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
