Ripples and Reflections

Eight weeks ago, I began a learning experience that has taken me in multiple directions. From understanding my own learning style to reasons I enjoy learning from others, the Learning Theories and Instruction course has started me down a path for the better. As I continue in my pursuit for increasing my skills in the Instructional Design field, the content received in this course will serve as another important piece in my educational foundation.

Prior to this course, I was under the impression that learning was based on a few variables. You were either an auditory, visual or kinesthetic learner. These specific styles are an important part of the learning process but these, as I have learned, generally apply when presenting information. As I have learned, learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning as well as a foundation for intelligent strategy selection. (Ertmer, 1993) For effective learning, participants utilize multiple factors ranging from their behaviors, making connections to individual thoughts and experiences to the use of technology to gain a better hold of their learning. These factors along with a proper environment and supporting cast shape the foundation in which individuals process information. We learned from Dr. Jeanne Ormrod that “without knowing how they (participants) think through things, you’re not in a good position to help them think more effectively about the subject matter that you’re teaching. (Laureate Education, n.d.)

Each week new strategies, information and specific theories provided me with a deeper understanding of my own learning methods and how I processed information. I’ve been given the opportunity to advance in my career but realize that I gain essential knowledge from many of my social connections. One common factor that has pushed me away from making this job  transition was the people factor. The Social Behavioral theory emphasizes that learning occurs in social context and that much of what is learned is gained through observation. (Denler, 2014) I had never placed much thought in my “people watching” but the course has shed some light on my own learning methods and processing. This is just one example of what I have learned about myself throughout this course.

As I begin making preparations for my continued coursework in the Instructional Design curriculum, I must consider more than just aesthetics when developing content, instructions and modules for learning. In the past, I truly believed that if the presentation was “clean, pretty and error free”, it would be well received by my audience. After our studies on multiple intelligences, discovering what motivates individuals when completing online content as well as understanding that “learning styles can fluctuate within within a subject or lesson” (Gilbert, 2008) I now understand the importance of each. Learning strategies are cognitive tools used by the learner to respond to the demands of the specific learning activity or task. (Frisby, 2005) Learning styles group common ways that people learn. (www.learning-styles-online.com, 2014) The ability of the learner to process the information by viewing, hearing or in some cases physically demonstrating the details will help in developing content. Coupled with the new methods of presenting, collecting and the immediacy of  learning resources gives me, the instructional designer, better ideas and methods for reaching the target audience. As long as the information is relevant, keeps the attention of the participant, builds confidence  and scratches their need for success, the information should provide all participants with a great learning experience. When students are motivated to learn, they want to work on highly task-relevant activities. (Keller, 1999)

As I continue in the Instructional Design field, I believe the content learned from this course will help shape better content for those I’ve been assigned to train. Dr. Ormrod states to teach effectively, you have to understand how students learn. You also need to know how they think and what’s going on in their minds as they view the detailed information related to content. (Laureate Education, n.d.) Understanding the principles related to participant motivation, how information is processed and what details need to be incorporated into an online program will better help me to educate my audience. I also believe the information will be a constant reminder to remain flexible. This flexibility includes understanding what resources may be required for proper understanding of the audience.

This course reshaped my thinking of how I will work in developing information for others. In the past, my design components relied on a few factors that I was presented with. In many cases, I received a specific topic, objective and time to complete the task. Now, these factors will remain but I can expand to also include the type of technology that will be used (if any) along with ways to present the content that will hopefully solidify the concepts for learning. My processing has changed and I believe my overall presentation has changed for the better. Time (and my participants) will ultimately tell me if I have truly taken the lessons from the course to heart.

Resources:

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.

Denler, H., Wolters, C., Benzon, M. (January 28, 2014) Social Cognitive Theory Retrieved from http://www.education.com/reference/article/social-cognitive-theory/ on December 21, 2014

Frisby, C. L. (2005). Learning styles. In S. W. Lee (Ed.), Encyclopedia of school psychology. Retrieved from Sage Reference Online database.

http://www.learning-styles-online.com/overview/

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

Laureate Education (Producer). (n.d.). An introduction to learning [Video file]. Retrieved from https://class.waldenu.edu

"Solving the Puzzle" - Fitting the Pieces Together

Learning is an essential part of a person's life. The ability to learn and the associated theories behind how we gather information for better understanding are quite complex. However this enigma has varied solutions and after reading, researching and reviewing multiple resources over the past seven weeks of my Learning Theories Instruction course, I have found that my original thoughts were frankly, quite limited.

As a trainer of other adults, I've always recognized my personal method for gathering information. I am a visual learner. However, I now recognize that there are many other factors that extend my learning beyond just what I see. Social factors, including my colleagues and their extensive network of resources (people, places and things) along with technology, my personal beliefs and experiences all have a contributing factor to my education. In social learning, Bandura states behavior is learned from the environment through the process of observational learning. (www.simplypsychology.org) I tend to carefully watch others and never realized the time spent was helping to support my education. In other words, I saw what to do and what not to do from those surrounding me. Using these observations and other resources, I have shaped my own learning. By definition, this building approach (constructivist) has given me another perspective. I now understand that knowledge is not mechanically acquired, but actively constructed within the constraints and offerings of the learning environment. (Liu, 2005) This construction along with the other theoretical approaches have given me new perspectives and factors that must be considered when developing instructional materials. 

As a technology specialist, my view of collecting information and understanding its contributions to my learning changed when I started my position. Transitioning from a specific tech field into the ever changing expansive world of education, I soon came to realize that technology is a key component for our learning. Gathering resources is no longer limited to a physical location with books, newspapers and microfiche. The resources available at our desks and while on the go via tablets and smartphones, allow for instant information which leads to instant education and learning. During my first trip through the higher education realm, gathering information required hours of time spent in a library looking for materials. The hours were spent collecting notecards, printing (and wasting) reams of paper while spending hundreds of dollars in the process. Our technology has streamlined our information gathering and through the internet, expanded our research opportunities beyond the traditional for walls. As we prepare the current and next generation of learners, our world requires students to be flexible, to take the initiative and lead when necessary and to produce something new and useful. (www.thoughtfullearning.com) As an instructional design architect, I hope to provide the needed information to help support those who are headed to where I have been. 

"There is a learning opportunity in every activity" - MFABRAMS - ID ArchiTECH

Resources: 

Bandura - Social Learning Theory (n.d) Retrieved from http://www.simplypsychology.org/bandura.html on December 14th, 2014

Liu, C. H, Matthews, R. (2005) Vygotsky’s philosophy: Constructivism and its

criticisms examined. International Education Journal, 2005 6(3), 386-399

What are 21st Century Skills? [Blog Post] Retrieved from http://www.thoughtfullearning.com/resources/what-are-21st-century-skills on December 15th, 2014

Connecting the Dots - Connectivism and today's learning

While growing up, the learning model most commonly used in my school district consisted of one primary teacher in the elementary grade levels and evolved into a mixture of teachers, based on their specific expertise and subjects, at the secondary level. The structure was primarily centered around the teacher leading the instruction with the students focusing on their lecture and any other related content. In my view, teachers have always been looked upon as the experts when dealing with topics related to personal development and individual education. With the introduction of the Internet into the educational realm, a significant shift in how information is presented has led to alternative means of learning.

As the technology improved and changed the dynamics for obtaining, farming and displaying information, teachers no longer were the sole means of gathering new information. Personal networks developed from teachers, other individuals, websites, apps and other resources. These networks have allowed learning to expand in multiple directions. My personal information network is displayed above. When I first looked at the details, the picture reminded me of a connect the dots picture from a coloring book. Think back and recall how in most pictures, the series of numbers, once connected, would generate a larger more dynamic picture. What started as a series of individual points was transformed into your favorite cartoon character or book scene.

Connectivism has been called the learning theory of the digital age. (www.connectivism.ca, n.d.)

Be definition, connectivism integrates your social networks with technology and information.

Compared with learning from 30 years, resources available today allow for learning 24-7-365. The days of waiting for a specific period and time for learning are gone. Today, I can access my RSS feed to read the latest on iPad integration, access the latest podcast from Fraser Speirs or check the latest tweets from colleagues from around the globe. These tools are readily available and can be customized to meet my own specific needs. Learning has become customizable in that individuals create their own set of objectives, their own coursework and their own time frames for gathering details.

Questions often develop throughout my own learning experience. In days past, I would seek the assistance of a teacher during class or during office hours. In today’s times, I can ask Google or Bing questions or reach out to my network of resources from my Google+ or Facebook community  for other individual experiences. In the past questions would pop up while watching a TV show and I had to write the information down in order to use the details for future research. Now, I can ask Siri my question and receive an immediate response. Inquiring minds want to know about information and I want to know now.

The amount of information appears to be limitless and available to us in an instant. There is always the potential for information overload but each person has the ability to stop at a moments notice and come back when ready. I loved connecting the dots as a child. As an adult, I love connecting the dots between all of my available resources. The more things change, the more they stay the same. My education begins with me and I must take the first step to creating the larger picture for my own understanding.

MFABRAMS - ID ARCHITECH

Resources

Description of Connectivism (http://www.connectivism.ca/about.html) Retrieved on November 29th, 2014

"Building Blocks"

Resources, resources, resources. I can recall my high school days when resources were limited compared with what I call “limitless” resources available today. The days of running through miles of microfiche and film for one quote are long gone. In it’s place are search engines, databases and other online tools that have pushed our libraries a little closer to extinction. I don’t believe we’ll ever get to the point of extinction because someone will always need to be available to provide guidance for finding resources, for cataloging of the resources and for help in those dire “last minute” moments for our research needs.

As a part of this week’s assessment, I found several valuable resources that have been particularly interesting to me but will also provide support for my own professional needs. As an individual who supports and encourages the use of technology in the classroom, EdITLib.org is a great starter to support your tech needs. This digital library has a mixture of over 100,000 aggregated, peer-reviewed research documents on the latest applications associated with educational technologies and e-learning. The site touts over 30 years of content ranging from journal articles to dissertations to slide presentations.

For the past 2 summers, I have led summer STEM camps for middle and high school students in my area. One of the first articles I came across would have helped me when I first started with the camps. Our students have been able to take a robotics course based on the curriculum created by Lego Mindstorms systems. The research details found in “Exploring Middle School Children’s Problem Solving during Robot Construction Tasks” would have given me an expanded perspective when dealing with the robotic units and our students. As the lead coordinator for our program, the research listed in this article could have allowed me to immediately refine our objectives based on the findings listed and present alternative lessons to the instructors for the course. Although the research was conducted in the early 2000’s, the processes and objectives associated with the MindStorm system have not changed much of the years.

In several other quick searches of the EdITLib.org site, I found several recent resources that I can place into my current teachers’ hands. Slide presentations on 50+ tools that can help augment a classroom will help my teachers as they prepare for transitioning into using more online resources and tablets in the classroom.

The resources available on the site provide a wide range of topics and timeframes associated with the technology of the time. Technology continues to change but strategies are adjusted to compliment the technology. The details associated with this site will help me to expand my reach of the various generations of teachers. I found article dating back to the late 1980’s. This range will help bridge gaps and possible allow for a refresher for a concept that has since been lost. Accessing this site does require a subscription. I was able to access all of the resources while completing a graduate level assignment through the Walden University online library.

1 -  http://www.editlib.org.ezp.waldenulibrary.org/about/contents/

"Laying the Foundation"

I’ve enjoyed blogging over the years and found great enjoyment setting up the blog for this course. In one of my required courses for licensure, we created and used a blog for similar exercises. I couldn’t find the specific address for the blog and wonder if anyone has commented on the lack of consistent posting for that site. If I find it, I will include it in a future post for all to see.

I’ve found several sites over the years that I’ve read and used for inspiration, recommendations and lesson planning. As I begin my venture down the path for Instructional Design, I’ve believe the following three will become useful to me and I hope you find the content useful in your area of study as well.

Blog 1: “The Rapid E-Learning Blog” (http://www.articulate.com/rapid-elearning/)

Termed “The Rapid E-Learning Blog”, this site provides various resources for individuals looking to expand their knowledge of online learning. The posts are recent and frequent as compared with other sites that I found. The topics are not specifically centered on one subject but provide you with various areas in order to spark ideas and additional growth opportunities. Although I have not finished the entire list, the resources section of the blog provide additional information that will serve as a guide for upcoming projects.

Blog 2: “TechChef” (http://www.techchef4u.com/)

The subtitle for the TechChef blog is “Techucation for the Modern Classroom”. When I began searching, I gravitated to this blog because of the name and description. Upon accessing the site, I found multiple resources related to iPad integration in the classroom. I am leading the charge for an 1:1 iPad initiative for my building and several of the posts have already given me great information to work with. Coupled with a breakdown of resources for math, science, web 2.0 tools and others, this site will help me to help my teachers as we begin developing iPad ideas and lessons for our students.

Blog 3: “Technology Enhanced Learning Blog” (http://www.dontwasteyourtime.co.uk/)

Author David Hopkins’ blog not only includes information related to the various educational resources books he has written but also it provides links to other bloggers, Twitter feeds and his list of favorite apps. Several infographics and related posts also provide great information that will be beneficial for anyone working with the site. Although I have not read or reviewed any of his books, I believe the resources shared on his blog may lead me to an online site or bookstore in order to add the periodical to my collection.

As a developer of instructional resources and materials for teachers, I believe the three sites I’ve subscribed to will provide great information that I can pass along to my teachers. In turn, I hope my teachers use the same model and provide the resources for their students. The sharing of information has already helped me and I hope others will receive similar benefits.

“There is a learning opportunity in every activity” - MFABRAMS - ID ArchiTECH