Reflecting on Learning Styles and Instruction

Learning Theories and Instruction, a course focused on ways in which people learn and how to improve instruction methods and strategies, has helped me gain insight into my own learning style and how those of others differs or is similar to my own. I have taken away many tools to use in order to hold the interests of my students and increase my own learning capacity. In other words, I now know that understanding learning styles and the ways learners approach learning and studying, will not only help me as instructor but will help my students as well (Gilbert, 2008).

Acknowledging that I tend to learn best in learning environments where multi-faceted methods of instruction such as lecture, discussion, visual aids, and hands-on activities and/or group assignments are used, is a phenomenal step in becoming an adept instructional designer. I’ve learned that for most learners, being more engaged in the learning process increases the amount of content that students retain and make connections to. I’ve also gained insight into the process of self-directed learning, where learners diagnose their own personal needs, set goals, identify resources, implement strategies, and evaluate outcomes. I know that this process whereby we take responsibility for our learning is one that contributes to student success (Conlan, 2003). These nuances have begun to help me determine areas where I need to improve as an instructor and learner.

Learning how the brain processes information and specific approaches of various learning theories has greatly influenced my perspectives as an instructor. I’ve found that it is important to focus on organizing information and presenting subject matter in a way that will elicit a connection between what my student’s already know to what I am teaching, in order to increase the likelihood that the content will be retained by them (stored in the long term memory) (Ormond, 2009). I have been shocked by the realization of exactly how much instructional methods significantly affect the way students learn.

The introduction to learning theories has been influential as well. I’ve learned that theories, such as Behaviorist, Cognitivist, and Constructivist theories when looked at as a whole can explain 100% of how humans process information and that we need to borrow from each theory in order to produce the best learning environments (Karr, 2007). I believe this concept applies to all learning theories, including but not limited to Connectivist and Adult Learning Theories. By familiarizing myself with such theories, I will further recognize similarities and concepts, and be able to utilize that knowledge to influence learning. I believe that how we relate what we interpret from each theory to the information that is already stored in our minds, determines what we gather throughout our learning processes.

The use of technological and motivational tools like the ARCS model of motivational design will also largely impact my instruction methods and future success in that arena. Utilizing blogs; RSS feeds; mobile devices; personal websites; cloud computing; social networking sites; chat rooms; and other technology, along with tools to increase student Attention; Relevance; Confidence; and Satisfaction will most certainly make me a more successful instructional designer and teacher (Keller, 1999). These tools will be sure to increase the learning successes of my students by helping them to connect in almost limited ways to the content, as well as, by allowing me as an instructor to positively influence motivation and even greater success. I am optimistic about the direction of my career in instruction as a result of the tools I have learned to utilize during this course.




References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 7/26/2011, from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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

Kapp, Karl. (2007). Out and About: Discussion on Educational Schools of Thought. Web blog entry. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Learning Theories and Styles: A Deeper Understanding

I've recently posted a discussion entry for class that described how in my younger years, I'd shrug off being called a good student as just being focused on doing good work when an assignment was given, or being able to recall facts during test time. I'd blame the instructor/teacher if I didn't receive a good mark on an assignment, accusing them of monotony or lack of interest in the success of their instruction methods. However, as I matured I realized that there had to be more to learning that just a willingness to focus or the ability to recall facts. Having begun a class focused on ways in which people learn and how to improve instruction methods/strategies, I've really begun to delve into my own learning style and how it differed or was similar to that of others and how I can use various methods in order to hold the interests of my students. New information that I've gained recently has changed that old way of thinking significantly.

I have found that I tend to learn best in environments that are engaging mentally and physically. I enjoy multi-faceted methods of instruction to include lecture, class discussion/reflection, visual stimuli, and active learning through group activities: developing questions, or responding to direct questions that reflect/test my knowledge and understanding and that of my peers. The more engaged and entertained I am during the instructional process, the more I gather from it and the more I am able to use/recall what I've learned later. This, I have recently learned is true for most learners in that we navigate through learning processes through more personal means or by self-directed learning. I've learned that the process of self-directed learning is where learners diagnose their own personal needs, set goals, identify resources, implement strategies, and evaluate outcomes; thereby taking responsibility for their own learning (Conlan, 2003). Recognizing learning styles and how I learn best helps me to work on areas where I may not focus best and improves my overall academic achievement.

I first acknowledged learning perspectives by acceptance and recognition of that of Robert Gagne'. His conditions of learning perspective states that people build on prior knowledge and that multiple characteristics apply to and contribute to how we learn, and how we gain information (Ormrod, 2009). I agree that there are variants in our experiences that affect the way we learn and recognizing these characteristic differences or variants in life experiences aids learners and teachers in absorbing content and the development influential lessons.

The aforementioned also related to the concept of multiple intelligences, and adds to how I understand learning and how I plan to approach instruction of others. The idea of multiple intelligences, which presumes that humans approach topics in various ways; make use of concepts or analogies based on varying experiences/stimuli; and express concepts in many forms, is one that I now subscribe to without criticism (Gardner, 2003). Having stated that, the way I chose to teach is, in part, largely attributed to my firm agreement with this concept. So, I plan to present information using multiple methods in order to reach the masses.

During this course, I have also found some conflicting information that has affected how I plan to teach and my understanding of how we learn. For instance, in the beginning of my course on learning, I found it extremely interesting that all the years of focus on teaching to affect the right or left side of the brain was more or less a waste of effort. I drew this conclusion based on textual content that suggested that although the two hemispheres are said to handle different functions of learning/living, the left and right sides of the brain are essentially one whole (Ormrod, 2009). This is fundamental information, particularly in that one would hate to limit teaching to one approach to student learning because it is said to affect the "right or left brain hemisphere", only to find later that this approach actually thwarted the learning process as a whole. Our class text also introduced the theoretical perspective that learning is directly tied to the storage of information in long term memory (Ormond, 2009). I questioned whether or not, then, we are truly learning even though we score well on finals and class assignments, but can't recall that same information 6 months down the line. How long, exactly, is long term?

Several other learning theories and teaching strategies have influenced my understanding of how I learn and how I will teach as well. Particularly, the introductions to learning theories such as Cognitivism, Behaviourism, Constructivism, and Connectivism, have significantly altered my thoughts on learning in general. Ormrod (2009) suggests that behaviorist theory is useful for simple learning processes (focuses primarily on learning through associations over time), while theories such as the Cognitivist Theory are more useful in complex learning processes (states that learning occurs through forming associations between stored knowledge and new concepts). In other words, where repetitive "stimulus – response" methods of learning don't quite cover all the bases, problem-solving through associations may. Constructivist Theory (Social Constructivism) suggests that meaning created by each learner through personal/social means facilitates learning (Ormrod, 2009) and/or that people create meaning through interactions with one another and "the objects in the environment" (Kim 2001). Connectivism contends that people obtain knowledge through personal networking, recognizing and interpreting patterns (Davis, 2008). I've concluded that each contributes a new way of interpreting how we learn, and each may be utilized by learners throughout the learning process.

In a previous discussion, I noted that Karl Karr may have said it best when he commented that Cognitivism, Behaviourism, nor Constructivism explain 100% of how humans process information and that we need to borrow from each theory in order to produce the best learning environments (2007). I believe this applies to all learning theories and familiarizing myself with them all will only help me to recognize similarities and concepts and utilize that knowledge to influence learning. It is quite likely that how we relate what we interpret from each theory to the information that is already stored in our minds, determines which we subscribe to at any given time.

Learning how the brain processes information and specific approaches of various learning theories has greatly influenced my perspectives as teacher/instructor. It is important to focus on organizing information and presenting subject matter in a way that will elicit a connection between what my student's already know, to what I am teaching. Since information is retained, in part, by its link to related knowledge found in long term memory, this will be a particularly important task (Ormond, 2009). Also, in trying to influence learning among students, I must always remember that my instructional methods affect the way my students will learn. I have to remember that understanding learning styles and the ways learners approach learning and studying, will not only help me as instructor but will help my students (Gilbert, 2008).

Technological tools will be significant in how I teach, as they have been, increasingly, in how I learn. From research using online search engines; blog posts; RSS feeds; online classes and collegiate research sites, which all introduce new limitless ways of gathering and recording information, researching and learning, to mobile devices; personal websites; cloud computing; and the many social networking sites, which provide connectivity in ways that also provide insurmountable ways to seek and share information: technology plays a huge role in how I learn. I cannot imagine a world where I couldn't pick up my iPhone and use my Dictionary application to define a word I'm unfamiliar with, or utilize my laptop to search the web for limitless ideas/concepts/information. I have found that the opportunity to have so much information at my disposal at any moment is how I learn the majority of things that are available to me these days. The world of technology has made it so that anyone with access to technological tools such as the internet, capable mobile devices, or many other tools has the world at their fingertips and virtually infinite amounts of information available to them at the click of a mouse or touch of a screen. Recognizing that the use of technological tools to influence learning is another huge idea to take away from the lessons on learning and instruction.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved on 7/26/2011, from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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.

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

Kapp, Karl. (2007). Out and About: Discussion on Educational Schools of Thought. Web blog entry. Retrieved from http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html

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

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

Connectivism: Reflection

Connectivism: Get Connected!


Having the memory of an elephant is not one of my strong suits. That being said, in this ever changing technologically advanced society of ours, how could I possibly manage to retain much of anything I've learned and are continuing to learn? Connectivism is driven by the understanding that our decisions are based on rapidly changing underpinnings, so the decisions themselves are not stagnant either (2008). So keeping up with this new information becomes necessary in order to be able to apply pertinent information to the learning process rather than that which is no longer relevant. That's where the connections factor in. I'll return to that concept in a moment. 


According to Davis, Edmunds and Kelly-Bateman (2008), where prior knowledge, experience, perception, reality, comprehension, and flexibility come together; learning occurs. Thus, if one has the prior knowledge, experience, perception and flexibility, but lacks the reality and comprehension because that web-based application that they were familiar with as a learning tool now has new enhancements and the older version virtually obsolete, how does he/she learn? Returning to the prior discussion on connections may clarify these concepts: Connectivism explains how I, the memory-failure, and others may hope to reduce the amount of immaterial information we retain and gain that which keeps us up to date. A central concept of Connectivism is that people learn through the networks they construct to obtain knowledge. These networks are certainly how I am able to keep up with rapidly changing substance in order to facilitate learning.


I'd never joined a blogging network or posted one myself prior to taking this online course. I'd also had no clue how an RSS feed works or why it is important. I now utilize these tools both to post things that are new to me and my understanding of them, as well as, to read how others have interpreted similar information. I have found that through using blog sites and RSS feeds to keep up with related information, I am learning a lot more than I would have through my research alone or through simple lectures or reading assignments. The ability to gain access to other's thoughts and have them critique your own, fosters deeper understandings of referenced topics and aids me in the learning process. Networking tools such as Facebook and Linked in also keep me abreast of new and exciting information. There is so much going on daily, that I'd never be exposed to even a third of what I learn were it not for the information I gather through reading and sharing on these social networks. YouTube is another digital tool that has changed the way I seek and share information. I mean seriously, how would any of us have learned how to "jail break" iPhones, or take the case apart to reconnect the home key, were it not for YouTube? I seriously had no clue how to disassemble my phone to fix a simple problem until I saw the video online. That information saved me hundreds of dollars! Have questions? All I have to do is simply post them on the related site through sharing comments and people from all over have answers (some very right, and others way off the mark).



References


Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 7/26/11, from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism






 

Connectivism

To Learn or Not to Learn? – That is the Question

This week, I went on an expedition where I explored the brain and several theories related to how we learn. The most interesting of which, in my humble opinion, is the Information Processing Theory. This theory according to Ormond, Schunk, and Gredler (2009) focuses on how people think about their surroundings; how information is gathered from those surroundings and turned into knowledge; and what people do with the knowledge. Thadani (2010) explains in simpler terms that Information Processing Theory shows us how information is received, processed and then retrieved in the human brain.

 

 

In the article Information Processing Theory, Rahul Thadani explains, the theory by breaking it down into sub categories, as well as, offering links to more websites containing information on related theories. The sub categories are arranged as follows:

1. Information Processing Model
   
2. Information Processing Theory
   
3. Information Processing and Management
   

Although, I gained more specific information from required reading, I found this article to be particularly helpful in that it explains the Information Processing Theory in an organized and simplistic manner for readers/researchers. The links to related sites may also be a useful tool for future research. You can access this article through the following link: http://www.buzzle.com/articles/information-processing-theory.html.

 

Another interesting piece of information I found in my research was related to the same theory, however, it focused on a specific area of the theory: The Encoding Process. Through accessing the following link, I found a webpage entitled the Memory Expansion Channel, which explained the encoding process in detail: http://www.brainchannels.com/Memory/encoding/encoding.html.

 

The site, which is focused on several areas of the brain, explains the encoding process in terms of helping others to maintain memories. In it, the following topics are discussed:

The Encoding Process - Laying Down Memories

Shallow Encoding

Elaborative Encoding

Engrams: How the Brain Stores Memories

 

 

Again, though not as detailed as what may be found in Learning theories and Instruction (Ormond, 2009), this page gives the reader more direct and (possibly) understandable explanations of the encoding process. I found it interesting and memorable due to the graphics and organization. As a research tool, this site can also serve one in understanding the learning process and finding alternate ways of presenting such information.

 

References

 

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

Schacter, Daniel L., MD. (1996). Memory Expansion Channel: The encoding process – laying down memories. Searching for Memory, the Brain, the Mind, and the Past. Retrieved July 10, 2011, from http://www.brainchannels.com/Memory/encoding/encoding.html : Basic Books, A Member of the Perseus Books Group.

Thadani, Rahul. (2010). Information Processing Theory. Buzzle.com Intelligent Life on the Web. Retrieved from http://www.buzzle.com/articles/information-processing-theory.html

Instructional Design Blog Resources: Dummy Proof?

Instructional Design Blog Resources: Dummy Proof or Expert Only?

As a novice in the area of instructional design and technology, locating tools to aid in the development of skills in this area is of great importance. Also, being a beginner, my opinions in the area of whether or not a blog, newsletter, or other related tool for seeking information is sufficiently “dummy proof”.

The first site, WordPress.com, offered significant amounts of informational blogs (offered by various authors) related to instructional design. In my exploration of several posted blogs/articles, I found content related to everything from making movie trailers and instructional design tips, to learning theory discussions and using specific programs to design computer based training. This site can be accessed through the following link: http://en.wordpress.com/tag/instructional-design/

This site is seems very useful when one is simply looking to read up on instructional design opinions/articles, without a specific focus. In this case, the information available can seem limitless. However, it can be time consuming and a bit like finding a needle in a haystack, if you are looking for information in a particular area of instructional design. I found the organization to be much like exploring internet search engines without a specific enough topics to narrow down your search results.

Next, I explored the Internet Time Blog through the following link: http://www.internettime.com/blog/archives/001083.html

This blog seemed a lot more simplistic in its layout/organization and also offered a large amount of insight into instructional design. In this blog design principles, history, effectiveness, types of designs, designing tips, and much more was offered.  The blog ordered instructional design information in sections, by title (Instructional,  User Interface, Learning Objects, Graphic, Web, Information Architecture, Visual Thinking, Software, Industrial). I found the organization to be very useful and it will serve as a definite reference tool and or guide when developing my instructional design program.  

Lastly, the Instructional Design for eLearning approaches blog, where one person offers insight into instructional technology and eLearning, at http://ideas.blogs.com/ is another very useful tool. In this blog, there is a brief discussion of instructional design learning objectives, planning and management, and online learning benefits.  Then, there are chapters offered on faculty development. There were categories with alternate links to varying topics of use as well.  I see this blog as a development tool for pushing for eLearning within departments/learning institutions. However, I wouldn’t rely on it solely for the purpose of learning about instructional design.

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