Reflection

I think this quote from Confucius (Brainy, 2010), “Learning without thought is labor lost; thought without learning is perilous.”- summarizes the debate between cognitive and behavioral learning theories and philosophies. What I found surprising about how people learn is the overall debate itself. Once you have taught a group of students in any setting for any period of time it becomes apparent that no matter how much you structure a class or subject materials someone in the class will exhibit a need for something different presented in a different manner.

Hence, it surprises me that someone that spends years researching how people should teach and how people learn can come to one specific conclusion on how people receive, retain, and process information, “The practitioner cannot afford to ignore any theories that might provide practical implications” (Ertmer et al., 1993, p.70).


The course deepened my understanding of my personal learning process by giving me the tools to identify the theories and processes I have been utilizing and have provided me with new strategies and theories to revise the methods I use to create instructional material and teach classes. This week’s discussion of the ARCS (Attention, Relevance, Confidence, and Satisfaction) model (Keller, 1999) is one example; I have been incorporating the principles of this theory without realizing the more meaningful philosophy behind the practice.

The connection between learning theories, learning styles, educational technology, and motivation should be deliberately integrated into the design process. Instructional Designers should strive to create a learning system that contains as many elements of each of these factors within its hierarchy on some level as efficiently as possible. I have learned that not all of these theories mesh well together for every student and subject matter. “Just like anything else that involves human experience or interaction, the act of learning does not happen in a vacuum. It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs” (Davis et al. 2008), possessing and keeping an open mind about the way people learn and providing an efficient and appropriate environment to do so will be a critical part of my industrial designs in the future.

References


BrainyQuote.com. (2010). Learning Quotes. BrainyMedia.com. Retrieved from http://www.brainyquote.com/quotes/keywords/learning.html

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology.

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. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4118625&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1

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

Fitting the Pieces Together

Now that I possess a deeper understanding of the various learning theories and styles I would say I been have functioning within in a “Connective” learning environment.

…connectivism is that we're dealing with complex environments that are systems-based. And that means that it's not just the individual learner that's the key consideration, which often is with traditional learning theories, but it's actually the broader environment in which we are situated, and the complex nature of that environment needs to be considered as well. (Siemens, 2010)

Until this point I thought I was drawn to visual aspects of learning because I developed my own process to breakdown difficult material in order to see patterns and connections. However, I now view that dissection of information as a means to comprehend the overall profile of the material I was trying to learn. I have been unintentionally drawing from cognitive, constructional, and social learning theories by using professional networks and organizations. As well as having conversations with fellows students, associates, and other members of my academic community.

This natural tendency to form communities within communities has reinforced my belief no one can learn and exist in one specific learning environment by following one theory.

I also believe my artistic natural forces me to overlap the methods, in which I learn because depending on the substrate and technology (or lack of technology) available I am at times forced to rethink how I created or achieve the final product. Self-direction, self-regulation, information processing, problem solving, and modeling principles all intermingle in the course of designing,

I work in the Technology field and deal with technical concepts so obviously it plays a key role; however, working with computers and other electronic devices forces individuals to also develop planning strategies in order to take simple task and convert them into complex systems for teaching or learning.

Design-Based Research is a lens or set of analytical techniques that balances the positivist and interpretivist paradigms and attempts to bridge theory and practice in education. A blend of empirical educational research with the theory-driven design of learning environments, DBR is an important methodology for understanding how, when, and why educational innovations work in practice; DBR methods aim to uncover the relationships between educational theory, designed artefact, and practice. (Learning-Theories.com, 2008)

While working in design in any capacity, individuals need to be able to begin with the small details and form connections to transition into or build more complicated or complex materials.

References

Learning-Theories.com. (2008). Design-Based Research Methods (DBR). Retrieved from http://www.learning-theories.com/design-based-research-methods.html

Siemens, G. (2010). Connectivism. [Video]. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4118625&Survey=1&47=3899999&ClientNodeID=984650&coursenav=1&bhcp=1

Mind Map

Click on image to enlarge.

How Your Connections Facilitate Learning

Professional Learning Networks

Utilizing personal networks allows you to tailor your education and avenue for enhancement by reaching out to others that work directly in your industry or field and to those that work in related or fringe industries of your particular discipline. Adult learners bring past experience and expertise to the classroom these results in a natural transference of knowledge amongst the students and the educator. In the text Learning Theories and Instructions (Ormrod, et. al, 2008, p.123) describes “transfer” as “…refers to knowledge being applied in new ways, in new situations, or in familiar situations with different content… it explains how prior learning affects subsequent learning.” This is a distinct advantage for adult learners using networks of various industries provides ample means of additional education. Professional networks allow adult learners to constantly learn in new and if sought innovative ways. They can form professional clicks and clubs that can be tailored to solve specific problems and/or address new technology. Transference can develop within any of the areas presented in the Mind Map shown.

Digital Tools

The digital tools I use to facilitate learning are professional websites that offer tutorials, expertise articles addressing specific functions and new developments, and/or showcasing new software and technological advances. I have recently been introduced to blogs and using social networks sites to receive professional information and remain updated. Also, I have access to several campuses and numerous classrooms which have software and other computer equipment that I am allowed to use at my discretion. I have also recently started researching podcast that are related to my specific discipline.

Gaining New Knowledge

When I have questions I speak with colleagues and other co-workers in order to access any information or assistance they may offer. I also have access to many professions in different industries and disciplines which allows me to brainstorm and debate various issues and situations in order to create new processes and/or find solutions. And of course, I use the various libraries, databases, and other printed or electronic resources that are available. Whenever I have the opportunity, I utilize local business organizations such as the Chamber of Commerce that offer classes and other business seminars and forums that are most often free and open to the public.

Connectivism and Personal Learning Network

In what ways does your personal learning network support or refute the central tenets of connectivism? Your personal learning network can be literally and figuratively a personification of connectivism it is a means of assembling knowledge retained and pursued into a cohesive and collective learning strategy and model to review and analysis current and future knowledge in order to enhance and/or gain ones education.

Siemens' describes connectivism as follows:

Connectivism is the integration of principles explored by chaos, network, and complexity and self-organization theories. Learning is a process that occurs within nebulous environments of shifting core elements – not entirely under the control of the individual. Learning (defined as actionable knowledge) can reside outside of ourselves (within an organization or a database), is focused on connecting specialized information sets, and the connections that enable us to learn more are more important than our current state of knowing. Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired. The ability to draw distinctions between important and unimportant information is vital. The ability to recognize when new information alters the landscape based on decisions made yesterday is also critical. (Wikipedia, Connectivism, 2010)

Once someone has reached adulthood they cannot truly be uneducated because they have gained and retained knowledge through professional and personal experiences. One could argue that an informal education cannot be compared to a formal education but in some instances and industries (especially in our current technological overloaded state) - adult learners have ample opportunities to supplement their education within an environment that is personally advantageous to optimal academic growth.

References

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson

Wikipedia - Connectivism. (2010). Connectivism (learning theory). Retrieved from http://en.wikipedia.org/wiki/Connectivism_(learning_theory)

The Learning Brain

Traditionally, families have inventive means of teaching kids lessons especially when it concerns their safety. Lightly waiving a child’s hand over some heat source so they can feel the warmth and associate fire with danger in order for them to stay away or finding other non-traumatic ways to instill caution and help the child build self-restraint. Many of these methods have to be repeated over time in order for the child to begin naturally recalling the experience. This week course video discusses repetition as an ineffectual means of educating someone. However there is evidence to the contrary. The two resources I found this week pertaining to learning, how we learn and what role the brain plays in that process focuses on the psychology of learning and improving children’s listening comprehension through manipulation.

The first article is from Walden’s free online community for educators -http://connected.waldenu.edu/.

ConnectEd

ConnectEd is a free online community, hosted by The Richard W. Riley College of Education and Leadership at Walden University, where educators can get informed, engaged, and inspired. While other sites focus on lesson plans, ConnectEd offers practical advice about the professional and personal challenges you face in your educational settings and in your life.

This website provides a valuable resource for educators to connect with other educators and keep abreast of techniques for teaching various groups in a community format. This particular article What Is the Psychology of Learning? – summarizes how individuals learn and defines different learning theories.

…learning is a change in behavior, ability or knowledge that occurs as a result of experiences a person or animal has. In order to be considered learned, a behavior or change in knowledge must be permanent and cannot result from any type of sickness or physical damage. (Psychology of Learning, 2010).

The article defines classical and operant conditioning and cognitive and operational learning. Both classical and operant conditioning could pertain to the previous example I presented in teaching kids safety and self restraint. Classical learning is achieved through stimuli or association with and event or object and operant learning develops through consequences that encourage or discourage.

The second article is a case study on 76 kindergarten and first grade students using physical manipulation.

Improving Children's Listening Comprehension with a Manipulation Strategy.
Journal of Educational Research

http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&hid=111&sid=37802334-d2ed-41e0-be79-d97a3d3c5d0e%40sessionmgr112

ABSTRACT. The authors examined the cognitive benefits of physical manipulation. Participants were 76 kindergarten and first-grade students randomly assigned to 2 strategies: stories with pictures or manipulation. In the pictures strategy, participants listened to story content and viewed pictures. In the manipulation strategy, participants moved manipulatives as directed by the stories. After a training period, the pictures or manipulatives were removed and participants were instructed to imagine story events. Significant differences in favor of the manipulation strategy on free and cued recall were observed during all 3 instructional periods. Furthermore, strategy by recall type and strategy by grade-level interactions were identified during the training sessions. After training, the participants were instructed to imagine story events, and a significant difference was observed in favor of the manipulation strategy. (Marley and Szabo, 2010)

The article concludes that educators should use a two part strategy to enhance and improve learning and listening skills and gives suggestions as to how educators teaching different grade levels can utilize this method and tailor it to their grade level. As we have discussed and learn this week the way we learn develops and extend from various sources and cognitive learning is a culmination of these events and develops overtime through our individual processes of problem solving and gaining insight.

References

Marley, S. and Szabo, Z. (2010). Improving Children's Listening Comprehension with a Manipulation Strategy. Journal of Educational Research, 103(4), 227-238. Retrieved from Academic Search Complete database. http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/pdfviewer/pdfviewer?vid=3&hid=111&sid=37802334-d2ed-41e0-be79-d97a3d3c5d0e%40sessionmgr112

ConnectEd. (2010). Retrieved from http://connected.waldenu.edu/about-us

ConnectEd. (2010). What Is the Psychology of Learning? Retrieved from http://connected.waldenu.edu/learning-and-perception/adult-learners/item/800-what-is-psychology-of-learning

Instructional Design Resources

Everyone remembers various first they have experienced throughout their lives first crush, first cell phone, or the first time you drove a car. Now that I am officially a blogger I will add this to my list of first, right now the experience feels like the first time I tried to program a VCR to record while I was away from home (never did get that to work) but if you are successfully reading this then my achievement rate has increased extensively.

That leads me to the purpose of this blog which is to relate this experience to you and recommend electronic resources I have found useful in the past to assist me while navigating and creating on and for the World Wide Web and creating e-learning and instructional design materials.

The first web site I am recommending is eLearning Learning it is a collection of blog posts and articles focused on the subject of eLearning.(http://www.elearninglearning.com/blog/blogging/instructional-design/)

One specific blog (Michael Hanley) E-Learning Curve Blog (2010) discusses learning methods and defines 3 specific types: formal learning, non-formal learning, and informal learning. The article briefly describes how one can receive an education – formally through a traditional educational or training institution in a systematized manner described as intentionally seeking some type of degree or certificate, non-formally through intentional knowledge seeking but not to achieve any certification or planned diploma but still in a structured manner, and informal learning which occurs by living and gathering experiences.

The latter is usually unintentional and is not structured; it often happens by accident or often unconsciously. Instructional Designers should considered why and how individuals learn and factor those theories into to the construction of their designs.

The other two sites I am recommending are Adobe TV - http://tv.adobe.com/%20/ an online video resource for expert instruction (Adobe Inc.) that Industrial Designers and other related professions can utilize to learn how to create and publish their materials. One specific video highlights a new resource that convert’s blog content into a voice broadcast. Use this link to view Mike Potter’s interview of The BlogRadio’s architect Bruce Hopkins - http://tv.adobe.com/watch/interview/interview-with-blogradio.

Lastly, I am recommending to anyone using the Internet and creating materials that will be utilized on the web or other electronic sources to familiarize themselves with the W3C - http://www.w3.org/: “The World Wide Web Consortium (W3C) is an international community where Member organizations, a full-time staff, and the public work together to develop Web standards”. It is a major resource to obtain standards and best practices for various software programs as well as computer technology terms, definitions, and code samples to name a few.

One specific example of the type of useful resources and information it provides is the Feed Validation Service…“a free service that checks the syntax of Atom or RSS feeds”. It also provides a Markup Validation Service to validate Web pages - http://validator.w3.org/feed/& http://validator.w3.org/ . The term validation relates to whether a page item or background code is conforming to a specific standard or preset determination or is simply correct. For example, when you place a text box (field) on a web page to provide a space for the user to enter their name you can set validation to ensure once the user hits submit or exit they have actually type something in this field.

References

Adobe Systems Inc. (2010). Adobe TV. http://www.adobe.com/

BlogRadio. (2010). Cloud-based, streaming media for RSS. http://www.podblogr.com/

eLearning Learning.com. (2010). http://www.elearninglearning.com/blog/blogging/instructional-design/

Feed Validation Service. (2010). http://validator.w3.org/feed/

Hanley, M. (2010). E-Learning Curve Blog. Retrieved from http://michaelhanley.ie/elearningcurve/ on May 4, 2010.

Markup Validation Service. (2010). http://validator.w3.org/

Potter, M. (2009). Episode: Interview with BlogRadio. Adobe TV. Retrieved from http://tv.adobe.com/watch/interview/interview-with-blogradio

W3C. (2010). The World Wide Web Consortium. http://www.w3.org/Consortium/