Course Reflection

I have a background in K-12 education and in college I studied human development and family science. Therefore, some of the theories and ideas we learned about in this course were not entirely new. This course certainly helped refresh my memory on how people learn, but it did a lot more than that. In college, I memorized what I needed to pass the course. As an adult learner, I am not merely interested in a passing grade. I truly want to learn how to apply these theories. I learned from Dr. Ormrod’s “Motivation in Learning Video”, that this is not an uncommon characteristic for an adult learner (Laureate Education, Inc., 2009). Furthermore, I am now interested in applying what I learned as an Instructional Designer and not as an in-class teacher.

            I found a couple things surprising about how people learn. I was unaware that brain-based research had come so far. Research methods such as animal research, electrical recording on the scalp, case studies, and neuroimaging technology have enabled scientist to learn a great deal about how the brain works (Ormrod & Schrunk, 2009). As we learn more and more about how the brain works, there will be obvious implications for teaching and learning. I was also surprised that there was a learning theory called Connectivism. I had not previously heard of this theory. However, with new forms of technology changing the way we seek information and learn it makes sense that there is a new learning theory (Davis, Edmunds, & Kelly-Bateman, 2008).

This course has deepened my understanding of my personal learning process. I now realize that my learning process has adapted over time based on my needs, motivation, and on my metacognition. My metacognitive awareness has developed over time and through my experiences (Ormrod & Schrunk, 2009). My understanding of how I acquire knowledge has shaped the way I learn and my motivation as an adult learner is different than it was years ago.

Each learning theory discussed in this course had a valid argument on how people learn. However, none of the theories provided an explanation that encompassed all of the complexities of learning. This reinforces the idea that no theory provides a silver bullet. Educators must take knowledge from each of these theories for their instruction (Kerr, 2007). The same hold true for learning styles and educational technology.  You should not teach to just a single learning style, and you should not teach using only one type of educational technology. To reach all learners and to help motivate your students it is best to use a variety of strategies.

What I have taken away from this course will have an enormous impact on my future endeavors as an instructional designer. This course was actually the first course I have taken completely online. One of the biggest things I will take away from this class is all of the learning that takes place in the discussion area. Unlike in a traditional classroom setting, everyone in class has a voice. It was beneficial to hear the opinions of my classmates, and helpful to see how the instructor was able to use scaffolding through this setting. In the future, I will keep the lessons from this class in mind and make sure to incorporate an ARCS motivational model. I do not know for certain if my instructor had ARCS in mind with the creation of this class, but I feel like the major points of the ARCS model were accomplished. My attention was held, the material was relevant, I gained confidence, and had a sense of overall satisfaction about the course (Keller, 1999).

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

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

Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Laureate Education, Inc. (2009). Motivation and Learning [Video webcast].

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

Fitting the Pieces Together

Seven weeks ago in my initial blog post I felt that the Constructivist theory of learning seemed to encapsulate how I learned. I liked how Constructivists placed a major role on how we interact with what we learn and how individuals create meaning from his or her own experiences (Ertmer & Newby, 1993).

Now that I have arrived in week seven of this course, and have had time to explore the learning theories and styles on a deeper level, my thinking about how I learn has slightly changed. I still see great value in the Constructivist theory of learning. However, I now see how the Constructivist viewpoint cannot support all thinking and learning. In the Bill Kerr Blog, I learned that each “ism” (Behaviourism, Cognitivism, Constructivism, etc..) offers something useful but none can stand alone in their own right (Kerr, 2007). I think there is a lot of truth in this, and I now believe that how and what I learn are factors that cannot be ignored when considering a theory that represents the learning. For example, perhaps when I memorize something I am using the Behaviourist theory and when I am problem-solving I use the constructivist theory or a combination of the two.

As new technologies emerge, the way I access, interact with, and use information changes. Although, I am not convinced that Connectivism is an actually learning theory. It is certainly true that each day I establish more “connections” in my learning network. As those “connections” prove to provide me with the sought after instruction, I rely on them more and more.

I use technology to collect information and to relay information in a variety of ways. I no longer just look up websites to find answers. Now I have wikis, blogs, videos, podcasts, applications, and social networks that provide me with a constant barrage of information. As I become more adept in using this technology, I also become better at sorting out how the technology can be used to actually improve my life and not just be the next new thing to distract me.

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.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Connectivism



How Do My Connections Facilitate Learning?

 

In the Connectivism article I learned that it is impossible to learn and experience everything first hand. "We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby "cross-pollinating" the learning environment (Siemens, 2005, para. 21).

In the mind map I created above, you can see all of the connections that make up my learning network. The two major categories of my learning network are people and technology.

I still learn quite a bit from people. My experiences and interactions with family, friends, and coworkers still shape the way I learn a great deal. Also, there are occasions where I learn in a more traditional lecturing style. My boss, pastor, and instructors might deliver a lecture in which I learn from and interact with. However, unlike 10 years ago, all of these people that shape my learning also refer me to current technology so that I can further my learning.

The technology that makes up my learning network is ever changing and ever growing. The way I learn now is not like the way I learned in the past. I will use a real-life example to demonstrate my point. This week I needed to know how to replace a garbage disposal. So, I hopped on-line and did a search to find out information. There were enough websites, blogs, and videos (my favorite digital tools) posted for me to quickly learn the necessary tools and skills I would need to replace the disposal. In the past, I most likely would have gone to a hardware store to talk with an expert, checked out a library book on the subject, or hired a plumber.

As you can see, my personal learning network supports the tenets of connectivism. I can learn new skills through current technology that may have been impossible in the past. As my technological savvy grows I hope to add to the world of connectivist learning.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

How Do My Connections Facilitate Learning?