Reflection -Learning Theories and Instruction

Course Reflection

Learning theories have been developed to assess and shape learning.  In my opinion, the challenges and successes of learning are not attributed to any single theory, but instead to interdependence.  Furthermore, some theories are derivations or responses of others.  The course; “Learning Theories and Instruction”, served to assess, compare and contrast six theories namely: behaviorism, cognitivism, constructivism, social learning, connectivism and adult learning.

My engagement in course activities revealed that an individual does not necessarily have to be a specific type of learner, but that learning styles can alter during the learning experience.  This was most striking, since I previously considered myself to be solely a conventional learner, with a behaviorist approach to learning.  Nevertheless, I believe that my misunderstanding stemmed from the fact that I learn mostly by following patterns.  This does not however mean that this is the only way I learn, or learn best.  Instead, I now realize that I have actually been applying other learning theories without even recognizing it.   

Being a behavioral learner still demands some levels of cognitivist’s and constructivist’s approaches, in order to achieve meaningful learning.  Cognitive learning theories are based on how people think (Ormrod, 2008), while constructivist theories allow us to elaborate on and interpret information (Ertmer & Newby, 1993, p.63).   Therefore, I see behaviorism as a starter to the learning process, and cognitivism and constructivism as developers.  For example, in Mathematics, being drilled into times-tables is one thing, but how about solving a problem?  Or, how about devising one’s unique logical method of solving a problem?  These aspects of learning have been applied by many, even those deemed as behavioral learners.

The above learning experience has deepened my knowledge of how I learn, by providing insight into my application of other learning theories such as connectivism.  The creation of a mind map during this course, has divulged numerous ways in which I remain connected to the world.  Additionally, the diversity of network and strength of ties (Siemens, 2008, p.11), help influence the ‘know-how and know-what supplemented with know-where’ (Klinger, n. d).  As a result, I am better able to channel my learning which is critical in the online community.

Technology is the process of humans modifying nature to meet their needs and wants (Anonymous, n. d).  Consequently, the development of learning styles and theories stipulates the use of technology.  Moreover, this use serves as a form of motivation for the learning process.  The study of Attention, Relevance, Confidence and Satisfaction (ARCS) from course readings by Keller (1999, p. 41), has provided much thought into heightening the motivational process.  The ‘Attention’ element of Keller’s research, lends itself to the application of technology, especially in on line learning.  Firstly, instructors can maximize the latest technology to create aesthetically attractive blackboards, hence course material.  Secondly, instructors and learners can be encouraged to convey enthusiasm through videos and social media.

Having completed this course, I am one-step ahead in being a more knowledgeable and organized future instructional designer.  The thorough assessment of the six theories above through a learning theory matrix, has further prepared me for inevitable learning challenges and successes.  In the past, I would Google or search through folders of notes to reference basic information on these theories.  Presently, the matrix is beneficial by creating a simplified reference guide for planning and instruction in almost any area of study.

Finally, this course has broadened my perspectives on learning theories, and equipped me to make informed evaluations of my learning, as well as that of others.  In addition, the knowledge gained will definitely serve as an asset to my future career in instructional design.

 

 

References

Anonymous, (n. d).  What is technology?  Retrieved February 21, 2014 from http://www.ask.com/question/what-is-technology

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.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Klinger, C. (n. d).  Behaviorism, cognitivism, constructivism, or connectivism? Tackling mathematics anxiety with ‘isms’ for a digital age.  Retrieved February 19, 2014 from http://www.alm-online.net/images/ALM/proceedings/alm16/Presentations/klinger- isms.pdf

Ormrod, J., Schunk, D., & Gredler, M. (2008). Overview.  Learning theories and instruction

(Laureate custom edition) (pp. 1-26). New Jersey, NY: Pearson.

Siemens, G. (2008).  Learning and knowing in networks: changing roles for educators and designers.  Retrieved February 12, 2014 from http://itforum.coe.uga.edu/Paper105/Siemens.pdf

 

Blog Assignment: Fitting the Pieces Together – Learning Theories and Instruction

Fitting the Pieces Together 

Learning theories have emerged and will continue to do so to meet the demands of diverse learners.  Moreover, the continuous discovery of learning styles, challenges and successes, fuel the development of theories.  During my course of study; Learning Theories and Instruction, six theories were examined namely: behaviorism, cognitivism, constructivism, social learning, connectivism and adult learning.  Each of these has benefits and drawbacks, which impact on learning and instruction.

Prior to this course, I believed that I was solely a conventional learner, with a behaviorist approach to learning.  Although I still somewhat claim this type of learning, my perspectives have slightly deviated.   Having reviewed the above theories, I realize that my learning process incorporates a fragment of each one.  Furthermore, I do engage in other types of learning, but sometimes I am not aware or take them for granted.  Firstly, my many years of study and instruction in mathematics must be attributed to the cognitive and constructivist’s theories.  While the “skill and drill” practice is grounded in basic computation, mathematical concepts generally demand reasoning and problem solving.  For this reason, I particularly support Jean Piaget’s cognitive-development theory which provides insights into classroom practices, that facilitate the development of logical thinking (Ormrod, Schunk & Gredler, 2009).

Secondly, my moral, religious and ethical values are as a result of social learning.  Even my behaviorist approach was influenced by the social learning theory.  In other words, I believe that if a specific approach to learning worked for others, it will work for me.  Having being raised by a teacher in a Christian home driven by structure, I was led to model practices in my environment, hence being socialized in a specific manner.  This theory also supports self-efficacy, which means that learners are more likely to participate in successful behaviors, and less likely if they believe it will result in failure (Ormrod, 2008, p. 235).  As a result, the success of my parents and siblings inspired me to emulate their behaviors.

The connectivism theory merged with the adult learning theory is applicable to my everyday life. Formerly, connectivism was not acknowledged as part of my learning process, but is currently recognized.  Technology facilitates our ability to meet the needs of all kinds of learners (Mc Knight, 2009).  Hence, technology has drastically changed my learning.  I never realized the extent of this change until I generated a mind map of my connectivity patterns.  My world is completely networked through online and distance education, social media platforms (Skype, Face book), search engines, mobile communications, among many others.  Conlan, Grabowski, & Smith, (2003) discusses self-directed learning as one of the major components of adult learning.  Many of my connectivist’s applications are as a result of self-directed learning.  For example, my use of search engines has significantly increased due to the need to keep abreast with education, lifestyle, health and beauty, fashion, travel and technological advancements.  I also make good use of cloud computing software such as Drop box, to maximize storage capacity.  In addition, I recently created this blog site which I currently use to publish instructional design content, but intend to publish other relevant educational resources.

Ultimately, the past few weeks have exposed me to insightful knowledge on theoretical learning.  The activities have created awareness of my application of all the above learning theories; in particular conncetivism.

 

 

References

 

Conlan, J., Grabowski, S., & Smith, K.  (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February 23 2014, from http://projects.coe.uga.edu/epltt/

McKnight, K. (2009).  Top 12 ways technology changed learning.  Retrieved February 23, 2014 from http://www.teachhub.com/how-technology-changed-learning

Ormrod, J., Schunk, D., & Gredler, M. (2008). Overview.  Learning theories and   instruction (Laureate custom edition) (p. 235). New Jersey, NY: Pearson.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction, pp.11-14 (Laureate custom edition). New York: Pearson.

 

 

Mind Map Reflection

Week 5 Assignment – Reflecting on My Mind Map

It is amazing how our everyday connections can be organized into a brilliant diagram referred to as a “Mind Map”. The mind mapping experience has over the years been part of my teaching strategies, for brainstorming and reflections.  However, it is my first time utilizing it to amalgamate my connectivity patterns.  Buzan (n. d) describes a “Mind Map” as  “a powerful graphic technique which provides a universal key to unlock the potential of the brain”. Putting together the connectivism mind map helped me to assess and generate an overall picture of my maximization of network connections.  Furthermore, the experience allowed me to identify my patterns and growth in the use of technological advances.  Additionally, I am better able to monitor and upgrade my accessibility to information, with regards to choice of networks, and how they facilitate my learning.

Two things that I found most surprising were my sparse bubbles of “social networking” and  absence of virtual worlds.  Nonetheless, my leisurely activities do not involve any of the above, hence the reason for this result. I use social networking mostly on a professional level, such as for work and scholarly relations.  My pass time however lies in watching movies and investigative series on television.

My professional and graduate connections have  improved my approach to learning by boosting my scholarly skills. Prior to graduate and undergraduate studies, I would never have even considered many of those connections.  For example, Purdue Owl and similar resources are mandatory materials for academic writing.  There are so many distinctive formats for referencing, that continuous referral to these guides is imperative.  “The primary reason for citation therefore, is that it encourages and supports the collective construction of academic knowledge” (Walker & Taylor, 2006, pp. 29-30).

My learning has also changed since my recent introduction to the blogging world.  The creation of my blog has lifted my confidence in the use of technology, and keeping abreast with the experiences, perspectives and opinions of others.  As I continue to blog, I look forward to sharing and receiving feedback from a broad spectrum.

There are specific tools from each categorized network connection, which are compulsory in facilitating my everyday learning.  Firstly, in the area of “social networking”, emailing is a must for connecting with my colleagues, students and family.  It is one of the most cost-efficient ways of communicating in such harsh economic times. Additionally, emailing is one of the most standard and professional social networks, which caters for a wide age-range and personalities.  Secondly, all links stemming from the”tools” bubble are critical in my meaningful learning. Efficient input, storage and retrieval of information is necessary for maintaining organization.  Imagine how inconvenient it would be in present day for an instructional designer, to be without a personal computer, flash drive or even a cellular phone.  These tools help to collate resources and prevent disasters. Sometimes, I text a former colleague of mine who lives in another island, to ask burning questions or share her views on topics.  She is rarely online, but easily reached on her cell phone.   Thirdly, my academic survival is dependent on the “professional bubble”, which is linked to the “graduate bubble”.  Apart from the mandatory links such as Walden University and Purdue Owl, I make good use of online paper graders such as “Paper Rater”, in editing my academic writing . Additionally, when it doubt, or have questions, a simple “google” spills a world of answers.

From the above evaluation, my mind mapping generally supports the central tenets of connectivism.  Downes (2005) claims that connective knowledge networks possesses four traits: diversity, autonomy, interactivity and openess (as cited in Siemens, 2012).   My ‘professional’ and ‘tools’ network connections are healthy, diverse and facilitate my current needs.  However, they should be monitored and upgraded from time to time in order to access the widest possible spectrum of information.  Autonomy on the other hand is somewhat lacking,  due to the sparsity of sites in my “personal bubble”.  Finally, interactivity and openness is evident in every aspect of my network connections.  My use of many hardware and software devices allows for two-way communication among people.

References

Buzan, T. (n.d).  Mind mapping.  Retrieved February 8, 2014 from http://www.tonybuzan.com/about/mind-mapping/

Siemens, G. (2012).   Connectivists learning theory.  Retrieved February 8, 2014 from http://p2pfoundation.net/Connectivist_Learning_Theory_-_Siemens

Walker, J. R., & Taylor, T. (2006). The Columbia guide to online style (2nd ed.). Chichester, West Sussex: Columbia University Press.

“Connectivism” Mind Map

Week 5 Assignment

 

 

Click image to view and zoom in where necessary.

The Brain and Learning, Information Processing Theory

Week 2 Assignment

Explore these links which provide insight into how the brains works in processing information, as well as factors which may hinder the learning process.

1. http://epltt.coe.uga.edu/index.php?title=Information_processing

Authored by Michael Orey from the University of Georgia, this article integrates the computer and the brain.  It provides an overview of information processing, and makes comparisons and contrasts of the brain and the computer. Additionally, it serves as a suitable introductory material for any course related to learning theories.  Furthermore, it provides in-depth information on sensory registers, as well as short-term and long-term memory.

2. http://www.edweek.org/ew/section/infographics/test-your-brain.html

This link serves as a refresher having engaged in studies on the brain and learning.   It is a “true or false” quiz which tests your brain on how it affects learning and instruction, and was taken by myself and some classmates. Created by Paul Howard-Jones from the University of Bristol, the quiz comprises of questions which relate to processing, retaining and retrieving information, hence exercising good testing and evaluation skills.  However, you may find some of the solutions to be opinionated based on your experiences or other research.  For example, there is a question: “emotion hinders reasoning and memory in the brain”, attached to a ‘false’ solution.  The explanation given implies that positive emotion such as excitement makes learning easier , while claiming that negative emotions such as stress can  hinder learning.  I believe that both can hinder learning since excitement can sometimes be distracting.  Think of students who spend too much time partying during exams.  Some of them may be affected in the retrieval of information.

3. http://www.dailymail.co.uk/health/article-47792/How-lack-sleep-affects-brain.html

Lack of sleep can impact how well  our brain functions.  Besides, the state of sleep exists for a reason.  This site generally describes how fatigue can hinder the process of learning, lower IQ, and increase the risk of some diseases and social problems.  In this link, research done by Dr Kwangwook Cho showed that the temporal lobe region of the brain of some flight attendants had shrunk for those with short intervals, as opposed to those with longer intervals. Further tests showed that those whose brains had shrunk had worse memories, and higher levels of the stress hormone cortisol.  As a result, stress may have affected their memory.

References

Anonymous, (n. d).  How lack of sleep affects the brain.  Retrieved January 17, 2014 from Mail Online at http://www.dailymail.co.uk/health/article-47792/How-lack-sleep-affects-brain.html

Hung, C. & Baker, L., (2012). Test your brain. Retrieved from Education Week at http://www.edweek.org/ew/section/infographics/test-your-brain.html January 17, 2014.

Orey, M. (2001). Information Processing.  In M. Orey (Ed.), Emerging perspectiveson learning, teaching, and technology. Retrieved January 18, 2014 from http://epltt.coe.uga.edu/index.phptitle=Information_processing

Scenario-Based Learning

URL: http://www.gc-solutions.net/blog/heres-the-scenario-tenets-for-scenario-based-learning/

The above link on scenario based learning, blogged by my classmate Sara Jennings in the course: Learning Theories and Instruction at the Walden University, stimulated some of my thoughts.  Instructional designers and anyone in the field of education, may consider this site to be an instrumental resource.

Authored by Arunima Majumdar, this link outlines tenets for Scenario-based learning.  Being an e-learning and blogging enthusiast, she expounds on five different ways in which Scenario-based learning is effectively executed.  As an educator or even a student, you may be familiar with questions such as; “why do we need to learn this”, or “where in life am I ever going to use that?”  Furthermore,  you may have worked with qualified people who seem generally challenged in the workplace, or when placed in a specific scenario.  Well, this link suggests ways to answer these questions or curb these occurrences.  Errington (1995) describes Scenario-based learning as “a methodology which aims to promote deep learning and awareness by involving participants in realistic critical incidents, where they are forced to consider a wide-range of factors, make decisions and reflect on the outcomes  and what they have learnt from this”.

The mediums of Scenario-based learning outlined are as follows: through conversations, through popular themes, through timed activities, through feedback and support and through people-centric examples.  Of the five described, I decided to give insight into two of them.  Firstly, conversations afford opportunity for students to openly share their experiences on a particular topic.  As a result, students learn from each other, and improve their verbal communication skills.  Consequently, the instructor may save time in developing certain concepts, having become aware of students previous knowledge.  Majumdar (2013) adds that conversations make learners at ease with the topic and successfully ‘humanizes’ the learning activity.  I clearly remember being in primary school and becoming excited when learning about natural disasters.  We were eager to share vivid descriptions of storms and other disasters which we experienced, or saw on television.  However, in order to maintain focus and achieve objectives, instructors must be careful not to allow students to deviate too much from the lesson.  Sometimes, learners tend be vehement about their thoughts and opinions.  As a result, lessons should be carefully constructed for this strategy to be effective.

The second strategy examined is “through the use of timed activities”.  Students often complain that the time is too limited for an exam or a homework assignment.  This medium may better help students to value time in completing assessments, hence in preparation for the world of work.  Time is of essence in any field of work, in particular in careers like medicine, forensics and even fire-fighting where every second is critical.  The site describes a ‘treasure map’ activity which involves using clues to get to the treasure within an allotted time.  This activity not only helps learners to be alert, but to have fun while doing it.

Generally, the Scenario-Based learning represents a Constructivist’s approach to learning.  Learners do not only transfer their knowledge, but actually live the experiences.  This type of learning provides concrete reasoning for concepts learnt in the classroom.

References

Errington, E. (1995).  What is scenario-based learning?  Retrieved January 19, 2014 fromhttp://www.jcu.edu.au/teaching/scenario/JCU_079355.html

Jennings, S. (2014).  Professional learning communities.  Retrieved January, 12, 2019 from http://instructionxdesign.com/

Majumdar, A. (2013).  Here’s the scenario: Tenets for scenario-based learning.  Retrieved January 12, 2014 fromhttp://www.gc-solutions.net/blog/heres-the-scenario-tenets-for-scenario-based-learning/

Professional Resources on Learning

Week 1 Assignment

The following are suggested resources which seek to broaden our knowledge on the way we learn.

1.  http://www.youtube.com/watch?v=NN2I1pWXjXI

This video provides a brief overview of blogs.  If you are unfamiliar with the term ‘blog’, or have never created one, this video is a suitable guide.  I recommend this since it has been very beneficial to me a beginner.  Moreover, the presentation is student friendly as suggested by its name: Blogs in Plain English.

2. http://en.wordpress.com/tag/instructional-design/

Having received some substantial information about blogs, I proceeded to this website to view a sample.  Moreover this site was ideal since it was created using the same blog site as this one.  The blog also stimulates ideas on customizing and inspiring others using pictures and inspirational quotes.

3.  http://www.internettime.com/blog/archives/001083.html

Being in the field of instructional design requires continuous education on fundamental principles, and keeping abreast with latest advancements.  This site does just that since it focuses not only principles, but provides guidelines which keep your audience interested.  Alot of emphasis is also placed on several design tradeoffs, which are applicable to almost if not every aspect of instructional design.  Some of the basic ones include balance, consistency, sharpness and neutrality among many others.

4. http://www.infed.org/biblio/b-learn.htm

This site focuses on theories which assess both the processes and products of learning.  It makes comparisons and contrasts among four orientations of learning namely behaviorist, cognitivist, humanist and the social/situational orientation to learning.  The site does not solely promote any particular orientation, but constructively critiques each style.  Furthermore, various theories are presented in support of findings.

What is particularly intriguing about this resource is that it provides a comprehensive overview of varied orientations all in one site, with suggested further readings.  This is important because orientations such as a humanist point of view is sometimes overlooked by instructors even like myself.  Whether an individual learns best through behaviorism or cognitivism, the affective domain of their life is still a critical factor.  Physiological needs such as hunger, thirst, sex, sleep, relaxation and bodily integrity must be satisfied before the next level comes into play (Tennant, 1997).  Many of my students hail from impoverished backgrounds and are hence deprived from some of these.

Generally, this site is ideal for a thorough research on the orientations of learning, with links to differentiated opinions on the topic.

References

Common Craft, Inc. (Producer). (2007).  Blogs in Plain English [Video].  Retrieved from,

http://www.class.walden.edu

Cross, J. (2004).  I am designer.  Retrieved http://www.internettime.com/blog/archives/001083.html

Smith, M. K. (2003). ‘Learning theory’, the encyclopedia of informal education. [http://infed.org/mobi/learning-theory-models-product-and-process/. Retrieved January 12, 2014 from http://infed.org/mobi/learning-theory-models-product-and-process/

Food for Thought

“Instructional design is more than just putting information in front of learners” (Kuhlmann, 2008).

Welcome Aboard

Although I have interacted with the online community for quite some time, this is actually my first blog.  The idea was fueled by a course in my Graduate studies at Walden University: Learning Theories and Instruction.  The field of study is Instructional Design and most of the material presented here reflect research, experiences and opinions on how people learn.  Please feel free to ask questions, provide suggestions and offer constructive criticism on anything posted.  Besides “blogging is a conversation, not a code” (Butcher, 2007).

References

Butcher, M. (2007).  Blogging is a conversation not a code.  Retrieved January 11 2014, from http://www.newstatesman.com/blogs/new-media-awards/2007/05/code-blogging-calls-sites