Reflection on Learning Theories and Instruction

Since my class (Learning Theories and Instruction) started several weeks ago, we have discussed many learning theories. After getting a better understanding of the theories, I can see that at some point in time I have gained learning from all of the theories.  I can see the importance of knowing the theories and how they relate to how we learn.

How we learn can be a complex subject. Even though we can easily see if something has been learned through testing and performance evaluations, how that knowledge was retained and learned is not so easy to see. Everyone learns differently whether it is visually, hands on practice, through social connections, or connecting new information to prior knowledge and experiences. So it is important for instructors to take that into consideration if some students are struggling with the lesson content.

Even though the learning theories (behaviorism, cognitivism, constructivism, and connectivism) are different, they all have an important role in how we learn. With behaviorism, learning occurs through external processes like positive/negative reinforcement while cognitivism focuses on the internal process of how information is received and stored. Constructivism and connectivism are very similar in that knowledge occurs through interactions. As we grow older we gain more experience and create networks that provide us with information. The experiences we have help us relate to new information while our networks of people and online sources allow us to share ideas and acquire knowledge.

One thing I found interesting in this class is the difference between a ‘learning theory’ and a ‘learning style’. A learning theory explains the underlying psychological processes that influence learning while a learning style refers to the mode of instruction or study that a learner finds most effective to learn from. Like I stated earlier, everyone learns differently but sometimes it may be best to match the style to the lesson content. Harold E. Pashler, a professor of psychology at the University of California at San Diego, found that “for a given lesson, one instructional technique turns out to be optimal for all groups of students, even though students with certain learning styles may not love that technique” (Glenn, 2009). I think this is true. Depending on the lesson topic, the best method to present the information could be with more visual aids or a hands on approach or another method. It really just depends on the topic. 

As I pursue my career in instructional design, this course has helped me identify many of the challenges adult learners face as they continue their higher education and how to keep them engaged and motivated. Responsibilities like family and work can cause stress for adults going back to school. Also, there is a lot of new technology that may be intimidating for them as well. When instructional designers and instructors provide learning objectives, course expectations, and ‘how-to’ tools for programs or applications used within a course, it can help lower anxiety by putting light on the unknowns. Adult learners are self-directed and are most likely returning to school to improve their marketability within the workforce. So an important aspect of the instruction is to show its relevance and how the new information or training will support their goals.

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We are always learning. We learn from our environment, interactions, and experiences. It is important to have knowledge of the different learning theories and that there are different learning styles or modes to present information. As we move deeper into a digital world, we will see new technologies like gaming, simulations, and robotics that will change how information is presented. Despite the new technology, the fundamental role of instructional designers is to make learning efficient and effective. I think this course has given me a good foundation in understanding how we learn and things to consider when designing or instructing a lesson.      

Reference

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

Glenn, D. (2009). Matching Teaching Styles to Learning Style Not Help Students. In The Chronical of Higher Education. Retrieved from http://chronicle.com/article/Matching-Teaching-Style-to/49497/

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

Graphics
Hand photo. Retrieved from https://www.kickstarter.com/projects/90209899/painting-the-way-we-learn

Light bulb. Retrieved from http://www.shutterstock.com/pic-157727576/stock-vector-the-concept-of-effective-education-light-bulb-with-colorful-education-icon-file-is-saved-in-ai.html

Fitting My Learning Pieces Together

When I started this course (Learning Theories and Instruction), I considered myself a visual learner with aspects of the cognitive theory where learning is organized, sequenced and presented in a manner that is understandable and meaningful (Ertmer & Newby, 1993). I also saw myself using my past experiences to help in constructing new meaningful information.

Now, after studying each theory a little closer, I still see myself learning by creating meaning from experience (constructivism). However, the social learning theory and connectivism are also responsible for how I learn. I am influenced by my work environment, events in society, and other people. These influences/interactions are always feeding me new information and I filter the meaningful information from the not so useful information. According to Kim (2001), social constructivists view learning as a social process… meaningful learning occurs when individuals are engaged in social activities. A good example of this is when I am with my coworkers and we are discussing current events. With my schedule I usually only have time to catch some headlines so the social activity with my coworkers provides me with the in depth information and stories behind the headlines.   

Like a lot of people, I rely on my networks and online connections to acquire new knowledge. Karen Stephenson (as cited in Siemens, 2005) states:

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people (undated).”

In this digital age, technology offers new ways to learn. You can search any topic on the internet to view articles, videos, and images. One problem can be too much information so the user has to be able to discern what information is relevant for their needs. Along with that, information has become very accessible with the arrival of smartphones and tablets. Information can be accessed from just about anywhere and learning can happen from those online searches and interactions.

Technology is still moving forward and introducing new ways to facilitate learning like virtual reality training, more realistic simulations and devices, and other tools. People are always learning and depending on the context of the information, one of the learning theories will be utilized. An important thing to remember is that the advances in technology are just tools and that the learner must see the value and relevance of the new information or experience for the learned material to be retained.

Reference

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

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. In itdl.org. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Networks and Connectivism

Everybody networks in some shape or form whether it’s socially or professionally. But how do our networks help us learn and how have they changed the way we learn?

With so much information accessible through the Internet, it is so much easier to find what you are looking for and learn about something new with a click of your mouse. When I was growing up I had to rely on a network of teachers, books, magazines, and television to gain new information. The Internet provides a means to connect with new ideas and new information instantly. So for me, my online networks give me a virtually unlimited amount of resources to learn from opposed to the limited amount I had when I was growing up.

         



In my learning mind map, I show email, Google search, forums, and YouTube as some ways I receive knowledge. I think the two I rely on the most are Google searches and YouTube. When submitting a topic into the Google search window, I am shown various articles and links to that topic. I can quickly browse and choose the link that offers me the most relevance.

When I am trying to figure out how to do something, especially a home or car repair, I use YouTube to access ‘how-to’ videos. The videos are very helpful for me because they give me a visual of the pieces and parts involved as well as an explanation of the task. I also use YouTube to listen to lectures and short clips that provide additional information and insight to new concepts that I am learning in college.

My networks provide me with new information every day. And that information usually comes in an unorganized fashion. Meaning- in one moment I may be reading information on military aircraft then the next moment I am reading a news headline. The information I receive is sporadic. Siemens describes connectivism as the integration of principles explored by chaos, network, and complexity and self-organization theories. Chaos, in this instance, refers to a random order of information. As I receive new information, I reorganize it and form connections with similar experiences and concepts. One principle of connectivism is the skill of seeing the connections between fields, ideas, and concepts (Siemens, 2005). Even though I get different bits of information through social media, interactions with co-workers, and video media, I can focus on the relevance to the information and make the appropriate connection.

 

Reference

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Learning Mind Map



Hello! Mind maps are a great way to get a graphical representation of how information is connected or linked together. Here is a look at how I mapped resources I use for learning in my professional, educational, and personal interests.