Reflection

            Upon entering this course of learning theories and instruction, I was intrigued to learn more about the human brain and the way it functions in the process of learning. One quote that really reached out to me was “Learning is a multifaceted process that individuals typically take for granted until they experience difficulty with a complex task (Ormond, Schunk & Gredler, 2009 p. 1).” This statement defines how the learning process is a very powerful tool used to survive and adapt to our environment. Learning is responsible for the variation of capability of skills and strategies that guide our attitudes and values to function in the world (Ormond, Schunk & Gredler, 2009). While reflecting on the knowledge acquired, it is evident that the knowledge of learning theories and technology will guide further exploration in my future role as an educator in instructional design.

            While furthering my knowledge through course readings, videos, and blog entries the conceptual understanding of various learning theories has been surprising. When I initially thought about learning theories, it reminded me of the psychology course I took as an undergraduate. It took me back to a lecture style classroom. I remember it being very boring and disengaging. It was interesting to discover how learning theories are being applied in education and the evolvement of new learning ideas that have been discovered. The traditional learning theories that learners often hear about are behaviorist, cognitive, and constructivist. It was amazing to learn more about the theories that correlate to social learning and connectivism. Learning through social components such as culture, context and society, allow learners to construct knowledge based on understanding (Kim, 2001).  Social learning plays a prominent role in the education system, while reading the example of Mrs. Smith cooperative group activity in Social Constructivism, it reminds me of the Kagan cooperative learning methods I embed in my lessons (Kim, 2001). Learning more about this learning theory has provided more understanding of why certain educational practices are being implanted into school districts today.  Through daily routines and schedules of checking electronic messages, logging into facebook, twitter, or exploring websites to seek information, it did not occur to me that this theory of connectivism has applied to me. Connectivism is really a strategic way of developing communication outlets that all connect to learning. After completing the mind mapping project on learning communities, it was revealing to visualize how connections between fields, ideas, and concepts facilitate learning (Davis, Edmunds & Kelly-Bateman, 2008).

            This course had deepened the understanding of my personal learning process because it has opened the doors of knowledge to better distinguish the differences among learning theories. It is important to be able to differentiate learning theories to be able to select the best possible methods to facilitate one’s learning process. In conjunction I am able to search for other resources that accommodate my specific learning style.  Understanding the factors that influence learning have assisted in the process of completing tasks successfully and being engaged with other peers in the course.  This really relates to adult learning, that is having the ability to domain over the nature, timing, and direction of my learning process (Zemke & Zemke, 1995). I am able to self govern my choices in connection with materials needed to learn.

            In regard to learning theories and learning styles I have learned that learning styles can change and grow over time.  That is, learning styles will fluctuate and change due to the subject matter or lessons being taught (Gilbert & Swanier, 2008). Individual’s learning styles can strengthen over time and incorporate multiple ways to learn new concepts and skills (Gardner, 2003). In some ways, it holds true with learning theories, people are able to learn different skills, concepts, or trades through behavior, cooperative learning, modeling, and learning communities. It is a mixture of learning theories, however depending on the skill or concept some learners may be more successful in understanding when it accommodates one specific learning theory. Educational technology plays a key component in learning because of the factor that technology itself is evolving and changing rapidly over time. New technology tools are assisting learners to organize new information. For example, semantic aware applications are used to provide more accurate search results (Johnson, Levine & Smith, 2009). Therefore it is decreasing the amount of time spent searching new information and provides more time for students to produce quality work.  Tools such as geolocation are helping learners in the field of literature, science, and social studies to learn about different geographical locations (Johnson, Levine & Smith, 2009).  It provides history and evidence of new information that may beneficial to studies in these areas. Whether a person learns best through the cognitive approach or social constructivism approach, it is evident that motivation is a large component of acquiring new information. Motivation is the driving force that makes learners reflect on whether a particular content is interesting and worth learning (Laureate Education, Inc., 2009). Intrinsic and extrinsic motivations help learners to engage in the learning process. However, intrinsic motivation is more beneficial for the learner than extrinsic. Learners usually produce more creativity, are more pleased with the learning experience, and achieve at higher level when they are intrinsically motivated (Ormond, Schunk & Gredler, 2009). It is important to keep in mind that learning theories, learning styles, educational technology, and motivation are fused together. They are the building blocks for reaching learners and helping them to become proficient in areas of studies. As technology advances, it is important to become familiar with how it can accommodate the different learning theories and which learning styles can assist in helping learners stay motivated and successful.          

            The learning in this course will contribute to the advancement in this field, instructional design and technology,  in a professional and personal perspective.  It addresses professional development because the depth of knowledge acquired in this course has promoted extended thinking. I have been able to analyze, connect, and construct meaning of new information. This is beneficial because it will provide a strong foundation for new learning concepts that I will need to acquire and it will support in formulating learning techniques and methods for my students. This course reflects a personal perspective because it will allows me to reflect more explicitly on how my learning is taking place. This reflects metacognition, which is becoming a more effective problem solver (Laureate Education, Inc., 2009). I will become more metacognitively astute by taking into account different learning theories in order to select studying habits that will help to remember information effectively (Laureate Education, Inc., 2009).  This will monitor my role as an educator and student.

            In conclusion,” the study of learning is not simply an academic exercise, it is a critical importance to both the individual and society (Ormond, Schunk & Gredler, 2009, p. 3).” Through various applications, learning theories, learning styles and the use of technology has given great importance in my career. Through my journey in instructional design and technology I aspire to take these concepts to become an effective facilitator in learning. Maturing intellectually as an individual will serve to help others and I will become more responsive to my needs as a learner.  “Each generation seeks an explanation of the contemporary reality in which it lives. However, the search for understanding is restricted by the methods available at the time (Ormond, Schunk, Gredler, 2009, p. 3).”

References

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

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to theAmerican Educational Research Association, Chicago, IL. Retrieved fromhttp://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media. Retrieved 12/13/2011 from: : http://net.educause.edu/ir/library/pdf/CSD5612.pdf

Laureate Education Inc. (Producer). (2009).Information Processing and Problem Solving. [Video]. Dr. Jeanne Ormrod

Laureate Education Inc. (Producer). (2009).Motivation in learning. [Video]. Dr. Jeanne Ormrod

Kim, B. (2001). Social Constructivism. Retrieved November 22, 2011, from A Review of Social Constructivism: http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism#Sorting_Out_Variations_on_the_Terms_.22Constructionism.22_and_Constructivism.22

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

Zemke, R., & Zemke, S. (1995, June). Adult learning ­What do we know for sure? Training. Retrieved July 11, 2011, from http://www.msstate.edu/dept/ais/8523/Zemke1995.pdf

Fitting The Pieces Together

After learning and reflecting on the different learning theories and learning styles, it is has definitely expanded my knowledge and view point of how individuals learn. At the beginning of the term, I had mentioned that my learning style reflected both the behaviorist and cognitive learning theories. Since the behaviorist theory focuses on response based on prior conditioning, it reflects an individual’s ability to recognize prior knowledge based on experience (Ertmer  & Newby, 1993). The cognitive theory illustrates that when information is explained or described, it will likely influence cognitive learning, therefore when a teacher is able to effectively present and deliver material an individual is able to store information in long term memory (Ertmer & Newby, 1993). While investigating these learning theories, I would have to say that they stay true to how I used to learn in the past as a child and young adult. However, the way I acquire knowledge now is based on different learning theories and styles. Although I do not feel that there is exactly one theory to best explain my learning preference, it closely relates to connectivism and adult learning methods. Connectivism is a powerful device that begins with one person and spreads out ward through the development of a system (Davis, Edmunds & Kelly-Bateman, 2008).  Through the use of learning communities, blogs, and other social networks I have had the opportunity to access meaningful information about specific content. The great thing about learning through connectivism is the fact that it is more intriguing to use social networks as a source to acquire information rather than just using text books. It is stated the learning is a process of joining particular data sources and nurturing and maintaining connections facilitates continual learning (Davis, Edmunds & Kelly-Bateman, 2008).  Adult learning plays a position in how I learn now because it facilitates the role I obtain as an educator and student. Adult learning reflects that most adults participate in any learning activity to bring about change in particular area (Adult Education Centre, 2005). This illustrates many aspects of my career, as an educator I am always seeking new training opportunities or workshops to strengthen and gain new knowledge in my field. As a student I am able to self-direct my goals and expectations through distance education. What I enjoy about adult learning is the emphasis of project based and experiential experiences. Whether I work with colleagues to develop lesson plans or peers on classroom projects, experiential learning best allows me to use the experience I have acquired in combination with my strengths to construct new knowledge (Conlan, Grabowski, & Smith, 2003). Project based learning helps to select strategies and activities to challenge and solve problems (Conlan, Grabowski, & Smith, 2003). This correlates to strategies most useful when learning new information in class or working with others in the field of education. Technology plays a big role in learning because I use it to retrieve information, construct projects, collaborate with peers, and synthesize new information. Technology has become an essential function in my learning process.

References

Adult Education Centre. (2005). Facilitation skills: Working with adult leaders. Dublin, Ireland: University College Dublin. Retrieved December 10, 2011, from www.ucd.ie/adulted/resources/pages/facil_adnrogog.htm

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November27, 2011, from http://projects.coe.uga.edu/epltt/

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 59-71. Retrieved from http://sylvan.live.ecollege.com

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

Network Connections



Reflection of Network Connections

The changes in my learning network have advanced and strengthen the ways in which I learn. Through various outlets I am able to expand my knowledge and assist others in constructing meaning. It is important to create networks that include people, technology, social structures, and systems so that people can share ideas (Conlan, Grabowski & Smith, 2003). My network has changed in the event that it has become stronger with time, effective resources and professionals have contributed to learning. The social and resources component of my mind map have been the most worthy when addressing the way I have learned. Before entering Walden University, I did not spend much of my time reading electronic books or journals. Pursuing a self- directed approach to learning at Walden has opened my mind to valuable opportunities in researching journal articles and electronic books. These digital tools best facilitate learning because they provide a large genre of research based studies that support theories, ideas, and case studies relevant to the my interest. Creating a blog has also been an important component in my network because I have been able to communicate with other professionals around the world to gather new information. This process has been produced by gaining knowledge through the diversity of others’ opinions and being able to make connections with individuals that share the same interest in field of education and learning concepts (Davis, Edmunds & Kelley, 2008). I am able to gain new knowledge by seeking answers with the variety of connections I have made through networks. I attempt to search more information through search engines such as google, journals, or text books. Then I take that information collected and seek real life examples by discussing the knowledge I have gain with individuals in my network system. These include individuals such as my school peers, coworkers, facebook social groups, or family members. Once I am able to learn from peoples’ experience, I then am able to reflect and construct meaning in conjunction to my experience and knowledge. My personal learning network has supported the central idea of connectivism in a two ways. For example, by using the variety of outlets available in the network system, the learning process occurs due to paths between knowledge, experience, perception, reality, and comprehension (Davis, Edmunds & Kelley, 2008). Gathering knowledge with the assistance of the learning networks has provided an environment that is structured and stable to facilitate continual learning and expand the outlets in my network (Davis, Edmunds & Kelley, 2008)

References

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 11/28/2011, from http://projects.coe.uga.edu/epltt/

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/



Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active.

In Principles of Cognitive Science in Education, a team of scientists also known as the Columbia team used their research in cognitive science and implemented this principles to enhance student learning (Metcalfe, 2006). Their theory was based on their principles in learning and memory in conducive to the brain (Metcalfe, 2006). The article does not clarify specific principles in cognitive science, however it does reflect the brain’s function in human learning in reference to psychologists Woodworth, Cattell, Throndike, G. Stanley Hall, Skinner, Bruner, and Piaget theories. This group of scientist developed a computer program focused on science and advanced English vocabulary (Metcalfe, 2006). The design of this program was founded on the principles of cognitive science. A case study was conducted with urban inner city sixth grade students, who were identified as high risk for academic failure and early school termination (Metclafe, 2006). This case study was conducted for six weeks with a control group and seeks to find if the computer program developed improved student achievement (Metcalfe, 2006). The computer based program was designed with the variable of self-generation rather than reading, multimodal and contextual variability, spaced practice, corrective feedback, repeated testing both immediately and at a delay (Metcalfe, 2006). Produced results display that cognitive-science-based computer program increased student performance by 411 percent (Metcalfe, 2006). A pattern in an upward trend was detected when the study was conducted two more times with other recipients (Metcalfe, 2006).

The findings of this computer based program are incredibly important in the field of education. The education system is always using research based methods and strategies to implement to increase student achievement and to promote more rigorous instruction. It is evident that research on the cognitive processing is a tool used for these developments. Vocabulary development is essential for students of lower economic status, such as the students referred to in the case study to be able to learn words that will strengthen their cognitive skills. It would be interesting to seek if the computer based program incorporates mathematics vocabulary, would demonstrate the same results generated.

http://www.psychologicalscience.org/observer/getArticle.cfm?id=1950

In Science Daily, the article focuses on research conducted to determine how the brain learns. Researchers from the group of Professor John –Dylan Haynes, Director of the Berlin Center for Advanced Neuroimaging used fMRI (functional magnetic resonance imaging) to find the areas of the brain that where most active during learning (Charité - Universitätsmedizin Berlin, 2011). Haynes’ group monitored the brain’s activity changes across the course of a learning process. Participants observed images and identified differences among the images (Charité - Universitätsmedizin Berlin, 2011). The team wanted to conclude whether the visual center of the brain is involved in learning through the use of increased detailed representation of the stimuli (Charité - Universitätsmedizin Berlin, 2011). If not, then it would be concluded that learning occurs due to an improved interpretation of the stimuli in the brain (Charité - Universitätsmedizin Berlin, 2011). Thus the areas of decision making of the brain are involved in learning (Charité - Universitätsmedizin Berlin, 2011). Results from the fMRI measurements show that the activity in the visual center remained constant during the entire learning process (Charité - Universitätsmedizin Berlin, 2011). The areas of the brain that were most active were in region in the prefrontal cortex (Charité - Universitätsmedizin Berlin, 2011). Researchers confirmed that the learning process occurs at the level of decision making (Charité - Universitätsmedizin Berlin, 2011) In other words, the learning process is stimulated by learning more and more to interpret given information (Charité - Universitätsmedizin Berlin, 2011).

Based on these findings, this is connected with the information presented in “Information Processing and Problem Solving” (Laureate Education Inc, 2009). In reference to information processing that involves encoding, retrieval, and metacognition, it is evident that problem solving and decision making are intertwined to determine how the brain processes information. It is important to use this information in order to develop programs and technology tools that will facilitate the learning process of the brain. It is essential to stimulate the brain in order to enhance the brain’s knowledge and to function proficiently. Technology tools on the web and educational games need to be geared towards these finding to be effective for students’ learning process.

Learning about the anatomy of the brain and the learning process helps theorists , educators, and scientist to investigate how to improve cognitive function. While browsing journals and educational articles about the brain, I was really intrigued to read about research conducted in the regular classroom setting and the use of technology to detects areas of the brain that are consistently active. 

http://www.sciencedaily.com/releases/2011/05/110518121030.htm 

References

Charité – UniversitätsmedizinBerlin. "Reading the fine print of perception: Human brain learns by interpreting details, study shows." ScienceDaily, 18 May 2011. Web. 11 Nov. 2011.

Laureate Education, Inc. (Producer). (2009). Information Processing and Problem Solving (video)

Metcalfe, J. (2006, March). Principles of Cognitive Science in Education. Retrieved November 11, 2011, from www.psychologicalscience.org: http://www.psychologicalscience.org/observer/getArticle.cfm?id=1950

Professional Learning Communities

I am very new to professional learning communities and quite frustrated at times, trying to figure out how this really works. I browsed resources that I found to be effective that will contribute learning while working in the field of instructional design. There are three blogs that really spoke to me. I am a first grade elementary teacher and often look for ways to integrate technology into my classroom. I found Lisa Parisi's blog very helpful. It describes assumptions teachers always contain at the beginning of each school reflecting on what students will or will not be able to do. This blog is insightful because it analyzes how teacher's assumptions are often incorrect. It also focuses on the gender language with students at elementary level. It discusses how students are often intimated to work with students of the opposite gender. The information was supportive because it really relates to why boys rather work with boys and girls rather stick with girls. This site allows reflection on the role as an educator and how technology can build stronger relationships in the classroom. It connects with the theory of constructivism. Using interactive and engaging activities that promote cooperative learning will enable students to learn through interaction and experience (Etmer & Newby, 2003). Students’ misconceptions about working with the opposite gender will become obsolete and learning will take place.  

http://www.thelisaparisi.com/ 

The following site I approached listed a variety of blogs dealing with technology and student motivation. My future goal is to become a college professor. Learning as much as possible in the education field is essential in becoming a successful in the field of instructional design. This blog focuses on intrinsic and extrinsic motivation. I found it enlightening to read because the education system is often looking towards rewards to motivate students to learn. It is evident that rewards may not be the best method of promoting better attendance or student engagement. It clarifies that once a reward is taken away, a student will result back to the usual trend in behavior. It resembles the behaviorist theory discussed in this week readings. The behaviorist theory implies that a stimulus is used to elicit the desired response from the learner presented with a target stimulus (Ertmer & Newby, 2003). In this case, students are presented with stickers, homework passes, extra computer time, extra credit, treasure box, and candy to elicit students to be engaged in learning and to make good grades. Observing this in the classroom, students become expected of receiving rewards when completing a task.  I think the best way to motivate students is to provide fun and engaging classrooms that will spark their desire to learn. What better way than technology!  Using the constructivism approach to teaching, will promote a students’ desire to achieve. Although, rewards may be helpful in some instances, intrinsic motivation is what should be promoted and focused on.

http://newadventuresatwilkes.blogspot.com/

Technology is apparently will always be evolving and changing. The world will constantly be adapting and learning in order to be efficient in this world of technology. This site is useful because it contains a blog provides insights on assessments with the use of technology. I did not realize that blogs could be such an effective tool for assessing performance. It was interesting to read how to this educator developed an assessment to effectively grade student performance. I realized that this would be useful information because it may be helpful in developing assessments with other use of other technology, such as evaluating websites or multimedia presentations. It also enables me to use instructional tools to develop knowledge of more complex topics that will assist in applying my experience in the field of instructional design (Ertmer & Newby, 2003).  

http://www.teachandlearn.ca/blog/ 

These sites will serve as ongoing resources because they reflect different areas of intellect that will be helpful in reflecting on my role as I work in instructional design. They are a mixture of different components that deal with student interaction, research based methods of student behavior, and the use of technology in the use of assessment tools. They contain other resourceful tools that will present the opportunity to interact with others that will contribute to my knowledge. It is evident that the new movement in education is geared towards collaboration among members of teams in schools and structured so that educators can reflect on instruction together (Ferriter, 2009 ) In contrast, blogging is an essential tool to collaborate with other professionals to expand our minds to different ideas, information, and methods of learning.

Resources

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.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.