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.