Reflection

Learning about how people learn was very intriguing to me.  When I was looking back at the class resources from each week I reflected on two thing, learning styles and motivation.  “Students often become uninterested and restless during class when there is no correlation between the way students learn and the way instructors teach” (Gilbert & Swanier, 2008).  When teachers research learning styles it provides “direction for either how to teach individuals through their styles, patterns or how to teach them by capitalizing on their personal strengths. Learning style can also be defined as the way in which each learner begins to concentrate on, process, and retain new and difficult information. Identifying learning styles and adapting lessons can motivate, encourage students to succeed, and eliminate unfair labeling. Different individuals perceive and process experiences in different preferred ways” (Gilbert & Swanier, 2008). 

However when students are motivated by teachers they can be more interested in class and their work.  “A student may arrive in class with a certain degree of motivation. But the teacher's behavior and teaching style, the structure of the course, the nature of the assignments and informal interactions with students all have a large effect on student motivation” (Kirk, 2011).  Probably one of the most striking things I’ve learned during this course is the fact that people can learn and identify with multiple learning theories and strategies depending on the situation or circumstance that the material is being presented in.  Also as I furthered my knowledge about how people learn, I realized that adult learner thinking and motivation is vastly different from even a college student’s

Through this course I’ve learned about my own learning process.  I’ve learned that through Gardner’s multiple intelligences my strengths are logical-mathematical, bodily kinesthetic, spatial-visual, interpersonal, and intrapersonal (Businessballs.com, 2011).  My weaknesses can be found in linguistic and musical categories (Businessballs.com, 2011).  Using Gardner’s multiple intelligences to evaluate your personal learning style allows you to understand how to modify learning to your advantage (Gardner, 2003). After taking Gardner’s Multiple Intelligence Test I found that my own knowledge of learning confirmed I like to learn in ways use analytical thinking skills, hands-on experiences, images, relating to others, and reflecting on my own learning and personal experiences.  “Given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style. However, this may not be the case throughout a course or a specific lesson; learning styles can actually fluctuate within subject or lesson” (Gilbert, & Swanier, 2008).

This class, Learning Theories and Instruction, has deepened my understanding for different modes of learning.  Everyone is unique and learns in various ways, because of this, there is no best way of learning.  No one particular learning theory is better than another (Fenwick & Tennant, 2004). My personal learning process requires me to make connections with new ideas and concepts.  Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. (Davis, Edmunds, & Kelly-Bateman 2008).

Learning theories, learning styles, educational technology, and motivation create a puzzle.  When each piece is connected, learning is fun and exciting! When instructors are designing lessons it is imperative to consider the target audience. The instructor should allow for creativity and flexibility in assignments and time for interaction from the instructor to help the learner understand how they learn best (Ormrod, Schunk, & Gredler, 2009) so that he or she can enhance his or her own learning.  A good way to incorporate motivation is Keller’s ARCS motivational process (Keller, 1999).

This course has given me a concrete foundation for a career in instructional design.  This course has provided me with the building blocks of education: learning theories, learning styles, motivation, and education technology.  Over the past eight weeks, this class has enhanced my job as a current educator because I’ve become more aware of how I can effectively infuse technology into my instruction.  I am able to easily motivate my students by using the ARCS Model.  With today’s technology variety is necessary in order to best motivate and reach all learners.

Resources

Businessballs.com. (2011). Gardner, H. Multiple Intelligence Test retrieved on <2/15/11> from www.businessballs.com/howardgardnermultipleintelligences.htm

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on <2/23/11> from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Fenwick, T., & Tennant, M. (2004). Understanding Adult Learners. In G. Foley, Dimensions of adult learning: Adult education and training in a global era. (p. 55). McGraw-Hill Education.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://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

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

Kirk, K. (2011). Motivating Students. Cutting Edge.  Retrieved  on <2/24/11> from http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html

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

Fitting the Pieces Together

Fitting the Pieces Together

            Seven weeks ago when I began this course I had a fairly good understanding of different learning theories and learning styles.  I knew that it was important to differentiate teaching to accommodate all learners.  After spending the last six weeks researching, analyzing, and interpreting my knowledge has evolved to accommodate my new learning.  I’ve learned that through Gardner’s multiple intelligences my strengths are logical-mathematical, bodily kinesthetic, spatial-visual, interpersonal, and intrapersonal.  My weaknesses can be found in linguistic and musical categories.  Using Gardner’s multiple intelligences to evaluate your personal learning style allows you to understand how to modify learning to your advantage.  After taking Gardner’s Multiple Intelligence Test I found that my own knowledge of learning confirmed I like to learn in ways use analytical thinking skills, hands-on experiences, images, relating to others, and reflecting on my own learning and personal experiences.  “Given a specific instruction method or environment, some people will learn more effectively than others due to their individual learning style. However, this may not be the case throughout a course or a specific lesson. Learning styles actually fluctuate within subject or lesson” (Gilbert, & Swanier, 2008).

            Over the past several weeks I’ve learned about multiple learning theories and learning styles.  As I was learning about each I tried to visualize how I would use that particular theory in my learning. “Learning styles are approaches to learning and studying. Keefe defined learning styles as characteristic cognitive, affective, and psychological behaviors that serve as relatively stable indicators of how learners perceive, interact with or respond to the learning environment” (Gilbert, & Swanier, 2008). Learning styles are often influenced by heredity, previous experiences, and current environment (Gilbert, & Swanier, 2008).   The learning theories that most resonated with me were the constructivist theory, social learning theory, connectivism, and adult learning.  Each of these theories allowed for me to create a connection between them.  All four seem to easily intertwine and focus on a key theme; reflecting on prior knowledge, communicating with others, and drawing conclusions.   As an instructor it is “almost impossible to identify each student’s learning style and it is an impossible task to accommodate everyone’s learning style in a classroom environment” (Gilbert, & Swanier, 2008).   

            “For several decades electronic technology has made an impact on every aspect of society and culture” (Semple, 2000).  “Computers make it possible to access huge amounts of information and communication over great distances can occur almost immediately” (Semple, 2000).   Technology plays one of the most important roles in my learning.  Without the use of technology I would not be able to easily connect with my existing networks.  Each week I spend countless hours researching information for discussion posts, communicating with colleagues, and connecting with family members across the nation. 

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

Connectivism

Connectivism

            Connectivism is a theoretical framework for understanding learning. In connectivism, the starting point for learning occurs when knowledge is actuated through the process of a learner connecting to and feeding information into a learning community. (Kop & Hill, 2008).

            This week’s assignment was to create a mind map to show our own learning networks.  My mind map project helped to show me the complexity of learning and how I connect things such as the environment, culture, and past experience and so forth within my network, and how technology ties it all together.

            In today’s changing society, information is always changing.  The information that a person acquires today may be different tomorrow.  As adults, we automatically consider these changes and adapt our current knowledge to new knowledge.  Everyone is unique and learns in various ways, because of this, there is no best way of learning.  No one particular learning theory is better than another (Fenwick & Tennant, 2004). Learning is blended and constant (Fenwick & Tennant, 2004).  There is no such thing as generic ‘adult learner’ who can describe in ways that accurately and responsibility portray the myriad differences between people and the changes they experience (Fenwick & Tennant, 2004).  Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs. (Davis, Edmunds, & Kelly-Bateman 2008). The context of a person’s life with its unique cultural, political, physical, and social dynamics influences what learning experiences are encountered and how they are engaged (Fenwick & Tennant, 2004). My network has changed the way I learn because it challenges me to ask questions when I’m unsure about something, think critically when asked to provide a solution to a problem, be open to the view points of others, and to be diverse in technology. 

            Technology plays a very important role in my learning.  I spend hours on a computer each day researching the internet and communicating with colleagues and family members across the nation.  New technology and software has been my life-saver with various projects for grad school and preparing lessons for my students.  When trying to solve problems I use several different networks, such as technology, social networks, and opinions of colleagues and friends to form my own outcome for the problem. 

            New technology forces today’s learner to process and apply information in a very different way and at a very different pace from any other time in history (Davis, Edmunds, & Kelly-Bateman 2008). With today’s technologies and information changing so rapidly, forming networks and learning communities provide learners with quick access to share knowledge or find information that is needed at any given time. 

References:

Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <2-4-11>, from http://projects.coe.uga.edu/epltt/

Fenwick, T., & Tennant, M. (2004). Understanding Adult Learners. In G. Foley, Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

Kop, R., & Hill, A. (2008). Connectivism: Learning theory of the future or vestige of the past? International Review of Research in Open & Distance Learning , 1-13.

Connectivism