Learning Theory and Instruction – Reflection

As a novice instructional designer, I have listened to and tried to use generalized assumptions about what it takes to make a good lesson plan. Having taken this formal course about learning theories and instruction, I feel that I can more intelligently weigh design strategies and techniques to facilitate learning that have been verified with adequate research and study (Ertmer and Newby 1993). I was most surprised and pleased by the emerging technologies uncovered in the connectivism part of the course. I like that I’m better able to view the uses of things such as Smart Boards and web community learning more analytically than when we first started the course. That is, I feel that I’m better able to connect some of the tools with the relevant strategy. I especially liked the project learning platform introduced and exemplified in the latter portion of the course, presented in the videos showcased on Edutopia.

This course has deepened my understanding of my personal learning process by helping me to reflect on methods I’ve used in the past that either worked or didn’t work and understand why. It has also helped me to better understand the various factors that apply to my own learning process with more clarity and focus. As an adult learner, it is important for me to be able to connect material to practical usefulness in my environment. I can now better see how the cognitive processes become more enhanced when moving from entry level data engaging behaviorist learning (through practice and memorization) to more complex, problem-solving application (engaging more cognitive and constructivist processes) to even more advanced analytical applications (utilizing connectivism and adult learning strategies). Also, this course has helped me modify how I gather and use different resources in the learning process, and even how to find resources specific to my learning goals. (Davis, Edmunds, Kelly-Bateman) One of the adult learning strategies that I think I don’t use enough of is monitoring and self-regulating (Flavell).

Before this class, I believe I placed too much importance on catering to different learning styles and pushing the uniqueness of the individual teacher and learner. In this course, I see that there are many factors that can simplify instructional design and enhance the effectiveness for each phase of the design process. Thinking about how learners attend to, perceive, and process information is helpful in structuring how to present data for effective learning. Moving into online instructional design, being able to understand applicable learning theories, learning styles, educational technology (for design and delivery platforms) and motivation to keep the learner engaged and actively learning act as essential guides to helping all participants achieve success. I believe the learning theories, from behaviorist to cognitive to constructivist to social learning, connectivism and adult learning – all seem to build and contribute, often times acting together, as a learning task and application become increasingly complex. Also acknowledging the concept of learning styles and multiple intelligences can help the designer assist the learner in using strategies that can broaden that comfort level and enhance the learner’s confidence in the process. (Ormrod 2010)

My learning in this course has broadened my scope of what I thought about instructional design, adding depth and texture and in some cases new definition to my previous perceptions of the learning process. It has helped me view the learner and the design process more intelligently and with more confidence and guidance when choosing a strategy, technological platform and motivational approach. I better understand the need to, not only build something that in theory will work, but also to incorporate tools to facilitate strong communication, collaboration and feedback into online course development.

Resources:

Ormrod, J. (2010). Learning Styles and Strategies.Video Program.Laureate Education, Inc. Retrieved on June 8, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4118625&Survey=1&47=6650234&ClientNodeID=984650&coursenav=1&bhcp=1

Web Article: 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 (http://projects.coe.uga.edu/epltt/index.php?title=Connectivism)

Article: Ertermer, P.A. & Newby, T.J. (1993) Behaviorism, cognitivism, and constructivism. Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6 (4), 50-71

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906 - 911.

Ormrod, J. (2010). Learning Styles and Strategies.Video Program.Laureate Education, Inc. Retrieved on June 8, 2010 from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4118625&Survey=1&47=6650234&ClientNodeID=984650&coursenav=1&bhcp=1