Course Reflection: Learning Theories and Instruction

     There were several ideas surrounding the way people learned that completely shocked me over the last eight weeks. As I have stated several times in previous discussion posts and assignments, the most revealing concept was how the learning processes can shift into adulthood. We can develop and retain information despite the barriers, internal and external, placed before us. Week 6 and 7 discussion is a prevalent topic, making me aware of the obstacles that have shaped the way people learn and the way we develop insecurities around learning.

     Personally, the weekly content of the Learning Theories and Instruction course has shifted my mindset in how I will approach designing the work and how it is received by learners. I have always considered myself a ‘self-directed’ learner, trying to develop my own development plan, attempting to obtain as much information from readings, videos, podcasts, and media in general. What I have discovered about my own learning is that I am not actually progressing in retaining information like I should. Barriers like responsibilities from my job and personal responsibilities have greatly affected how I learn. Since acknowledging these concerns, I am working towards creating routines that help me de-stress and internalize the information I receive actively. If I am completely honest, even in my current role as a trainer, I am not progressing with expanding my knowledge of the profession.

     Each component highlighted during this course (learning theories, styles, educational technology and motivation) must all be present in the instructional designers toolkit for planning engagement and effective instruction. Designing learning content is extremely complex and must not be taken lightly. In order to make an impact on the learning, I must make sure that I am planning with my prospective learners in mind, providing work that focuses on the variating methods of how we all learn and attain knowledge. By doing this, our learners are motivated and eager to learn.

Fitting the Pieces Together

My views on my personal learning style has shifted, but not in the sense that many might think as far as concept. As I learned about each theory, I began to pay close attention to how I acquired information over the last six weeks and whether or not I have been able to retain it.

I feel as though I am still a learn-by-doing/hands-on learner, gaining information through the tasks and projects I accomplish, leaning towards more of Social Learning theory. When I reviewed the way I acquire information, its mostly motivated through active learning – what I read, observe, and hear. This process seems to capture my attention, which is the motivation I need to retain the concepts.

Over the last few weeks, I have learned that I am not a ‘one-size-fits-all’ learner. Although my learning traits stated above align with the Social Learning theory, I recognize that I have traits that span across other theories. This course has shown me that differences in how humans learn does not equate to superiority in one style over the others.

The idea of ‘growing’ more adept in the multiple intelligences was also informative to me. I also resonated with the idea that events in our daily lives can build or erode our capacity to flourish in any of the eight intelligences. Much of my learning behavior and how I retain information professionally and personally has always nodded towards the Linguistic-Verbal and Intrapersonal intelligences but as with the learning theories, I identify characteristics of each in my learning profile. As discussed in our Week 6 course assignment, I struggled with math after Geometry in high school and did not realize that an experience with an unsupportive math teacher shaped my approach with the subject until now. After assessing my competency levels in each intelligence, I realize that although my math skills are solid, there is hope for me as long as I develop an action plan to improve on what I already know.  

Technology plays a huge role in my learning…I am currently enrolled in a Master’s program that focuses on Instructional Technology and Design (lol)! Technology is evident in every facet of my life, as it shifts learning into a more collaborative platform where ideas become global. Gone are the days where you gained knowledge from textbooks (I read the encyclopedia constantly), teachers, and your parents. Now, I can swap thoughts and experiences and insight on virtually anything – with anyone at any time. I believe learning through technology extends our memories, helping me retain information easily.

Connectivism and Mind Mapping: A Reflection

This focus of this week's learning is Connectivism. Founded by George Siemens, Connectivism is "driven by the understanding that decisions are based on rapidly altering foundations" (Connectivism, 2005). 

My network has shifted the way I learn tremendously from childhood to now. Growing up, much of the information I gained was secondhand. My network solely consisted of my parents, teachers, and television. Although some of those networks are still evident and active in my today, the modes of which I learn are mostly firsthand and through more advanced technology. Networks like social media, internet and class, place me in front of people, articles, and videos that help me answer the questions I have.

Currently, LinkedIn Learning (formerly Lynda.com) has been a valuable tool in my learning networks. In the school district I work for, there are few opportunities for professional development and training in areas that I need growth in as a trainer. LinkedIn Learning has filled the void in helping me gain knowledge in data analysis, and assessment building. The apps, websites, and programs I am afforded to access through my Walden MIDT program are becoming a huge help in building a framework around instructional design. I have been interested in this field for many years and was often puzzled about how to utilize its content. Transitioning from a classroom teacher into the trainer role I have had for the last three years motivated me to move forward with the degree, in hopes of developing instructional content beyond standard PowerPoints used in our school district.

The first thing I do is search the internet when I have questions. The internet has been my go-to source for a while now, especially when it is work related information that I cannot gain assistance with from my supervisor. The internet provides me with a multitude of sources I can ‘sift’ through until I gain a collective understanding of what I was searching for. I then use the information researched as a foundation when developing my tasks upon.  

My current network supports the theory of Connectivism because of how I can attain information from multiple sources, yet connect them to find key concepts. The pursuit of online education is also a great example of how Connectivism is well-recognized, as it is understood that learning tools and methods in which the learner gains information will shift away from the traditional setting most are accustomed to. As Siemens states (2005), “as knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possesses”.

Reference:

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Design and Distance Learning, 2(1). Retrieved from http://www.itdl.org/journal/jan_05/article01.htm