A Reflective Paper

On Learning Theories, Learning Styles, Educational Technology and Motivation

 

          In today’s smorgasbord of learning, instructional designers are becoming “long-term assets to training departments”. (Conlan, 2003, pg. 4)  Trainers are expected to have delivery skills, design experience, and learning theory application skills in order to operate in a variety of settings.  (Conlan, 2003)  This reflection paper will discuss some things I found surprising about learning theories, my understanding on how I learn, connections between different learning styles and theories, educational technology and motivational factors.  I will conclude with a brief description on how all of this will impact me as an instructional designer.

     I was surprised to find out how many different learning theories have been recognized over the years.  B. F. Skinner was influential in his contributions to the behaviorist theory.  (Laureate Education, 2009)   This theory was the most prominent instructional theory during the 1950’s.  (Ertmer, 1993)  The focus of behaviorism was Skinner’s belief that “behaviors are the results of a person’s response to stimuli that occur within their environment”.  (Laureate Education, 2009)  Educators and psychologists began shifting from the behavorist model to cognitivism in the late 1950’s.  (Ertmer, 1993)  Accroding to this model, learning is achieved “when information is stored in memory in an organized, meaningful manner”.  (Ertmer, 1993, pg. 59)  Constructivism began to emerge in the 1980’s.  (Learning Theories/Constructivist Theories, 2009)  This theory claims “knowledge is a function of how the individual creates meaning from his or her own experiences”.  (Ertmer, 1993, pg. 62)  Sears and Bandura worked on the social learning theory during the 1960’s and 1970’s. (Grusec, 1992)  Their work proposed that “people learn within a social context”.  (Social learning theory, 2012)  Connectivisim is one of the newer learning theories.  It’s “a model of learning that acknowledges shifts in society where learning is no longer an internal, individual activity and knowledge is continually changing”.  (ICT and Pedagogy Reflections, 2009)

     This course has deepened my understanding of how I learn by helping me recognize my strengths and weaknesses.  I first learned my “learning styles fluctauate within a specific context”.  (Gilbert, Fall 2008)  Gilbert says “people have different learning styles that are reflected in different academic strenghts, weaknesses, skills, and interests”.  (Gilbert, Fall 2008)  I will also go back and examime my multiple intelligences.  According to Armstrong, I should assess my own multiple intelligences to activate my neglected intelligences and bring balance to the use of all my intelligences.  (Gilbert, Fall 2008)   Finally, I understand that I am mainly motivated by intrinsic factors.  Dr. Ormrod discussed the psycholoical need of adult learners.  (Laureate Education, Motivation in Learning, 2009)  Some of the basic needs she identified such as the need for stimulation, the need for compentency, and the need for autonomy are all motivating factors for me.  (Laureate Education, Motivation in Learning, 2009)

     What I have learned about the connection between the learning theories, learning styles, educational technology, and motivation is there is not “one” learning theory, “one” learning style, “one” technology tool, nor “one” motivator that fits “all” learners.  However, the many theories, styles, technology tools, and motivators are all intertwined and interdependent.  As stated earlier, Gilbert says “learning styles actually fluctuate within subject or lesson”.  (Gilbert, Fall 2008)   He also states

When there is no correlation between the way students learn and the way instructors teach. Students also become:  bored and inattentive in class, do poorly on tests, get discouraged about the courses, the curriculum, and themselves, and in some cases change to other curricula or drop out of school.  (Gilbert, Fall 2008)

Motivation now comes into play.  Ormrod believes “motivation affects the leaning strategies and other cognitive processes an individual brings to bear on a task”.  (Ormrod, 2009, pg. 225)  It has also been said that “motivation is key to a successful self-directed learning experience”.  (Conlan, 2003, pg. 23)  Kapps says “constructivism supports the idea of divcovery learning which was proposed a least as early as John Dewey”.  (Kapp, 2007)

     My particiapation is this course will impact how I will proceed as an instructional designer in several ways.  First, I will do self-assessments on both my learning styles and multiple intelligences to identify both my strengths and weaknesses in these areas.  These assessments should help me adjust my instructional designs in a way that I am addressing all learning needs and not just the styles I have the most strength.  I will also  be more careful to offer choices in instructions.  This will help to maintain student interest and avoid issues with motivation.  Finally, I will allow for more self-direction.  Students should feel they are a stakeholder in their learning experience.

     In conclusion, instructional designers are assets to training departments.  The expectations of trainers are to delivery training, design instructions, and understand learning theories to manage training a variety of settings.  I have definitely learned a lot about learning theories and how I learn.  I can make a better connection now between the different learning theories, learning styles, technology, and motivation factors that will ultimately impact me as an instructional designer.

References

ICT and Pedagogy Reflections. (2009, Apr 26). Retrieved Oct 27, 2012, from ICT and Pedagogy Reflections: http://ictpedagogy09.edublogs.org/

Learning Theories/Constructivist Theories. (2009, Oct 21). Retrieved Oct 27, 2012, from Learning Theories/Constructivist Theories: http://en.wikibooks.org/wiki/Learning_Theories/Constructivist_Theories

Social learning theory. (2012, Oct 12). Retrieved Oct 27, 2012, from Social learning theory: http://en.wikipedia.org/wiki/Social_learning_theory

Conlan, J. G. (2003). Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology. Retrieved 10 2, 2012, from Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology: http://projects.coe.uga.edu/epltt/index.php?title=Adult Learning

Ertmer, P. &. (1993). Behaviorism, Cognitivism, Constructiism: comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4) pp. 50-72.

Gilbert, J. a. (Fall 2008). Learning Styles: How Do They Fluctuate? Instotite for Learning Styles Journal, 29-40.

Grusec, J. (1992, Jan 28). Social Leaning Theory and Developmental Psychology: The Legacies of Robert Sears and Albert Bandura. Developmental Psychology, pp. Vol. 28 No. 5, 776-786.

Kapp, K. (2007, 01 02). Definition: Constructivism. Retrieved 10 19, 2012, from Definition: Constructivism: http://www.uleduneering.com/kappnotes/index.php/2007/01/definition: constructivism

Laureate Education, I. (2009). Motivation in Learning. Retrieved from Laureate Education, Inc.

Laureate Education, I. (Director). (2009). Timeline of the History Learning [Flash Media Program] [Motion Picture].

Ormrod, J. S. (2009). Learning Theories and Instruction (Laureate custom edition). In J. S. Ormrod, Learning Theories and Instruction (Laureate custom edition) (pp. 182-222). New York: Pearson.

Bringing It All Together

Bringing it All Together

There is an old English proverb that says “Old habits die hard”.  (Thinkexist.com)  I am trying to determine if my learning style is an old habit or simply the way I actually learn.  I believe my view on how I learn has not changed after our eight week study of learning theories.  I stated that I was a visual learner during the first week of discussion and I still believe I am a visual learner now.  However, I have come to the conclusion that visual is more than meets the eye.  I better understand now how I process information.  The cognitive theory best describes how I process information.  I do receive, organize, store, and retrieve information systematically. (Ertmer, 1993)  I also thrive to increase my knowledge through demonstrations, explanations, and examples. (Ertmer, 1993)  So I would rather say I better understand how I process information rather than say I have changed my view on how I learn.  I am a visual learner and it is not a habit but how I learn.  Now when it comes to the most recent learning theories, I would like to think that you can “teach an old dog new tricks”.  Having grown up in the rote memory era, I think the connectivism and constructivism theories would be hard for me to apply.  However, I am able to better understand how my life experiences and work experiences influence how I learn.  I am also building a network of individuals who will ultimately become an influential factor in how I learn. In all of this, technology is definitely interwoven in all of the theories and it truly plays a huge part in how I am learning now.  But understanding the components of all of the theories does help me to plan for a better learning experience for individuals who may be of those learning styles

 

What I have learned over the past eight weeks that can further explain my personal learning preference is I am driven by my changes in social roles and responsibilities.  I have been thrust into the arena of becoming a leader.  I believe in order to be an effective leader, I must first be and effective learner.  I tend to take control of my own learning experience, I like to immediately apply new knowledge, and I also look for ways to connect new knowledge to life or work experiences. (Conlan, 2003) I seem to fit the mold of an adult learner.  Needless to say, technology is definitely a must in my quest.  Without technology, it would be a lot more difficult for me to pursue a graduate degree.  The role technology plays in my learning experience is all-inclusive.  I use technology to research information, collect information, record information, and communicate information.  I receive, send, and store information.  I read, write, and talk using technology.  I collaborate, network, and build relationships with technology.  And all of these uses of technology are impacting how I learn, work, and play.

References

Conlan, J. G. (2003). Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology. Retrieved 10 2, 2012, from Adult Learning: Emerging Perspectives on Learning, Teaching, and Technology: http://projects.coe.uga.edu/epltt/index.php?title=Adult Learning

Ertmer, P. &. (1993). Behaviorism, Cognitivism, Constructiism: comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 6(4) pp. 50-72.

Thinkexist.com. (n.d.). Retrieved Oct. 20, 2012, from Thinkexist.com: http://thinkexist.com/quotation/old_habits_die_hard/335948.html

Connectivism - Connections to Learning

My Connections to Learning

It never cease to amaze me how the advancements in technology has literally changed the way we live.  Technology has influenced changes in the cars we drive, the media we watch, and now most importantly, the way we learn.  Connectivism is the new kid on the block when it comes to new learning theories.  Take a quick look at the video below to see how quickly education is changing and how connectivism it at the heart of it all.    

 

http://www.youtube.com/watch?v=BjOv_ssTQDY&feature=related

George Sieman is the author of this new learning wave.  He describes the effects of three components driving connectivism as chaos theory, importance of networks, and the interplay of complexity and self-organization. (Davis, 2008)  The narrator of the video says”Connectivism is when learning occurs as part of a social network”. (Connectivism and Technology, 2009)  Although I would not stake my life on the principles surrounding connectivism, I can say that my personal network has changed the way I gather and learn information.  The young learner in me was accustomed to the word dictionary.  This was the first printed resource I remember my mother introducing me to when I did not know or understand something.  I also had the advantage of two older siblings who I thought knew everything.  And do you remember encyclopedias?  The World Book Encyclopedia complete volume took up an entire bookshelf in our home library.  These are all resources that fueled my early knowledge base. As an adult learner now, I recognize that my immediate resource for learning is rooted in technology.  My network for learning has changed to where on the internet can this information be found.  A wealth of information is just a click away.  The internet has become my best friend when it comes of facilitating my learning.  I remember when I would surf the web for hours at a time thinking that only minutes had passed.  When I am in search of new information, the internet is my initial resource for information then I will refer to human resources for additional information and feedback.  Books are still a part of my research process but much more limited as when I was growing up.  So I think I can safely say that my personal learning network does support the idea of connectivism by making decisions based of rapidly changing foundations. (Davis, 2008)  However, I do keep an eye out for opportunist to filter any unreliable information that may be published on the internet. (Davis, 2008)

References

Davis, C. E.-B. (2008). Connectivism and Technology. Retrieved 10 7, 2012, from Connectivism and Technology: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Connectivisim and Technology [youtube video].  (2009, Oct. 25). [pduresky]. Retrieved from http://www.youtube.com/watch?v=BjOv_ssTQDY&feature=related

 

 

 

 

 

 

How Do We Process Information?

As a proponent of single-gender classrooms, I found the following link to be helpful in understanding how boys and girls learn differently. 

http://site.ebrary.com/lib/waldenu/docDetail.action?docID=10026378&force=1&ppg=87

This site looks at the development of the brain in both males and females. The information presented discusses how the female brain matures earlier than their male counterparts.  It also talks about how the left-hemisphere and the language control is more prevelant in the female.  The research suggest the male is more spatial.  This makes the right-hemisphere the dominant control center in the male. It goes on to suggest that neither gender lacks the ability to learn, it is just the difference in the way they learn.

Another area of interest for me is the ever-growing gaming industry and the impact it has on learning.  The following link gives a simplied yet informative overview of the Cone of Learning by Edgar Dale and different types of simulation-based learning strategies.

www.percepsys.com/images/Percepsys_SIMSTUDIO.pdf

The site gives a detailed comparison of traditional learning vs scenario-based learning.  It supports Dale claims of remembering 10% of what we hear and 90% of what we do. It promotes e-learning and the advantages of simulation training.

 

References

Percepsys Human Capital Management E-Learning. Retrieved from www.percepsys.com/images/Percepsys_SIMSTUDIO.pdf. 

Gurian, M. (2012, 9 15). How Boys and Girls Learn Differently: A Guide for Parent and Teachers. Retrieved 9 15, 2012, from How Boys and Girls Learn Differently: A Guide for Parent and Teachers: http://site.ebrary.com/id/10026378?ppg=87

Are You Willing to Pay the Price?

Are You Willing to Pay the Price?

     After only five weeks into the school year, my colleagues and I are singing a song that is typically reserved for year-end.  “Are we there yet?” meaning the end-of-year.  This is definitely a concern for me because I am usually one of few to help push the others through the next month, day, or hour.  Now that I am part of the chorus, who can I depend on to pull me through?

     Educators are leaving the profession in record numbers.  According to one report, public school educators leave the profession or change schools at a rate of about 16% each year. (Fisher, 2011).  The factors influencing this exodus range from stress, burnout, and shear lack of respect.  Brown and Uehara reported in their research “stress is one of the many reasons teachers leave their jobs.” (Brown, 2012)  Burnout can be attributed to factors such as the pressures of becoming highly qualified, lack of administrative support, or simply poor working conditions. (Fisher, 2011)  Secondary educators are being reported as stressed due to poor student behavior. (Fisher, 2011)  Fisher goes on to report “nearly 50% of teachers [are] leaving the profession before they reach their sixth year of teaching.” (Fisher, 2011)

     I am in my tenth year of teaching and often question myself whether I made the right decision to leave corporate America.  I am a product of educators, both parents.  Growing up I vowed never to become a teacher.  I experienced every up and down, every negative and positive, every good student and bad my parents’ schools had to offer.  I thought.   My parents paid a price to be educators.  The sleepless nights, times away from their family, the interventions with other families are just a few of the extra miles they traveled that did not have a price.  Together they served almost 70 years as teachers in public education.  Granted, this was over fifty years ago that they taught but even today there is a price to be paid as an educator.

     The question I would like to pose to those I serve beside daily is:  Are you willing to pay the price?  Teaching today is totally different than it was fifty years ago.  Students’ behavior is “off-the-chain”, parents are unsupportive, and some school administrators are truly ineffective.  No wonder teachers are stressed, taking mental-health days, and experiencing other health challenges.  We have got to develop a method, a support system, or make an individual commitment to better cope in our roles as teachers.  Many of us get up each day with a renewed mindset that today will be better than yesterday.  I guess we can call it resilience.  Some of us have lost the passion we once had to share the knowledge and wisdom we possess.  Whatever it was that drew us to this profession, I would like to suggest we do some soul searching and determine:  “Am I willing to pay the price?” As for me, I can only control my behavior and actions.  I will be the one to pull myself through.  I can be the best I can possibly be for the kids.  I am not perfect but neither are those who are in charge.  I love the quote “Teachers make all other professions possible!”  I never planned to be an educator but now that I am here, I love it!  It is not what I envisioned it would be.  I have definitely had my bumps and bruises.  I did not count the cost but I’ve made up my mind that I am willing to pay the price.

 

References

Brown, Z. &. (2012, 9 15). Pacific Resources for Education and Learning. Retrieved 9 15, 2012, from Pacific Resources for Education and Learning: http://www.prel.org/products/Products/Coping-teacherStress.htm

Fisher, M. H. (2011). Factors Influencing Stress, Burnout, and Retention of Secondary. Retrieved 9 15, 2012, from Current Issues in Education, 14(1): http://cie.asu.edu/

 

 

Instructional Design Links to Follow

I have chosen the following three links as potential links to follow going forward.

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

http://blog.cathy-moore.com/

http://www.iddblog.org/

 

The first link has some ongoing blogs and posts relating to gaming and the learning process.  I particularly enjoyed the graphic of the brain broken into the different regions.  The regions were then color-coded to describe the characteristics of the learning process that takes place in that region of the brain.  As a parent of a ten-year old, I fought the battle of being a consumer of any of the electronic games.  I lost the battle but not the war.  I gave into purchasing the game but we do have a limit on how much time he is allowed to play.  I watch my son with these devices and see how totally consumed he gets and often wonder how this factor into his ability to learn.  My unscientific observation does show he has an amazing level of strategic thinking.  His analytical skills are pretty astute also.  He is a great math student and it is not because I am a math teacher.  His writing skills as a fifth grader is often more creative than those of my high school students. 

The second link not only blog on gaming but play and the learning process in general.  I find the gaming and play topic interesting because as much as I try to incorporate these things in my classroom,  I keep telling myself my college bound students will not find this at the higher learning institutions.  Whereas this may work wonderfully for the elementary level students, I find it necessary to start pulling away from play at the high school level.  I will be interested to see what types of blogs are posted about transition of the play factor from secondary education to post-secondary education.  But, I am well aware that the gaming industry is a billion dollar plus industry now. 

The third link is for the post-secondary instructional designer or teacher. I am very interested in seeing how our veteran professors are handling the onset of technology in the classroom.  I’m sure for some it is a transition.  I would like to see what type of collaboration is going on between the 20^th century professors and the professors we grew up with.  These are the types of things I hope to see in this blog site. 

Challenged!!

Can I say that I am Blogger Challenged?  I think I embrace change well but I need a little more direction on this one. 

This will probably be a great tool for my students to use.  They could probably teach me a few things about blogging.