Reflections on Learning Theories and Instruction

Before this course, I had no formal education on the subject of learning theories and instruction.  I have always felt out of place in conversations because I had no common point of reference with my colleagues.  However, not only do I now have a foundation upon which to build, I have also developed an opinion.  This outcome is really quite astonishing to me, as I have never had a college course where I learned enough to feel I could form an opinion.

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

As I learned about the mechanics of learning, I became intrigued by the question of how traumatic brain injury (TBI) affects the mechanics of learning.  As an educator who works with veterans, TBI is a common condition.  As I learned how the mechanics should work, I began to understand why certain students where having specific issues with the curriculum.  This course offered me the opportunity to delve deeper into this topic as well as into strategies that can be utilized to help facilitate learning for those with TBI.  I learned of a specific approach, known as the spacing effect can help “improve recall and recognition in individuals who have sustained moderate to severe TBI” (Hillary, et al., 2003).

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

I have always known that my personal learning process was eclectic.  Even though the system would not conform to my personal needs and preferences, I was still a successful learner.  My suspicions were confirmed as I learned more about learning strategies.  Dr. Jeanne Ormrod indicated in a course video that it is learning strategies that give learners the tools they need to learn effectively (Laureate Education, 2013).  One of the opinions I formed was that while learning styles and multiple intelligences are interesting, curriculum cannot be designed specifically to meet the needs of any particular style or intelligence.  No.  In the end, it is strategy, not style that makes the difference.

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

There are many points at issue between the various theories.  One issue that I believed lay outside the control of theory was motivation.  However, early on I realized that each theory had its own views on motivation.  “Students with little motivation to engage in academic tasks can also profit from behaviorist techniques”  (Ormrod, Schunk, & Gredler, M., 2009, p. 179).  In her article on behaviorism, Standridge (2002) discussed the concept of behavior modification as “a method of eliciting better classroom performance from reluctant students” (Behavior Modification).  Yet, the Cognitivists may say that rather than requiring behavior modification, the learner will self-regulate based on their awareness of procedural knowledge.  “Self-regulatory (metacognitive) activities are types of control processes under the learner’s direction” (Ormrod, Schunk, & Gredler, M., p. 130).  At the end of the day, the question of motivation is not really answered, and one is left wondering if it is the ability of the student to problem solve rather than any external carrot-on-a-stick that instills motivation.

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

I currently am working as an instructional designer, albeit one with very little training and virtually no experience!  However, this one course has given me a starting point that I lacked before.  While I am still missing many of the details of instructional design, I now have a basic understanding of how people learn, particularly adults.  I have already made changes to existing design based on information gained in this course.  As an adult learner, the immediate application of learning goes a long way towards motivating me to keep moving forward in this program.  As I consider my students, I am left with the conclusion that my job is to provide them with curriculum within a structure that will allow them to succeed.
In some extracurricular research, I found a passage that helped me move forward from a roadblock that resulted from the barrage of learning theories and expert testimonials on the benefits of each:

“As we see it, the pragmatist ideas we advocate neither undervalue education nor aim to provide it with new epistemological foundations.  On the contrary, the aim is to get rid of the unfruitful epistemological speculations that are based on a representational and contemplative conception of knowledge.  Instead of engaging in an endless debate about the requirements of objectivity or rationality, educational theorists should try to create vocabularies and descriptions that are useful in criticising and developing educational practices” (Kivinen & Ristela, 2003, p. 372).

When it all comes down to it, the most important thing I have learned from this course is that one size will never fit all and that flexibility will better serve my students than strict adherence to any one theory or style.

References

Hillary, F. G., Schultheis, B. H., Millis, S. R., Carnevale, T., Galshi, T., & DeLuca, J. (2003). Spacing of Repetitions Improves Learning and Memory After Moderate and Severe TBI. Journal of Clinical and Experimental Neuropsychology, 49-58. Retrieved November 09, 2013, from http://dx.doi.org/10.1076/jcen.25.1.49.13631

Kivinen, O., & Ristela, P. (2003, September). From Constructivism to a Pragmatic Conception of Learning. Oxford Review of Education, 29(3), pp. 363 - 375.

Laureate Education, I. (2013). Learning Styles and Learning Strategies.

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate Custom Edition). New York: Pearson.

Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved November 12, 2013, from http://projects.coe.uga.edu/epltt/

Fitting the Pieces Together

At the beginning of a course in learning theories and instruction, I theorized that constructivism described how I best learn.  Over several weeks, I delved deeper into learning theories and have concluded that no one learning theory, learning style, or multiple intelligence best describes my ideal learning preference.  I use what works, adopt or create strategies when needed, and discard what does not work.  When I began this program, the first class I took was on organizational leadership.  In the course of that class, I was asked to discuss my strengths and weaknesses.  For both I discussed my pragmatic nature.  I consider it as strength because I am results driven without much regard for conventional thoughts and the restraints of theoretical preference.  As John Dewey wrote,

Philosophy, it cannot be too often repeated, consists simply in viewing things sub speciea eternitatis or in ordine ad universum.  If man, as matter of fact, does not realize the nature of the eternal and the universal within himself, as the essence of his own being; if he does not at one stage of his experience consciously, and in all stages implicitly, lay hold of this universal and eternal, then it is a mere matter of words to say that he can give no account of things as they universally and eternally are. (Dewey, 1886, p. 160)

I prefer discussion of how a problem can be solved rather than discussion of theoretical ideas on how a problem should be solved.  As a weakness, my pragmatic nature can make me less aware of the “feelings” aspect of issues.  Where I see resolution, others see a need to sidestep around feelings and convention. I am aware that as a weakness, I need to work on finding balance.

In all of this, what role has technology played in my learning?  Previously, I discussed the various resources I have utilized in the past, including thumbing through card catalogues and scrolling through microfiche.  What technological advances have done for me is provide a faster and more convenient way for me to access information.  If I am sitting in a waiting room, I can use my smartphone to search the Internet for information on whatever is interesting to me at the moment.  As an undergraduate student, I was able to access lecture notes from courses similar to ones in which I was enrolled, allowing me to have a different point of view.  I found applets and animations as well as videos and PowerPoint presentations.  Technology has greatly facilitated my eclectic learning style.

As I move forward, I understand that I may ruffle feathers.  Nevertheless, what keeps me going is that I do get results and peoples’ lives have been improved.  To me, that is the bottom line.

References

Dewey, J. (1886). Psychology as Philosophic Method - John Dewey Source Page. Mind 11, pp. 153-173. Retrieved from Brock University Mead Project 2.0: http://www.brocku.ca/MeadProject/Dewey/Dewey_1886c.html

Networking the Paths to Learning

Card Catalog - My Original Google

I personally believe that everything is interconnected.  All you have to do is look.  Over the years, my networks have changed as I have learned new skills, added new technologies, met new people, and have had new experiences.  Each new experience creates new connections that can be explored.  I am fortunate that I was taught originally to do research using the card catalog, the Dewey Decimal System, microfiche, and microfilm.  I have gone through thousands of cards in the subject listing of a card catalog.  I have searched microfiche and microfilm records. In addition, I have wandered the wonderful world of the Dewey Decimal System.  Each card and piece of film offered new opportunities to add to my ever-growing network of information.  I believe that these early lessons in research have allowed me to find connections and add nodes to my networks as needed. 

Beware the Master

George Siemens (2005) wrote, “… technology has reorganized how we live, how we communicate, and how we learn (Introduction, para. 1)”  As access to digital information became more prevalent, I learned new research techniques. As part of a personal project, I discovered I needed access to an 18^th Century French book by Jean-Baptiste Alliette.  Using the skills I have learned on researching, aka Google Fu, I was able to find a scanned copy at La Bibliothèque Nationale de France.  I now have a new node in my network that would not have been possible without the interconnectivity provided by technology.

As an explanation of how information is cataloged and accessed, I think that connectivism is very apt.  However, I find myself in agreement with the assessment of Professor Pløn Verhagen who “believes connectivism to be relevant on a curricular level as it speaks to what people should learn and the skills they should develop” (Davis, Edmunds, & Kelly-Bateman, 2008, Critics of Connectivism, para. 1).  Learning to culture and develop nodes in one’s network as well as the “ability to see connections between fields, ideas, and concepts is a core skill” (Siemens, Connectivism, para. 3). 

Finding Your Way To New Places, or
Learning How to Read the Sign

This is something I stress to my students: You do not necessarily need to know everything, but you must know where to find the information you need.   This is supported by Siemen’s assertion that “Know-how and know-what is being supplemented with know-where (the understanding of where to find knowledge needed)” (Introduction, para. 3).   Nevertheless, I do not assume that students have this skill and as such, I cannot accept connectivism is a learning theory that describes the process of how people learn, but rather see it as a skill that can be taught to students to help facilitate learning.

References & Attributions

 Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. (M. Orey, Editor) Retrieved November 11, 2013, from Emerging perspectives on learning, teaching, and technology

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 3-10.

Card Catalog: By Michael Holley Swtpc6800 (Own work) [Public domain], via Wikimedia Commons

Agent-X Comics:  Beware the Master; CC BY-NC-ND 3.0 

Road Sign: By Dyon Joël (Own work) [Public domain], via Wikimedia Commons

Mind Map of How I Survived Online Calculus

Mind Map - Surviving Online Calculus

This mind map is a representation of the connections I made use of while taking two semesters of engineering calculus online through Oregon State University.

Starting on the Journey

Paths to Learning was started as part of my own path of learning as I work towards a MSEd degree. As I learn more about the technical and psychological sides of education, I will be sharing my journey here.  Blogs offer a way for me not only to work out my own understanding of topics, but also allow me the opportunity to read and learn from those who have traveled this same path before me.  I have found several blogs that I think are going to be helpful to me not only as a student, but also as an educator and curriculum developer.

As a curriculum developer mandated to design open educational resources (OER), I am very interested in finding more information on open education and particularly the design of OER materials.  One blog I found is iterating towards openness. This blog by Dr. David Wiley offers not only information on OER and Creative Commons licensing but also on issues relevant OER designers.  I found his October 21, 2013 entry “What is Open Pedagogy?” to be particularly timely for my current situation.  On reflection, I realized that several of the assignments I have in place now fit his description of a disposable assignment.  They are busy work for both me and the student and serve no real purpose.  On the other hand, his discussion helped me understand why students particularly enjoy one assignment that has them design and implement something that is useful.

In Learning Snippets by Matt Guyan, I have found a resource that should prove valuable.  In his October 18, 2013 post titled, “Showing My Work #2,” he presents the process by which he develops eLearning modules.  While my position requires me to design instructional materials, my background is very different, and the simple diagram shown by Mr. Guyan in that post has made an impression on me.  My planning at this point has been haphazard and is similar to the process shown below.  This is not a productive model.  I look forward to reading more from Mr. Guyan!

Finally, there is EdTech Digest.  This resource promises to provide a variety of articles and interviews on various trends and tools in technology used for education.  The use of technology can enrich content and create a wider variety of opportunities for students to learn and process information.  The field in which I work is electronics and one of our challenges is in creating meaningful activities for laboratory experiments.  Circuit simulation software is either expensive or limited.  Our primary objectives include lowering student costs while also creating virtual hands-on circuit simulation and experimentation for students.

As I move forward on this path to learning, I hope that this blog will serve as a chronicle of that journey, and will be a repository of information gathered from other sources as well as from the input of my fellow students and professionals.