Reflecting on Learner Motivation
As this course, EDUC-6115-5 Learning Theories and Instruction, draws to a close, I would like to reflect upon what I have learned and how I will apply this new knowledge in future courses and in my career in the field of instructional design.
I would like to consider the following questions and reflect upon what I have learned:
What did you find surprising or striking as you furthered your knowledge about how people learn?
What surprised me initially was to discover all these theories about how we learn. For example, This website alone lists fifty different learning theories, Explorations in Learning & Instruction: The Theory Into Practice Database, http://tip.psychology.org/
Learning Theories
The discussion of how people learn is very interesting and cannot be explained in one simple concept. Learning theories all have valid points to a certain aspect of LEARNING; yet do not stand alone in an inclusion explanation of human learning.
How has this course deepened your understanding of your personal learning process?
I have thought about how I learn because that influences how I teach. This led me to take the Memleties Learning Style On-line Test to make me more aware of how I learn best. I am including the link so that you too can take the test. It is only 40 quick questions and a lot of fun to take!
Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y
I learn best with two to three computers on at once. I love to have music playing in the background. If I get stumped on some idea, then I do something completely different for about 5 minutes until the idea comes to me as to what to do. All of these things drive my wife crazy because she likes complete silence and uses only one computer. She takes written notes and is a serious student.
Of the learning theories and perspectives in this course, I think behavioral learning theories best describe how I learn. I do think we scaffold our knowledge by associating things that are in our long term memory thereby relating them to what we do know already. I think that is how our brains make room for new information by relating it to what is known. This process converts short term memory into long term memory for later recall. “In behavioral learning theories, transfer is the result of generalization. Situations involving identical or similar features allow behaviors to transfer across common elements” (Ertmer, 1993, p. 55).
I learn best with two to three computers on at once. I love to have music playing in the background. If I get stumped on some idea, then I do something completely different for about 5 minutes until the idea comes to me as to what to do. All of these things drive my wife crazy because she likes complete silence and uses only one computer. She takes written notes and is a serious student.
Of the learning theories and perspectives in this course, I think behavioral learning theories best describe how I learn. I do think we scaffold our knowledge by associating things that are in our long term memory thereby relating them to what we do know already. I think that is how our brains make room for new information by relating it to what is known. This process converts short term memory into long term memory for later recall. “In behavioral learning theories, transfer is the result of generalization. Situations involving identical or similar features allow behaviors to transfer across common elements” (Ertmer, 1993, p. 55).
I think it is important to understand your own learning process to be more effective and efficient in learning. Learning to accommodate your own learning style will render the best results for the time spent in learning. You are simply more productive if you plug into the way in which you learn. For example, I remember things that are written down so that I can see them in my mind. You can tell me something 10 times and I won’t have the ability to recall the information. It simply does not go from my short term memory to my long term memory if it is not written down first. “The way we define learning and what we believe about the way learning occurs has important implications for situations in which we want to facilitate changes in what people know and/or do” (Ertmer, 1993, p. 50).
You relate to others by how you learn. So, as an instructional designer, you must understand how someone else learns in order to transfer knowledge effectively. “Given the critical importance of learning to both society and individuals, society cannot risk leaving the acquisition of learning to chance” (Ormrod, 2009, p. 2).
References
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.
Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
Understanding various learning theories such as: Cognitivism, Behaviorism, Constructivism, Social Learning, and Connectivism gives the instructional designer a better framework by which to create effective learning vehicles for learners of all age groups.
Understanding Learner Motivation is critical to engaging the learner as well as understanding their Learning Styles to develop Strategies for Integrating Technology into Instruction.
I think it would be a good time to distinguish these terms of: Learning Theories, Learning Styles, and Learning Strategy. According to Dr. Anthony Artino Jr.:
“A “learning style,” a learning theory, and a learning strategy are not the same. The term “learning styles’’ refers to the notion that “individuals differ in regard to what mode of instruction or study is most effective for them” (Pashler, McDaniel, Rohrer, & Bjork, 2008, p. 105).
On the other hand, a learning theory explains the underlying psychological processes that influence learning. As such, it usually includes a set of assumptions about key aspects of the learning process that can be used to generate hypotheses which can then be tested empirically (i.e., through experimentation).
And finally, a learning strategy is a cognitive or behavioral activity used to improve learning (e.g., selecting, organizing, and integrating new information, studying in a quite place, using mnemonic devices to remember new material). Try not to confuse these concepts” (Artino, Jr. 2012).
I can also say that after reflecting upon my own Personal Learning Style, I have a deeper understanding of the Learning Theories presented in this course. This also brings to the forefront the fact that an Instructional Designer has to take into account the various ways in which the learners engage in learning, and that that process may differ from the designer.
Designing effective adult learning experiences in the digital age is a matter of creating connections between entities. It becomes a community of learners sharing ideas led by a head guru like Dr.Artino! Just as a classroom teacher facilitates learning by creating an environment of exploration and conversation of new ideas, the online instructional designer uses technology to create a rich environment that invites the online student to pursue learning in a community of like minded learners. “According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Inherent to this new viewpoint on learning is the idea that we can no longer personally experience everything there is to experience as we try to learn something new. We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para. 21)” (Connectivism, 2009). Instructional designers are basically harnessing the power of the internet and technology to enhance the learning experience within a community of leaners. “Complexity is rampant. So much of our work is distributed. Our knowledge literally is distributed across other networks of human beings, technological devices, and other ends. That's where connectivism starts to come into play. So that's the application of the technology to aid and to extend that dimension as well”. (Siemens, G., Video Program: “Connectivism”).
References
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
Connectivism (2009, September 11). Utah state opencourseware, lowriders, and system design [Blog post]. Retrieved from http://www.connectivism.ca/
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Pashler H., McDaniel M., Rohrer D., Bjork R.., (2009), Learning styles concepts and evidence. Psychological Science in the Public Interest, Supplement, 9 (3), pp. 105-119.
Siemens, G., Video Program: “Connectivism”
How will your learning in this course help you as you further your career in the field of instructional design?
My perspective of instructional designs has changed like that of a person looking at the many facets of a diamond. As you turn the diamond, you observe different aspects of the same diamond. We glean understanding from all these theories of learning to better design the “terminal behavior”. That is a term that Dr. Jeanne Ormrod refers to in her video entitled, “Behaviorism and Design”. This term focuses on the expected outcomes of the learning process. What do we expect the learning outcomes to be based on the implementation of various learning theories implemented in the instructional design? Harry Wong also teaches us to design from the end to the beginning of a lesson.
Behaviorists look to a sequence of terminal behaviors to task analysis to order the learning into modules of logical sequence. In this process, reinforcement is used to stay on task. I have learned this technique to be called assessment of learning outcomes. Simply put, you check for understanding before adding more information in the learning process. Re-teaching necessary aspects as need be to ensure every learner understands the lesson.
Cognitivism believes the instructor can transfer information to the learner and organize their thoughts to be able to recall it later to produce sustainable learning. As you may have noticed, these learning theories do not negate each other, but explain different aspects of learning (Like the diamond).
In a blog response, Bill Kerr writes, “The idea is that the learner is a complex information-processing system and to understand how learning occurs, one must understand how information processing occurs within the human brain... in the cognitivist’s view learning occurs internally and through the social interactions with others” (Kerr, 2007). I agree with this statement. What do you think?
Behaviorists look to a sequence of terminal behaviors to task analysis to order the learning into modules of logical sequence. In this process, reinforcement is used to stay on task. I have learned this technique to be called assessment of learning outcomes. Simply put, you check for understanding before adding more information in the learning process. Re-teaching necessary aspects as need be to ensure every learner understands the lesson.
Cognitivism believes the instructor can transfer information to the learner and organize their thoughts to be able to recall it later to produce sustainable learning. As you may have noticed, these learning theories do not negate each other, but explain different aspects of learning (Like the diamond).
In a blog response, Bill Kerr writes, “The idea is that the learner is a complex information-processing system and to understand how learning occurs, one must understand how information processing occurs within the human brain... in the cognitivist’s view learning occurs internally and through the social interactions with others” (Kerr, 2007). I agree with this statement. What do you think?
Refer to E Tolman - s3.amazonaws.com http://s3.amazonaws.com/engrade-myfiles/4043939808326450/03.Psy_views_on_learning__Cognitive.doc for further reading.
In conclusion, I would say that the responsibility of the instructional designer is to keep current on leaning theories to glean new perspectives on how to best design instruction to render the best possible outcome for the learner. The concept of “GHGN” (Greatest Happiness for the Greatest Number) used in philosophy comes to mind. We target the terminal behavior of our intended group of learners in each scenario to produce the best learning outcomes based on the learning theories
References
Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought.
Kerr, B. (2007, January 1). _isms as filter, not blinker. 2-13. Adelaide, South Australia, Australia.
Ormrod, J. (Director). (2011). Behaviorism and Design [Motion Picture].
Ormrod, J. (2011). Theory of social cognitive development. Video presentation
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
