Reflecting on EDUC 6115

Learning is a process, an interconnected series of steps.  Learners may follow some of the steps, all of the steps, or none of the steps.  This illustrates a necessity for learning theories, as they provide a “source of verified instructional strategies, tactics, and techniques” (Ertmer and Newby, 1993, p. 51).  Going into EDUC 6115, I had a basic understanding of the fundamental concept of learning theories; what I did not realize is how intricate the learning process is or how there is no standard example of what and how learning looks like.

            In undergraduate study, I was taught the basics of multiple intelligences and that differentiation should use these intelligences as a focal point.  I thought that the more intelligences I could incorporate into a lesson to afford students who did not necessarily develop one certain intelligence or other, the better.  The truth though, as Gardner (2003) emphasizes, is that “multiple intelligences should not be in and of itself an educational goal” (“Multiple Intelligences after 20 Years”, p. 9).  Well developed instruction focuses on the learners’ values.

            A misconception that I had was that when it comes to learning theories, behaviorism is not a positive theory to incorporate into instruction because of the idea of rote memorization and performance of specific actions based on stimuli.  Instead, it is admirable to strive towards constructivist activities which require higher levels of cognition that allow a student to “monitor, direct, and regulate actions toward goals” (Ormrod, Schunk, & Gredler, 2009, p. 130).  In reality, “no one theory of learning or of facilitating learning trumps the others” (Foley, 2004, p. 55) because different learning tasks require different approaches to learning.

            Gaining new nodes of schemata is easier when the material is presented in a way that appeals to one of the intelligences which I have more fully developed, and is presented in a way where I can make personal connection and meaning from it.  I tend to buy in to learning new information if I “can direct (my) own learning,” and have an “immediate application of knowledge” (Conlan, Grabowski, & Smith, 2003, “Adult Learning”).  In my own learning process, if I feel that motivation is lacking, these are things to consider when self-monitoring my personal learning progress.

            Specific learning theories dictate which learning styles to incorporate due to their effectiveness, and how to use educational technology.  When faced with the task of designing instruction for a diverse group, it is helpful to understand that based on the needs of the group, one particular learning theory and its subsequent learning style dynamics will be more useful than another.  Whatever learning styles will be implemented, educational technology can be a valuable tool in the process.  Whether as a visual stimulus to assist in rehearsal as part of behaviorist conditioning, or as a connection tool for learning networks in connectivism, educational technology has its place in the instructional environment.  All of this is for the purpose of eliciting the highest levels of motivation in the learning environment.

            The material and discussions presented through this course will be beneficial to me as I move forward in the field of instructional design.  When presenting a new collection of knowledge to a group of learners, I will need to be intentional about providing clear moments of extrinsic motivation that do not eclipse the draw of intrinsic motivation.  Looking at new knowledge with which I will be asking learners to synthesize and make new connections, I will use the principles behind specific learning theories to design instruction that best meets the needs of the multiple intelligences and learning styles of the learners.  Learners will be able to see how to immediately apply gained knowledge; relevance is crucial.  In designing instruction, I will also work to allow for many instances of self-regulation.

            There are many factors involved in learning and designing effective instruction.  It all revolves around learning theories, styles, and how to keep learners motivated.  While being knowledgeable in learning theory may not be the ultimate trick to being a successful instructional designer or facilitator, it surely is a good place to start.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging

perspectives on learning, teaching, and technology. Retrieved from            http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning.

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing

critical features from an instructional design perspective. Performance Improvement

Quarterly, 6(4), 50–71.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global

era. McGraw-Hill Education.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the

American Educational Research Association, Chicago, IL. Retrieved from http://ocw.metu.edu.tr/pluginfile.php/9274/mod_resource/content/1/Gardner_multiple_intelligent.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate

custom edition). New York: Pearson.

To reflect is to demonstrate learning, unless you are a mirror.

            The past seven weeks have been an exercise in learning about learning.  Learning theories and learning styles have been the concentration of reading, discussion, and analysis.  As this course and semester draw to a close is the perfect time to reflect on what I how what I have learned about learning, theories, and technology apply to me.

            When it comes to gaining new knowledge, I find myself becoming frustrated with facilitators who spend what seems like an unnecessary amount of time working to establish a groundwork for more difficult concepts.  Without understanding the what of any process, I am not going to be able to follow the when and why of it (Ormrod, Schunk, & Gredler, 2009, p. 100).  I have always been quick to brush off the introductory steps without having a full understanding about why the fundamentals are necessary.  It is these what's however without which I would not have a why, when, or how to develop later.  I now can better appreciate these first steps for what they are.

            While I would not necessarily say my view on how I learn has changed, I acknowledge that I have a better understanding of the fact that  "intelligences (which I have) given a chance to develop" (Armstrong, 2009, p. 27) are the ones I tend to use in learning new material.  These intelligences are also ones which I tend to use on a daily basis on routine tasks, so if I can use these intelligences in learning material which will prove relevant, learning will occur and more successfully.  

             While I tend to lean on intelligences which I have more regularly used, I see the value in ensuring not to ignore other intelligences or not buy in to the idea that I am unable to develop them.  In their research case study, "Learning Styles: How Do They Fluctuate?", Gilbert and Swanier (2008) quote extensively from Felder and Silverman, including what seems like a seemingly obvious statement: "Teaching methods also vary" (p. 30).  This is not a simple observation; it carries a lot of weight to it.  If teaching methods vary, then the learner who is going to be successful is also going to be open to developing and utilizing multiple learning intelligences in the learning process so as never to be impaired.  

            Learning is a social experience for me.  While technology plays a role in creating product for specific tasks and assignments, they key way that technology aids me in learning is that it provides me to a vast array of networks, which the connectivist within enjoys and leverages.  To learn and put into practice skills, I will look to YouTube, discussion forums, Twitter and other social media, as well as professional sites and blogs which can provide the information I need.  It is the diversity of opinion which gives me the feeling of authenticity in what I am learning.  

            Learning is an intricate process, as is learning about learning.  The takeaways I have gained from this semester about how my interests and life experiences (that shape which intelligences I develop) are the reason why I use one particular learning strategy over another have also showed that it is possible to develop other intelligences and use other learning strategies as needed.  It is knowing and being able to practice these strategies which can make for the most effective learning by the most successful learner.

References

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA. Association for Supervision and Curriculum Development.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institiute for Learning Styles Journal [Vol. 1]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

So...ummm...reflection...yeah.

          Davis, Edmunds, and Kelly-Bateman (2008) explain connectivism as "driven by the understanding that decisions are based on rapidly changing foundations" ("Connectivism", from "Connectivism Defined").  In light of this fact, when looking at the mind map I posted earlier this week, it is interesting to note how broad some of the connections in my networks are and the potential to bring new information to my attention.  My learning network and what I have gained from it support the basics of connectivism by providing me with specialized connections to information, a broad aspect of opinions and expertise in the area of my profession (education), and also giving me a social aspect to go alone with it.
           The advent of social media such as Twitter has affected how information is shared and and synthesized.  I participate in Tweet chats through #PBLchat and #engchat with other educators from around the world.  These individuals become a sounding board for my thoughts and provide their own thoughts as feedback.  The additional layer of synthesis of information happens depending upon who is responding to my thoughts.  A person who I regard in high esteem is someone who I will be more likely to pay attention to as someone who is able to filter irrelevant material out of his or her speech before conversing with me; I am more likely to listen openly to what he or she has to say.  Socializing with these people I respect via Twitter is a way in "nurturing and maintaining connections...to facilitate continual learning" occurs (Davis, Edmunds, & Kelly-Bateman, 2008).
           These same "experts" are the ones to whom I turn when I am having conundrums over best practices.  If my friends and connections cannot point me in the right direction, I invariably will end up on a website such as Edutopia or Mindshift from KQED to see what opinions others have on the subject.  A variety of thoughts and opinions on a similar subject ensures that when I am trying to make sense of a topic, I can see multiple perspectives and evaluate which is the best fit way to apply new knowledge.
           Thanks to the advice of colleagues and learning network connections, I have been able to use some different web tools to aid learning in my classroom.  Web tools like Bubbl which I used to create my mind map, brainstorm apps like Scrumblr, and audio editting software like Audacity are all tools I have begun using based on the advice of those around me.  
            Whether I had a label to give this idea of broad input of information from various sources which are always changing (connectivism) or not, the fact is that I would still be benefiting from the the idea of it.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved fromhttp://projects.coe.uga.edu/epltt/index.php?title=Connectivism.