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.