Reflection on Learning Theories and Instruction

I have learnt in this class that our understanding of how learning occurs is only beginning to scratch the surface. We have moved from the original thinking by B F Skinner et al that the mind was a black box (Behaviorist) to information processing theory (Cognitivism). These two theories, however, did not explain how we advance knowledge and, therefore, an understanding of the social context and construction of meaning by learners for themselves brought us to the philosophy of social constructivism.

Presently, we are discussing learning concepts or evolving theories such as andragogy and Connectivism. Though these two theories have not entirely been accepted as learning theories, they attempt to describe instances where learning meets the technology (Connectivism) and the mature learners (andragogy).

This course has helped me to understand the changing dynamics of my learning process. Indeed, most of the classes I have taken before had what Dr. Ormrod referred to as “the terminal behavior” or the learning outcome. Today, Andragogy does explain the new challenges that I face when learning new concepts. Although  I have the primary responsibility for planning, carrying out and evaluating my own learning experiences (Merriam and Caffarella, 1991), the “briefcase” that I bring with me to the class includes almost all the items identified by Conlan, Grabowski, and Smith.

This course has further introduced me to blogging which I would say is the next frontier for learning in the 21st century. George Siemens (n.d.) described Connectivism as a learning process that occurs within environments not entirely under the control of the individual. My mind map and the use of new tools (the I-phone and the internet) have tremendously improved my access to information nodes that would have been hitherto out of reach. This has provided me with useful information at the click of a button.

I have learnt that Learning Theories provide the Instructional Designer with verified instructional strategies and techniques for facilitating learning. In understanding learning styles, Gardner (1993) described eight intelligences: linguistics, logical-mathematical, spatial, musical, bodily kinesthetic, interpersonal, intrapersonal and naturalist that provided me with a better understanding of learner’s intellectual ability and the different ways that each of this intelligence(s) can be demonstrated. Dr Ormrod (2010) avers that in any in-class learning environment, you have both the verbal and the visual learners. In the class discussions, there was a consensus that instructional designers should as much as possible attempt to match learning theory with content.

At the core of any learning style is the need for motivation. Keller (1999) provides the systematic ARCS model of motivational design, which suggests guidelines and methods for incorporating motivation tactics in learning environments. Keller further suggests that the Instructional Designer should establish the reasons for the learners’ decision to take the class.

It is important for me as an instructional designer not to restrict myself to only one theoretical position. I will need to explore different learning theories that have been developed by psychologist and then apply the principles and concepts that are of value to my specific design situation.

Integrating Technology into Instruction - Fitting the Pieces Together

When I began this class I was convinced that I learn more productively through cues, practice and reinforcement. I knew that I had problems understanding tasks containing difficult concepts, complicated procedures, or a great deal of detail. For such tasks, I did require additional assistance from instructors or a simplified step by step breakdown of the information to be able to assimilate and learn.

I have learnt that the learning theories provide instructional designer with verified instructional strategies and techniques for facilitating learning. It is therefore important for me as an instructional designer not to restrict myself to only one theoretical position. I will need to explore different learning theories that have been developed by psychologist and then apply the principles and concepts that are of value to my specific design situation.

I enjoyed learning about the Behaviorist Theory which focuses on observable behaviors and to study “the relationship among environmental conditions, events, and behavior”. This helped explain some of the strategies that curriculum designers apply in designing course especially in deciding rewards. I also learnt that Cognitivists believes that behaviorism dehumanizes the person. Cognitivism maintains that human beings have an internal mechanism of thought and processes of knowing (metacognition). Some Cognitivists argued that behaviorism was abandoned over 30 years ago.

I have also been reflecting on the nature of self directed learning and how it affects adult learners. Merriam and Caffarella (1991) defined self directed learning as “a form of study in which learners has the primary responsibility for planning, carrying out and evaluating their own learning experiences” p41. As an adult learner, I was tickled by the “briefcase” that adult learners come with to the class. According to Conlan, Grabowski, and Smith, the ‘briefcase’ may have ‘Life experiences (including life altering events that affect cognitive abilities), Work experience, Positive/negative previous adult learning experiences, Performance affecters including cognitive abilities, Time between learning interactions and Aging factors’.

These items in my briefcase make it particularly important to understand the dynamics that affect my learning. I have to juggle between, a full time job, a part time job, parenting and other social responsibilities and still take time to read and study for this class. This makes the study and understanding of theory of Adrogogy of particular interest to me.

Before learning about constructivism and the social learning theory,  I was convinced that it was impossible to create a ‘true’ social environment in an online classroom. I had valid arguments for it:

a)      Meeting face-to-face provides a sense of closeness and a comradeship that online classroom just cannot match,

b)      Physical social contact is crucial as it prepares students to manage appropriate behaviors that will prove fundamental in the work environment.

This was further supported by Ormrod, Schunk and Gredler (2010), observation that “teaching methods should reflect the outcomes we desire in our learners” (p.187). c) Without face-to-face contact, we compromise important social skills that facilitate interaction and communication with others. Although we can be polite and respectful as part of online etiquette, we do not enjoy and celebrate the joy of team successes or manages conflict. I felt it was relatively difficult, even impossible to recreate the personal relationships online.

After reading Ira Socol blog that discusses education reform and my perspective changed. Ira Socol asserts that, “Mobile phones, computers everywhere, hypertext, social networking, collaborative cognition (from Wikipedia on up), Google, text-messaging, Twitter, audio books, digital texts, text-to-speech, speech recognition, flexible formatting - these are not "add ons" to the world of education, they are the world of education. This is how humans in this century talk, read, communicate, and learn. And learning to use these technologies effectively, efficiently, and intelligently must be at the heart of our educational strategies. These technologies do something else - by creating a flexibility and set of choices unprecedented in human communication - they "enable" a vast part of the population which earlier media forms disabled”. Now I understand social media and constructivism better.

As a learner and also in my social life, I am addicted to my HTC Google Android. With this piece of Mobile Technology, I have access to the world. I have access to thousands of applications and I use Google search, Google reader, Google scholar, Google BlogSpot and Gmail as my information sources right from my phone. I also have Outlook as my personal organizer in the office which I use to set deadlines and reminders for important events (including assignment!).

I am sure I am what Marc Prensk would refer to as a Digital Native; a person with an advanced technological skill set. I am more adept at multi-tasking and always connected.

Mapping Your Learning Connections

How has your network changed the way you learn? 

I work right across the Johnson County Central Library here in Overland Park, Kansas. Initially, I was only getting into the library to borrow movies and specific books that had a topic that I could be researching on. One of my physical contacts, Anthony, introduced me to audio books. This really transformed the way I learn. I make a trip to Wichita which is two hours away two times a month. This was 8 hours that I was losing when driving to and from Wichita every month. Now I go by the library and get an audio book which I listen to on the trip. I have been able to listen to diverse topics and have really gained incredible knowledge from these books. Indeed, what used to be a long and boring trip that I initially dreaded now has become one of the “me” times I look forward to.

Which digital tools best facilitate learning for you? 

The laptop and the I-phone are indispensable tools that I wonder how I managed without them. I at times have the feeling that I am gradually becoming a prisoner of this technology. Just recently, I acquired the Amazon kindle in order to access books that would have taken me ages to access if I had to wait for the delivery through the normal shipping and delivery. These digital tools have made information access almost instantaneous. Whenever I get a reference in the posting or from my course resources that I feel warrants further research, I am almost assured one of this tools would provide me with access. The laptop, through the indefatigable Google platform, be it Gmail, Reader, Scholar and search have admittedly transformed and expanded my body of knowledge. The Walden APP in my I-phone makes me keep updated on the discussion posts and quick reviews of the course resources.

In what ways does your personal learning network support or refute the central tenets of connectivism?

Connectivism is presented as a learning theory that integrates technology, social networks, and information. B F Skinner presented the “black box” of behaviorism (we don’t know what happens inside, so we just focus on the behavior). Cognitivist presented a computer-processing model (inputs, processing, coding for retrieval and outputs). More recently, constructivism has been presented as a free-floating theory of learning as an individually constructed experience. In all this, something was missing.

Can knowledge and truth exist in other ways?

The digital revolution has transformed the access to information in profound ways. Knowledge centers and capitals are no longer tied by geography but rather by networks. Information processing and retrieval is now maintained in different parts of the networks. I have accessed useful information from scholars in far flung areas in Europe, (especially the UK), the theories and strategies presented by a faculty spread across the US and have even watched video presentation from speakers in Australia. Due to the existing abundance of the existing body of knowledge, this information is being offloaded from individuals and stored in networks. It is from these networks that I have been able to acquire and access new learning.

Connectivism