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