· Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?
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 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.
· What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?
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).
Now that we understand the differences in the terms we are using, I would like to share the results of my Learning Style Inventory from Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y.
Here is what the Memletics Learning Styles Questionnaire site has to say about the different Learning Styles:
I have learned that by utilizing my own personal learning preferences, I actually involve more of my brain in the learning process. So, in a sense, you could say that by following your strong suit you can maximize the learning experience by increasing your ability to remember what you have learned.
What I have learned about the various Learning Theories is that learners tend to learn more effectively in social settings where they can exchange ideas. I am drawn to Vygotsky’s viewpoint that each person has a Zone of Proximal Development (ZPD), which I would explain as what they know about something, and that the instructional designer’s job is to bring them from their ZPD to a place of greater comprehension about the subject being learned. “So in Vygotsky's mind, the way that you really advance people forward is by giving them the structure they need so that that zone of proximal development moves into increasingly more challenging activities and material” (Ormrod).
Of course Learning Theories are really just ideas that we scaffold from to construct schemas to better understand how we learn. In that sense, we can understand that no one Learning Theory can completely explain how we learn. Of course if you are really bored right now, you could go to this site and look at 50 learning theories at Instructional Design, http://www.instructionaldesign.org/index.html
“This lack of attention to the nature of learning inevitably leads to an impoverishment of education. It isn't simply that the process is less effective as a result, but what passes for education can actually diminish well-being” ( Smith, M. K. 2003). I think maybe Smith has a point to consider here about the nature of learning. What do you think?
· What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.).
Well, let’s see, if you were to take away my three computers and internet service, my learning would almost stop. I say almost because I do have a limited library of books to read. As far as searching, and recording information in order to create works of learning, I would really be hurting without the internet and my computers to aid in the learning process.
Consider the mobile devices and the clouds that enable us to: learn, search, record and create the products of learning. Is there an APP for that? Stick around and there will be soon. My point here is that technology is indispensable in the learning process!
This quote that Dr. Ormrod makes brings to mind using technology in the learning process. “So in Vygotsky's mind, the way that you really advance people forward is by giving them the structure they need so that that zone of proximal development moves into increasingly more challenging activities and material” (Ormrod). Do you see that connection?
“The teacher’s central task is to structure the learning environment so that learners can construct understandings. To this end, teachers need to provide the instructional support (scaffolding) that will assist learners to maximize their learning in their ZPD. The teacher’s role is to provide a supportive environment, not to lecture and give answers” (Ormrod, 2009, p. 222). This is another interesting thought in that the internet and my computer, smart phone, and tablet, etc. are that supportive environment needed to provide that scaffolding process! I would like to hear your take on the matter.
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.
Instructional Design, http://www.instructionaldesign.org/index.html
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Memletics Learning Styles Questionnaire http://www.learning-styles-online.com/inventory/questions.php?cookieset=y
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.
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.
Smith, M. K. (2003) 'Learning theory', the encyclopedia of informal education, www.infed.org/biblio/b-learn.htm, Last update: December 04, 2011
