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.