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