge is not just isolated words on a page, but a weaved network of ideas attached to communities of learning that are located in the real and virtual world. This personal style of learning that I enjoy also supports the tenants of connectivism because it is driven by a complex network of social  relationships that can recognize patterns. In the past the diversity of various educational subjects were segmented, but now within the theory of connectivism these subjects are connected through technology. This new learning ecosystem of connectivism is being built by today’s generation and the modern learner is going to need to keep up in order to be relevant.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.),
Emerging perspectives on learning, teaching, and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Video Program: Laureate Education (Producer). (n.d.). Connectivism [Video file]. Retrieved from https://class.waldenu.edu