Week 8 - Learner Motivation Reflection

Many years ago when I obtained my undergraduate degree, I took a course on learning theories. Although it has been a number of years (over 20) since I studied learning theory, what I found most surprising in this course is the wide variety of available learning theories and learning styles. I do not remember studying constructivism or connectivism, however both theories offer explanations for what I perceive as gaps in behaviorism and cognitivism. I was especially interested in the development of connectivism a learning theory that was created to address the limitations of behaviorism, cognitivism and constructivism to explain the effect technology has had on how we live, how we communicate, and how we learn (Siemens, 2005).

The required readings each week challenged me to think and rethink about my own learning style and the implications my own learning style may have on how I design coursework. As we progressed through the course, I was able to map the different theories on to my own learning and really look at how I utilize different aspects of each theory in my own learning process. My overall conclusion is that more often than not, constructivism best describes my learning process, however knowing that at times I will pull from behaviorism, provides a deeper understanding of how learning styles can fluctuate depending on the material one is learning and one’s current knowledge of the subject matter (Gilbert & Swainer, 2008). As we have progressed through the course it has become very clear that an understanding of my own learning process is important as an Instructional Designer. I believe that an individual is automatically predisposed to design courseware based on how that person learns. Without the understanding of my own learning process, as well as knowledge of learning theory, it is quite probable that my design efforts may not reach individuals with a different learning style or process than my own. Having this awareness allows me to incorporate various learning styles and theories into my instructional design.

As I reflect on what I have learned in this course, a question I have been asked to consider is: what have I learned regarding the connection between learning theories, learning styles, educational technology, and motivation? I think one can look at how these four topics are connected from a number of vantage points, however given the educational program I am in is Instructional Design and Technology, I would have to say a connecting force is the instructional designer. As an instructional designer begins the process of design, all of these topics must be considered. The ID (instructional designer) must have a comprehensive knowledge of learning theory and the different ways that people learn to create effective design. Further, the ID must be willing to incorporate a number of different tools in the delivery of the material to facilitate learning and improve performance, which is where educational technology comes into play. Finally motivation is important in instructional design. Although, it is true that to learn something effectively, one also has to want to learn it (Ormrod, 2009), it is imperative that an ID creates a well developed learning environment which will address the motivational requirements of learners (Keller, 1999).

This course has provided me with a heighted awareness of learning theory and the importance of a keen understanding of learning theory to the instructional designer. Armed with this awareness, I will be better equipped to design an effective learning environment that is conducive to all kinds of learning styles. In conclusion, I found this course to be very intriguing, rewarding, and relevant to my ongoing growth and development as a professional in the instructional design industry.

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

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Laureate Education, Inc. (Producer). (2009), Motivation in Learning [Motion Picture].

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning. Retrieved from http://www.itdl.org/Journal/Jan_05/article01.htm

Week 7 - Fitting the Pieces Together

Now that you have a deeper understanding of the different learning theories and learning styles, how has your view on how you learn changed?

During Week 1of our class, we wrote a discussion stemming from a brief overview of learning theories and philosophies from our textbook. The discussion was to describe which theory or philosophy best described how we learned. I don’t believe my view of how I learn has changed much, however I have deeper understanding of the different theories and can see that my learning style can change based on what it is that I am learning. Originally my view of my learning style gravitated toward the Constructivism Theory. According to Etmer & Newby (1993), “Constructivism is a theory that equates learning with creating meaning from experience” (p. 62). I still believe this to be true, however a deeper understanding of Social constructivism, supported my understanding of why this is true for me. Social constructivist scholars emphasize that individuals make meaning through interactions they have with each other and with the environment they live in (Kim, 2001). It is true that I can learn from reading something or listening to a lecture, but I still construct that learning using my previous experiences to support further understanding.

What have you learned about the various learning theories and learning styles over the past weeks that can further explain your own personal learning preferences?

As I continued to study the various learning theories and learning styles, I became more convinced that I learn best using Constructivism, although I may incorporate aspects of other learning styles depending on what I am learning. For example, I recently decided to learn to play the Mandolin. This was very new for me, as I had never played a string instrument prior to picking up the Mandolin. My initial approach one could describe as using tenets from the behaviorism theory, specifically operant conditioning, which Standridge (2001) states is “the rewarding of part of a desired behavior”. Skinner, the creator of operant conditioning concluded from his research that “humans would repeat acts that led to favorable outcomes, and suppress those that produced unfavorable results” Standridge (2001). When learning to play, I would consistently use repetitive actions to produce a desired result, the correct note at the correct time. When I made a mistake, I would stop the behavior that produced the mistake. Consistent practice led to better play. However even in learning to play Mandolin, ultimately I would return to constructivism. I found that I best learned in a group class atmosphere where I could learn from watching others play. In addition, I found using my previous experience at playing piano, supported my ability to read notes and keep time more effectively.

What role does technology play in your learning (i.e., as a way to search for information, to record information, to create, etc.)?

Technology plays an integral role in my learning. It is actually hard to imagine a world without the various technologies we have available to us today, and yet my earlier learning occurred in just that type of world. Distinct from my past schooling, I have not stepped in to a library in over ten years. Just about any piece of information that I am interested in acquiring, can now be found using the internet from my home. Every day I use a computer to enhance my learning. I can keep up on new ideas in my field of interest through blogs, websites, search engines, etc. I can find out what is happening in the lives of some of my friends through social networking sites and email. I can read about what is happening in the world through news websites. If I discover information that I want to keep a record of, I can tag it to find later. Technology has opened up a world of information all available at my finger tips, making the learning possibilities not only endless, but easier to acquire.

References:

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.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Connectivism - How my connections facilitate learning - Q & A

How has your network changed the way you learn?

I think as my network increases in size, I am able to incorporate new and often times more innovative ways of learning. As a child, I had a very small network and learned primarily from friends, family, “old” media and traditional education. As I grew older, my network expanded to include more friends as well as more resources in traditional education. However, the advent of the internet and with it all the new technologies available today, my access to learning has grown exponentially. For instance, I could quite easily post a question on my Facebook account, and within 24 hours receive multiple responses providing insight regarding my question. When I think about this, I am in awe. My network has made the acquisition of information, thus learning, available to me almost instantaneously.

Which digital tools best facilitate learning for you?
Since beginning this class, I would say Blogs have become a new favored tool I use to support my learning; and in an effort to obtain the information more effectively, I use Google Reader. I find search engines to be indispensable for acquiring information and have found forums and social networking sites useful when I have specific questions.

How do you gain new knowledge when you have questions?
I guess it depends upon the question. There are some questions I have in which I will turn to family or friends to answer. Questions beyond their preview, I will search the internet and look for a reputable source whether it be a book, forum, journal article or website. Depending on the question, I may find myself at a bookstore looking for books on the subject matter. I don’t really rely on just one source, with the expansion of my network, I have a number of reliable sources to turn to discover answers.

In what ways does your personal learning network support or refute the central tenets of connectivisim?
I find that my learning network lines up quite nicely with the basic principles of Connectivism. These principles as stated in the article by Davis, Demunds & Kelly-Bateman, in our class reading materials are as follows:
• Learning and knowledge rest in diversity of opinions.
• Learning is a process of connecting specialized nodes or information sources.
• Learning may reside in non-human appliances.
• Capacity to know more is more critical than what is currently known.
• Nurturing and maintaining connections is needed to facilitate continual learning.
• Ability to see connections between fields, ideas, and concepts is a core skill.
• Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities.
In looking at the first principle learning and knowledge rest in diversity of opinions; I find that one of my favorite ways to learn is to debate an issue with a friend or colleague. I like to take the side of the less favored opinion and debate its validity. I find this quite useful in expanding my knowledge. The third principle, learning may reside in non-human appliances; I assume what is meant here is technology like computers and the internet which I have already written about. The fourth principle, capacity to know more is more critical that what is currently known. Any time I involve anyone in my network to advance my learning I am acting within this tenet, the drive to learn more. These are just a few quick examples of how my learning network supports connectivism.

Connectivism

Week 2 - Evaluating and Identifying Online Resources

The assignment for week 2: Using any search engine and the Walden Library databases, locate at least two resources (Web sites and/or online journals) on this week’s topics: the brain and learning, information processing theory, and problem-solving methods during the learning process. Write a new blog entry that cites the websites and/or online journals, and comment on the value of these resources.

What a great assignment this week. I have spent hours doing research finding all sorts of relevant material and yet driven to continue looking. Clearly, there are lots of resources on learning and information processing theory and in all likelihood I could spend years doing research, however I have narrowed my search down to two resources I find interesting and relevant. I chose both of these journals primarily because of their relevance to learning and instructional design.

The first resource is a journal entitled Educational Technology, Research and Development
Publisher Information: Springer Science & Business Media

I like this journal because of the vast amount of articles that have something to do with learning in relationship to instructional design. I only read one article to completion, however I scanned a number of articles and found the information to be fascinating and in some cases very relevant to an ongoing understanding of the learning environment as it relates to instructional design. I suspect this is a journal I will review often. Here is a listing of a few articles. Please note, these links are only available to Walden University students and staff.

Learners' perceptions of instructional design practice in a situated learning activity
Nicholas Woolf, James Quinn. Educational Technology, Research and Development. Washington: Feb 2009. Vol. 57, Iss. 1; p. 25 (19 pages)

Managing cognitive load in educational multi-user virtual environments: reflection on design practice
Brian C Nelson, Benjamin E Erlandson. Educational Technology, Research and Development. Washington: Dec 2008. Vol. 56, Iss. 5/6; p. 619 (23 pages)

Learner preferences and prior knowledge in learner-controlled computer-based instruction
Theodore J Kopcha, Howard Sullivan. Educational Technology, Research and Development. Washington: Jun 2008. Vol. 56, Iss. 3; p. 265 (22 pages)

Characteristics of a cognitive tool that helps students learn diagnostic problem solving
Jared A Danielson, Eric M Mills, Pamela J Vermeer, Vanessa A Preast, et al. Educational Technology, Research and Development. Washington: Oct 2007. Vol. 55, Iss. 5; p. 499 (22 pages)

The second resource is also a journal, entitled Educational Leadership
Publisher Information: Association for Supervision & Curriculum Development, 1703 North Beauregard Street, Alexandria Virginia 22311-1714

I like this journal primarily because of three articles listed below. Overall, I am not sure that the journal as a whole is something that I am likely to use at this time as a resource. Most of the articles seemed interesting, but I have not yet determined their usefulness for myself as an instructional designer.

Moving with the Brain in Mind. Full Text Available By: Jensen, Eric. Educational Leadership, Nov 2000, Vol. 58 Issue 3, p34, 4p, 2 bw; (AN 3832977)

Brain-Based Learning: A Reality Check. Full Text Available By: Jensen, Eric. Educational Leadership, Apr 2000, Vol. 57 Issue 7, p76, 5p, 1 bw; (AN 3162330)

Fragile Brains. Full Text Available By: Jensen, Eric. Educational Leadership, Nov 2001, Vol. 59 Issue 3, p32, 5p; (AN 7147042)

Week 1 - Discovering the World of eLearning

This week I am researching and then reviewing blogs or other websites I found pertaining in some way to instructional design. It is fun to have an assignment like this because on my own, I have shied away from subscribing to blogs, and really for no good reason. Now because of this assignment I am having a great deal of fun reading about and discovering more information about my chosen field of study. In this blog, I will review three of the sites that I have discovered.

Experiencing E-Learning

This site is authored by Christy Tucker who states she is an instructional designer for Performance Learning Systems. I liked this site for a number of reasons.

First off she has a section that provides information about what instructional designers do, what are some of the skill sets of an instructional designer and some possible instructional design jobs; all information was useful.

Second, she has a section entitled Categories with a drop down menu consisting of 25 topics to choose from providing information that could be useful to instructional designers.

Third, she seems to add new activity to the site on a consistent basis (close to daily), most recently providing bookmarks to other useful sites.

Overall, this blog promises to be a good resource: there is an abundance of information, consistent activity, and her writing style is easy to follow.


Instructional Design and Development Blog

This site is maintained by the Instructional Design and Development department at DePaul University. A number of staff members are contributors to the site, and when I looked at their brief biographies, I noticed each of them had a different background or specialty. The stated goal of the site is "to provide information on enhancing instruction through the use of technology.”

The site content includes a section called Categories with a section on Web Tools, which I found very useful. Another section entitled Recommended Resources also had some interesting information albeit brief.

Another useful blog site with information helpful to an instructional designer. I like that it is a site managed by an Instructional Design and Development Department at a University. The archived blogs include information over the last two years, and provide at least one post each week.

the eLearning coach

This site is authored by Connie Malamed.  Connie has a graduate degree in Instructional Design and Technology, and has 20 years of developing information, new media, and training products. In addition, she has a consulting company that produces online courses and Websites.

This website is wonderful. It is chock full of information. The site content includes categories on design, the use of, Web 2.0 technology, cognition, the use of audio and visual media, the use of eLearning in business and book and software reviews. Also included in the site is a section providing links to other interesting websites.

Overall, this is a site I plan to spend a great deal of time reviewing. I think there is quite a bit of useful information for anyone interested in eLearning and Instructional Design.

Another site I liked as an honorable mention

Design for Learning

First Blog

Hello,

This is my first blog entry. I designed this blog for a course I am taking in my adventure toward my Masters in Instructional Design and Technology. Throughout the course, I will be adding to this blog, however this is an entry just to start things off. More later.....