Reflection

As this course draws to a close, reflect upon what you have learned and how you will apply your learning in future courses and in your career in the field of instructional design. Consider the following:

What did you find surprising or striking as you furthered your knowledge about how people learn?

What I found most striking in my reading were two quotes from Siemens (2005):

“We can no longer personally experience and acquire learning that we need to act.

We derive our competence from forming connections” (Siemens, 2005).

“Experience has long been considered the best teacher of knowledge. Since we cannot experience everything, other people’s experiences, and hence other people, become the surrogate for knowledge. ‘I store my knowledge in my friends’ is an axiom for collecting knowledge through collecting people” (Siemens, 2005).

These quotes resonated with me because they altered my long-held belief that all my knowledge had to reside in my own brain. It was a relief to discover that knowing how and knowing what are not as important as knowing where to find the knowledge needed. Siemens (2005)

How has this course deepened your understanding of your personal learning process?

This course helped me understand that each learning theory influences my learning process in one way or another. For example, my learning is sometimes based on stimulus and rewards, which results in observable behavior (Behaviorism). My learning is structured and computational (Cognitivism). I derive meaning through social interactions (Constructivism). My diverse network of ideas, people, and technology-enhanced entities augments my learning (Connectivism). Siemens (2005)

Additionally, I learned not to place myself or my pupils in a learning styles box. Despite the popularity of the Learning Styles theory, there is insufficient evidence to support the significant benefit of tailoring instruction to various learning styles. Pashler et al. (2009). A better approach is to utilize strategies that would maximize learning for students no matter how they learn. Ormand (n.d.)

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

According to Siemens (2005), learning is “a persisting change in human performance or performance potential…[which] must come about as a result of the learner’s experience and interaction with the world”. This definition encompasses many attributes associated with Behaviorism, cognitivism, and constructivism. The limitation of these theories is that they do not address how learning takes place outside of the individual, i.e., learning that is stored and manipulated by technology. Incorporating technology and connection-making as learning activities begins to move learning theories into the digital age. Thanks to the wide range of technology tools, pedagogical approaches, and learning environments, instructional designers and instructors can develop engaging lessons and activities, and learning can happen practically anywhere at any time. Motivation promotes initiation and persistence in learning. (Ormrod, et al. 2009, P. 225)

How will your learning in this course help you as you further your career in the field of instructional design?

Many of the concepts learned in this course will inform my instructional design practices. The learning theories will provide frameworks and models that help me understand how people learn and how best to facilitate the learning process. Ormrod et al. (2009). Several learning theories directly related to adult learning include Action, Experiential, Project-based, and Self-directed learning. Orey (2010)

The ADDIE Model of Instructional Design will help me streamline and organize course content production.

Keller’s Motivational Theory of Learning (ARCS) provides a way to stimulate and maintain learner motivation.

I will remember that adult learners bring a briefcase to the learning experience. This briefcase contains life experiences, work experiences, positive and negative previous adult learning experiences, cognitive abilities, time between learning interactions, and aging factors.

As Education Officer for Professional Development, I will incorporate technology into the content and delivery of professional development and utilize my professional development toolkit. (Orey, 2010, P. 117)

Conclusion

Learning Theories Instruction is possibly the most crucial course in this Master in Instructional Design and Technology program. It establishes the foundation upon which instructional designers will build compelling learning experiences. The learning theories, learning styles, multiple intelligences, instructional technology, and motivational strategies all inform learning, and the goal of all instruction is to facilitate learning. I have a deeper understanding of how learning occurs and the strategies that will help initiate and sustain learners' motivation. I take away from this course a wealth of knowledge that will enrich my career and practice.

References

Keller, J. M. (2016). Motivation, Learning, and Technology: Applying the ARCS-V Motivation Model. Participatory Education Research, 3(2), 1-13. https://doi.org/http://dx.doi.org/10.17275/per.16.06.3.2

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104Links to an external site.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction. Vital Source ebook for Laureate Education. Pearson Learning Solutions. Pp. 223-262. https://mbsdirect.vitalsource.com/books/9781256289302Links to an external site.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning Styles: Concepts and Evidence. Psychological Science in the Public Interest. 9(3), 105–119. https://doi.org/10.1111/j.1539-6053.2009.01038.x

Siemens, G. (2005). Connectivism:  A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

Walden University, LLC. (Producer). (n.d.). Learning styles and strategies. Walden University Canvas. https://waldenu.instructure.com.

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?

Learning is how individuals develop skills and abilities, coping mechanisms for navigating the outside world, and attitudes and values that inform behavior. (Ormrod et al., 2009), At the beginning of this course, I shared that I am a Kinesthetic learner based on my VARK assessment. However, after reading more about learning styles, I am convinced I am a combination of a Visual and Kinesthetic learner. I prefer to see the content I need to learn and have access to interact with the content in different ways. After completing a multiple intelligences test, my strengths were shown to be verbal-linguistic and Intrapersonal. Reading the many articles prescribed by this course is right in line with my preferred way of learning.

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?

Malcolm Knowles’ Andragogy theory helped me understand how I learn as an adult. I prefer self-directed learning; my life experiences are a rich resource for my learning, and I am intrinsically motivated to expand my knowledge and skills. Vygotsky’s theory of Social Constructivism highlighted the importance of social interaction and collaboration in the learning process. Orey et al. (2010). Siemen’s theory of Connectivism literally connected the dots for me. It has given me a framework for explaining learning in this age of technology. According to Orey et al. (2010), building networks of people, technology, social structures, and systems is essential; these learning communities can share their ideas, thus increasing learning for all. I learned some trends in learning, such as Informal learning is a significant aspect of our learning experience. Learning can occur in a variety of ways – through communities of practice, personal networks, and through completion of work-related tasks; technology is rewiring our brains; and many of the processes previously handled by learning theories can now be supported by technology. (Siemens, 2005)

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 many roles in my learning. As a master’s student, technology is the LMS through which I receive instruction (Walden Instructure), complete and submit assignments (MS Word, Grammarly), conduct research (internet, Walden Library), and connect and collaborate with colleagues (discussion posts) and my instructor (email). Without technology, completing this degree would be very difficult and much more expensive, as I would have to travel to the US to attend classes.

This course, Learning Theories Instruction, has put the puzzle pieces together for me. I understand my learning style and preferences, my strengths, and how they impact my learning. I have refreshed my knowledge of learning theories and their related instructional strategies. I appreciate all the nuances of being an adult learner and how technology ties the whole process together.

References

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104Links to an external site.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction. Vital Source ebook for Laureate Education. Pearson Learning Solutions. Pp. 1-16. https://mbsdirect.vitalsource.com/books/9781256289302

Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm 

CONNECTIVISM

CONNECTIVISM

  MAPPING YOUR LEARNING NETWORK 

"I store my knowledge in my friends"

Karen Stephenson 

(Click the Concept Map to expand)

A network is defined by Siemens (2005) as the connection between entities. Individuals, groups, systems, nodes, and other entities can be linked to form a cohesive whole. Changes in the network can impact the entire system. My personal learning network is a rich tapestry of online classrooms, social networks, education technology tools, personal and professional development resources, and human resources (colleagues, professors, and mentors).

Learning is no longer viewed as an internal, independent activity in today's culture. Connectivism acknowledges the shift in how people work and function when new tools are introduced. Siemens (2005). My learning network comprises many technology tools and resources: the Internet, Walden Instructure, Microsoft Learn Educator Center, Microsoft 365, YouTube, webinars, etc. All of these technologies have changed the way I learn from face-to-face and synchronously to mostly virtual, asynchronous, and self-directed. I can learn almost anything on the Internet; therefore, I do not need to attend physical classes to learn new skills. Because the Internet is always open and available, I can decide when, where, and how I learn. The accessibility of the Internet also supports life-long learning.

According to Kropf (2013), the Internet is a large collaborative learning environment. The digital tools that best facilitate my learning include journal articles, blogs, book excerpts, webinars, instructional videos, and learning platforms such as Walden's Instructure. These tools and others allow me to interact with the content in ways that are well-suited to my learning style. They also provide access to communities of persons with similar interests.

Where I seek the answers to life's questions depends on the subject of the question. Generally, my go-to place for answers is the Internet. Whether in blogs, on YouTube, or in scholarly articles, I can usually find the answers I need on the Internet. If the question is related to my job or workplace, I know the persons within my organization who can provide the answers. If the question relates to my graduate studies, I can ask my professor, my student success coach, or the Librarian.

My personal learning network supports the following principles of connectivism:

·         Learning and knowledge rest in diversity of opinions – The diversity of my learning network exposes me to a variety of viewpoints, perspectives, and ideas and gives me a more comprehensive understanding of a subject or concept.

·         Learning may reside in non-human appliances – Technology tools, including AI, are rapidly changing the way we learn. The largest university in the world is the University of YouTube. I utilize a variety of technology tools for the purpose of learning.

·         The capacity to know more is more critical than what is currently known – This principle underscores the importance of being committed to continuous learning to remain relevant and informed. As an educator and instructional designer, I am a life-long learner.

·         Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities – Information is increasing at an unprecedented pace; therefore, in order to provide my learners with the most accurate and current information, I first need to stay up-to-date. (Orey, 2010)

Connectivist learning is making connections between different nodes of information, people, and resources. Technology forces twenty-first century learners to process and apply information at a faster pace than ever before. The time between learning something new, using it, and realizing it is out-of-date and useless keeps getting shorter. This phenomenon is known as the "half-life" of knowledge. This 'chaos' forces us to approach our own learning and that of the persons for whom we design instruction in new and innovative ways. Learning networks and connections can help to achieve that goal.

References

Kropf, D. C. (2013). Connectivism: 21^st Century’s New Learning Theory. European Journal of Open, Distance and e-Learning, 16(2). https://files.eric.ed.gov/fulltext/EJ1017519.pdf

Orey, M. (2010). Emerging Perspectives on Learning, Teaching, and Technology. Retrieved July 10, 2023, from https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=14c2555b1d4ec91df6ea0b0ad2a3c48b2697f104Links to an external site.

Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm