Teach the Teacher

 

As my time in EDUC 6115 comes to a close, I am reminded of a quote I came across a few years ago by Edmond Burke, “To read without reflecting is like eating without digesting. “ Over these last eight weeks, I have read a great deal of information, evaluated various perspectives on how learning occurs, considered diverse learning styles and their implications for instruction, became well versed on the impact of emerging technologies on education, and pondered methods to increase learner’s motivation in an online setting. However, if I fail to pause and reflect on all I have and apply it to my role as an instructional designer what good has it done me?

As an experienced educator, I came into this class with a fundamental knowledge of how we learn and the implications for instruction. I spent a considerable amount of time reviewing learning theories and learning styles as a part of my undergraduate studies. Consequently, I entered this class begrudgingly, and mentally labeled it as a “necessary evil”.. What more could I possible learn on the topic, when all the information was the same?

By week three I discovered the answer to that question was, a lot. Up until this point ,I believed I had to select the learning theory I “most” agreed with, and design instruction with that theory in mind. However, Kerr (2007) helped me to understand that each learning theory offers valid insights into learning ,and it is only when all of these theories are combined and viewed in totality that we are equipped to have a discussion on how learning occurs. In the same vein, I was encouraged to reconsider my views on learning styles. In the past, I tried to plan instruction in a way that consideration was given to student’s learning styles, but Gilbert and Swanier (2008) helped me to realize the content of information should dictate the most effective learning style more than the learner because people have more than one learning style, and their primary learning style at any given moment is dependent upon the task at hand.

I also had not developed a full appreciation for the enhancements emerging technologies offer. I now understand that technology is more than convenience. Today more than ever technology can be used to provide learners with a more comprehensive and interactive learning experience. Technologies such tablets, smart phones, apps, game based learning, and gesture based computing offer students the ability to take charge of their learning, options in how the information is presented, and immediate feedback, all of which goes a long way in keeping students motivated to learn (Keller, 1999).

In the end, this course has changed my approach to designing instruction by challenging me to keep students motivated to learn while considering how learning occurs, and what learning styles best will support the content of the course.

References

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning

Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Johnson, L., Adams, S., and Cummins, M. (2012). The NMC Horizon Report: 2012 Higher

Education Edition. Austin, Texas: The New Media Consortium. Retrieved from

http://net.educause.edu/ir/library/pdf/HR2012.pdf

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and

distance education. New directions for teaching & learning, (78), 39.

Kerr, B. (2007, January 01). _isms as filter, not blinker. [Blog message]. Retrieved from

http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Every Piece Counts

Endless Possibilities

Have you sat down to put together a puzzle, and become immediately overwhelmed by the multitude of options which have the potential of being the perfect fit? If you are anything like me  you start with the pieces that frame the puzzle to help you get a general idea of where the rest of the pieces go, and fill in from there.  Over the last seven weeks I have come to view learning in the same way.

Scholars have theorized and debated over how we best learn. Behaviorist say learning is a direct correlation between stimuli and response. Cognitive learning theorist contend learning is input, organization, storage, and retrieval. Constructivist argue meaning is constructed from our experiences (Kim, 2012). Social learning theorist suggest we learn through social interactions (Pearson 2010). Connectivist  believe we learn through making connections to things we already know (Davis 2008). While adult learning theorist argue adult learn best when given control over their own learning (Conlan, 2012).

At first glance it all seems like too much to consider, but when you take the key aspects of each theory ans start to look at how they can coexist I believe you can create a framework for how learning occurs.

Finding the right fit?

Each week of  my EDUC 6113 class I grew to develop a deeper understanding of how we learn. All of the learning theories offer valid suggestions as to how we acquire information, but non are complete on their own. Therefore, I found it difficult to pinpoint one that I felt best identified “how I learn”.

While reflecting upon  my own learning experiences, I can pin point times where each of the theories presented best describe my learning. Through my studies I have come to believe learning is situational and determined by the task at hand.  Therefore, in order to truly understand how learning it occurs it is important to embrace all the consider everything we know about learning. I believe it is not so much a question of who is right that should be used to guide instruction, but rather what situation or task does each learning theory best support.

In the past I saw technology as something fun to play with or a thing of convenience, but know I understand its implications for learning extend far beyond convenience and as an instructional designer it will be important to accurately match technologies with learning tasks to achieve the desired outcome.

As an aspiring instructional designer, it will be important for me to consider which learning theory best supports the information I am charged with communicating so that I can choose the correct learning activities as well as technologies to  foster an effective learning environment.

References

Conlan, J. G. (2003). Emerging perspectives on learning, teaching, and technology. Retrieved November 29, 2011, from Adult Learning: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning#Biography_-_Malcolm_Knowles

Davis, C. E.-B. (2008). Connectivism. Retrieved 11 28, 2011, from Emerging perspectives on learning, teaching, and technology: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism. Retrieved November 22, 2011, from A Review of Social Constructivism: http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism#Sorting_Out_Variations_on_the_Terms_.22Constructionism.22_and_Constructivism.22

Pearson. (2010). Learning Theories and Instruction. In Pearson, Learning Theories and Instruction (p. 162). New York: Pearson Custom Publishing.

Mapping Connections: Connect the Dots (la la la la la)

This week I was charged with completing a “mind mapping” activity on my learning connections. I am certain my kids thought I had completely lost my mind as I sat at my computer humming the infamous Peewee’s Playhouse song (Connect the Dots), as I attempted to create a visual representation of my learning connections.

Prior to beginning this assignment I thought learning to navigate Webspiration to create my graphic representation would be the most challenging part, but I was wrong. I had an extremely difficult time connecting the dots. I know I tend to over analyze things, which results in a tangled web of conflicting thoughts, but I have always operated under the premise that we learn from everything. How could I possibly list and categorize “everything” into a meaningful mind map?

                                                   My Thoughts    

Mind Map

 

In a last ditch effort I reviewed the information I read this week on connectivism, and realized despite my blank stare and eerie song choice I was on to something. Connectivism is deciphering, connecting, and organizing information into networks (Davis, Edmonds, Kelly-Baterman, 2008). I suddenly realized I did not have to list everything or everyone I have ever learned from, but needed to click my mental zoom out button and take a look at the big picture.

This new revelation enabled me to turn “everything” into 6 categories formal education, professional resources, life experience, social media, entertainment, and social interactions. Although I have gained invaluable information from all six, additional reflection revealed I do not learn from each network equally. The mass integration of technology into our everyday lives has had an enormous impact on how I learn. Prior to the internet age my primary learning networks were formal education, and personal interaction. However, today I would identify social media as my primary learning source as I use blogs, Youtube, online periodicals, and other web based information sources to help me make sense of information introduced from the other networks. Even when confronted with pressing question I tend to consult Auntie Google and Uncle Youtube before consulting with a member of my personal interactions network because these technologies allow me to obtain an immediate response to my burning questions.

Though I am not certain if connectivism is a learning theory as Siemens’ believes it to be, or a pedagogical view as Verhagen defines it (Davis, Edmonds, Kelly Bateman, 2008), I do know it best describes how I make meaning of  things, especially complex issues. I am a person who can become overwhelmed by overthinking details, and have found it necessary to make sense of things by initially viewing information through a broad lens, organizing it, and then focusing on the details.

 Resources

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

Laureate (2009). Video Program: “Connectivism”.

Brain Power

Last September, I paid a visit to my daughter’s fourth grade classroom to see why my daughter was suddenly passionate about school. To be honest, arrived at her school expecting to walk into a chaotic classroom where students were allowed to do whatever they wanted, and the teacher was more friend than authority figure. Instead, what I found was a class of students fully engaged. They were asking clarifying questions, offering unique perspectives, challenging each other’s thinking, and drawing valid conclusions based on their discussions. I left her classroom both inspired and challenged to find ways to elicit that level of engagement from my own students.
Unfortunately, classrooms like Ms. Hagen’s are few and far between. Soraya Umewaka, in his article, “Translating Facts into Knowledge” (2011), urges educators to use their knowledge of neuroscientific research to motivate students to want to learn. He highlights the need for students to be engaged in their learning, through self-monitoring, exploratory questioning, and opportunities for cross curricular connections. Additionally he encourages educators to put more emphasis on the thought process than the answer by “helping them make that leap from learning facts to understanding how it applies to reality” (Umewaka, 2011, p. 28).
I personally believe most educators want to have a classroom like Ms. Hagen’s but need guidance on how to get there. Dianne Rees offers suggestion in her June 2010 blog post, “Tools for Metacognition”. She suggests modeling desired behaviors through techniques like think out louds, requiring learners to justify their thinking, incorporating opportunities for self-reflection reflection into lessons, and opportunities for research outside of the classroom. Though Rees is quick to highlight these strategies ay not translate into motivation to learn, as it did for my daughter. They can go a long way in building confidence in themselves as learners, which is a step in the right direction.

Resources
Umewaka, S. (2011). Translating Facts Into Knowledge. Mind, Brain & Education, 5(1), 27-28.
doi:10.1111/j.1751-228X.2011.01106.x

Rees, D (2010)Tools for Metacognition. Instructional Design Fusions. http://instructionaldesignfusions.wordpress.com/2010/06/28/metacognition

“Was Blind but Now I See”

After years of consulting blogs for reviews on the latest diet or exercise plans, insights into next seasons fashion trends, and “how to” advice from the DIY queens and kings of this world, my eyes were finally opened to the professional development opportunities available through blogs. I suddenly felt like a sixteen year old girl who picks up the newspaper, after her parents have caught up on the days current events, only to read her horoscope, comics, and advice columns, with no thought to the vital information in the neighboring sections.
This past week I grounded the 16 year old within me, and explored the professional development opportunities experienced bloggers were offering aspiring instructional designers like me. I must say I was very pleased with my findings!
As a part of my learning theories course, I was asked to highlight three blogs that I felt would be useful to me as a newbie to instructional design and technology. At the beginning of the week, I did not feel I was in any position to make solid recommendations in this area, but I must say I am happy with my selections.
(Drum roll please!) My three nominees for instructional design blogs are:
1. Upside Learning- Blog
This blog is specifically designed for newbies to instructional design. The blog features posts from multiple contributors. I found the postings very easy to follow, as they do not assume readers are well versed in the terminology common to the instructional design field. They are also extremely informative as contributors are often discussing current trends in the field. I envision myself consulting this blog often especially while in my infancy stages as an instructional designer. It is a great tool that allows beginners to stay current without getting lost in a mountain of jargon. However, I feel compelled to point out it is not updated regularly. The last post was March of this year, but I have a lot of catching up to do so it still works for me.

2. Instructional Design and Development Blog– A Service of the FITS Department at DePaul University
My second selection is another multi-contributor blog. . I consider this my well rounded selection. The contributors are a compilation of instructional design professors and students. Readers are offered a wealth of knowledge through frequent, relevant postings, suggestions to countless e- learning resources, and fresh prospectives are encouraged through steady dialogue among readers.

3. Rapid E-learning
Let me start by saying I absolutely love this blog, not just because it allows me to satisfy the cravings of my inner 16 year old with its witty and often comical postings, but largely due to the highly applicable topics explored (hence the title rapid e-learning). After reading one of Tom Kuhlmann’s blog posts I am inspired to “do”. This past week I found myself trying out some of his tips and tricks, and know this will be an invaluable resource for me when it comes time for me to start designing instruction.

Please feel free to offer feedback and recommend additional resources that may help instructional design newbies like me!

Nonni Jenkins