Reflection - Learning Theories and Instruction EDU-6115-2

This course has informed me of the many different factors that influence the success of the learner in the classroom.  As I pursue my Masters in Instructional Design and Technology, I plan to use this knowledge to effectively design instruction for the adult learner.

One of the most striking things I have learned is how influential the different learning styles are for   instructional designers when designing courses.  “The critical link, therefore, is not between the design of instruction and an autonomous body of knowledge about instructional phenomena, but between instructional design issues and the theories of human learning” (Ertmer & Newby, 1993, p. 51).  I was initially under the impression that one should choose and focus on a learning theory and teach accordingly, yet I see aspects of each in the way children in my classroom learn and in my own learning and instructional designers must know when and why to employ each (Ertmer & Newby).  Although I was aware of its presence in the learning process, I found most striking the impact Siemens’ (2009) Connectivism theory has on today’s learner. Siemens tells us we no longer consider just the individual learner, but now rather the broader environment in which we are situated.  

Reflecting on my own learning style I realize that I, like my students, apply different learning styles according to what knowledge I am acquiring.  One of the reasons I found Connectivism to be so dominant as a learning theory is that it is one the most prevailing theories in my own learning process and I feel that it is applied in most of my learning situations.  Being defined as learning through technology, information and social networks, it describes how I learn through my online pursuit of my masters degree, how I strive to teach in a 21^st century classroom, and how I learn from my day-to-day living experiences.  I also found interesting the research on adult learners and the recognition that when teaching adult learners there are many different approaches and that although each adult learns differently, they are “independent, and self-reliant, and they are self-directed toward goals” (Cercone, 2008, p. 143).

During this course I have studied different learning theories, learning styles, educational technology and how to motivate the learner in both face-to face and online environments.  Independently each of these are important elements to consider when analyzing the learner, yet I have come to realize that they are deeply connected and equally influential factors in how knowledge is obtained and retained.   Ormrod (2009) tells us that not only do we have to possess cognitive processes that allow us to learn effectively, but we also need to have a desire to learn.  Seimens (2004) recognizes the impact of educational technology as he tells us “learning theories are concerned with the actual process of learning” (p. 2), and that, as well as addressing how it is that a person learns, one must recognize that “these theories do not address learning that occurs outside of people” (p.2).

As I have become more educated on the different factors that influence learning, I have constantly been aware of how these theories will impact my career as an instructional designer.  I realize that there are numerous influences that affect the success of the learner and that my priority is to create a learning environment where learners are motivated and confident, and that I am able to employ different learning theories and strategies when needed. I must also “acknowledge the tectonic shifts in society where learning is no longer an internal, individualistic activity” (Siemens, 2004, p. 5) and implement technology into the design of my courses effectively.

This course has been most enjoyable and has allowed me to reflect on both my teaching and learning approaches.  Ertmer & Newby (1993) state that “learning is influenced by many factors from many sources, the learning process itself is constantly changing” (p. 67).  This course has informed me of many of the influential factors involved in the learning process, and I must be sure to be well informed of the technological advances and incorporate these into the design of my instruction.

References:

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

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.

Laureate Education, Inc. (Producer). (2009) Connectivism [transcript] [with George Siemens] Retrieved from Walden University.

Laureate Education, Inc. (Producer). (2009a) Motivation in learning [transcript] [with Dr. Jeanne Ormrod] Retrieved from Walden University.

Siemens, G (December 12, 2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Fitting the Pieces Together

When training to be a teacher, I was taught to tailor my lessons to each learning style: visual, kinesthetic and auditory.  I have spent the last few weeks exploring different learning styles and my view on how students (and myself) learn has expanded significantly. 

Gilbert and Swanier (2008) tell us “learning styles actually fluctuate within subject or lesson” (p. 29).  Where for one lesson, a child in my class may use a Cognitive approach to learning – storing something in short-term memory and transferring it to long term memory for later use, they may in the same lesson be using Behaviorism where they may be learning (and unlearning) through reinforcers and punishments and at the same time be using the Constructivist approach where they “create their own meaning rather that acquire it” (Ertmer and Newby, 1993).  I realize that, as challenging as it may be to meet each child’s learning style in my class at all times, it is important for me to design my lessons and classroom environment in a way that fosters and embraces all learning styles and that I must be flexible in my instruction.  This is a much different teaching style than when I joined a classroom 10 years ago, but the learning buzz that can be heard in this accommodating classroom is great motivation for both teacher and student.  Brown (2003) states, “when students’ learning preferences match their instructor’s teaching styles, student motivation and achievement usually improve” (p. 1).  The classroom I began in has changed significantly and continues to change at a rapid pace each year due to technology and I find that I often learn alongside my students each day.  An example of this - a Google search of an interesting animal brought up during a class discussion.  I embrace technology in my classroom and it makes a significant impact on my students’ enthusiasm and attention span. 

As I reflect on my own preferred learning theory, I realize that I relate closely to the Social Learning Theory and to Connectivism.  As you can see in my previous blog post, my mind map shows different learning influences in my life and many of them are other people, the environment or technology.  When exploring the Cognitive learning theory, I learnt that my short-term memory was quite weak and this may be one of the reasons I lean towards the Connectivist theory, where “learning is stored and manipulated by technology” (Siemens, 2009).  The instantaneity of information at my fingertips through multiple electronic devices is something that I embrace fully in my job, academic and personal life. 

I think one of the most important things that I have leanred is that we all learn in different ways and that each learner also embraces many different styles.  This is quite insightful for me in my role as an educator and as a learner.  I must continue to be flexible in my approach as I fulfill both roles. 

References:

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

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

Brown, B. (2003). Teaching Style vs. Learning Style. Myths and Realities. (Report No- 26). Retrieved from ERIC database (ED482 329)

Laureate Education, Inc. (Producer). (2009). Connectivism. [Transcript]. [with George Siemens] Retrieved from Walden University.

Connectivism

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In my studies this week, I have explored adult learners and connectivism.  I have looked at how one learns as an adult and the different factors that influence the choice in environment in which they learn.  Some adults are self-directed and choose to take responsibility for their own learning.  They may choose the face-to-face classroom settings or, like myself, choose online classes.  I would not say that any one particular learning environment is suitable for all. Learning styles, past learning experiences and personal circumstances all play a role in determining which environment is best suited for any learner.

Seimens (2012) describes connectivism as a learning theory that integrates technology, social networks, and information.  He talks of the significant explosion in how we connect with other people as well as with data sources.  Once upon a time you would have to go to the library to research an unknown topic or discuss and learn from those around you – face to face.  Now, information is a click away – you can find it immediately on your mobile phone, the Internet, or conversation with a friend half –way around the world!

In the mind map displayed, I have explored the various resources I depend on regularly to provide me with knowledge.  After dividing these resources into three categories; Career, Life Experiences/Interests and Further Education-Walden, I appreciated how influential my day-to-day living and life-experiences were on me constantly learning.  I think that it is important also to recognize that my three topics are all interconnected and that it is not only by learning through the sources described in the connecting strands to my job and further education that I have seen success in these areas, but that I constantly draw on my life experiences and interests as I do so. Fenwick and Tennant (2010) tell us that “as learners we construct, through reflection, a personal understanding of relevant structures and meaning derived from our actions in the world” (p. 60). 

Through my classes at Walden, I have been introduced to blogs and an online learning environment.  The abundance of knowledge on the World Wide Web is overwhelming yet exciting!  I regularly use online networks such as Pinterest, Facebook and You Tube to learn things of interest and I have found that my classroom setting has demanded that I be more disciplined and structured with my learning.  It has definitely been a learning curve.  What I find most interesting is that 5 years from now- or even next week – there will be drastic changes again to how we learn online as technology continues to change.

Resources:

Fenwick, T. & Tennant, M. (2004). Understanding Adult Learners. In Foley, G. (Ed.) Dimensions of Adult Learning: Adult education and training in a global era (pp. 189-200). Retrieved from http://site.ebrary.com/id/10161341?ppg=72

Laureate Education, Inc. (Producer). (2009) Connectivism. [Video webcast] [with George Siemens] Retrieved from Walden University.