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.