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

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