When I began this course I was
completely fascinated with the neuroscience aspect of learning. I find the inner working of the mind complex
and the learning process itself dependent on many variables. The left and right side of the brains handle
different functions yet communicate on a daily basis to accomplish many tasks (Ormond, et al 2009). The left hemisphere manages
language, movement of the right side of the body, reading and mathematical
skills. The right side excels at “visual and spatial processing, perceiving
shapes, comparing quantities, drawing and painting, mentally manipulating
visual images, recognizing faces and facial expressions, and interpreting
gestures” (Ormond, et al 2009 p35). The processing of information from short term
to long term memory is a process I have never given much thought. The encoding of information relies on organization,
elaboration, and schemata (Ormrod et al, 2009). Encoding ultimately helps with
recall of information stored in long term memory. In addition to encoding, the
level of processing also impacts recall.
The three levels includes surface, phonological and semantic. Each level requires greater processing of the
information and its meaning. The
brain is capable of a great deal and its aptitude seems limitless. As an
instructional designer, it is important to provide learning content in a
structured manner that aides encoding and processing of information for more
effective learning. Another “aha” for me
was the learning styles deliberation.
Within my workplace, learning styles is one of the considerations when
designing a program. Feedback provided
by participants indicates their learning is facilitated when they receive
information according to their preferred learning style. While I wouldn’t solely design learning based
on learning styles I would include graphics, videos, movement, and hands on
activities to reinforce key concepts throughout based on the topic. The
learning theories help to explain the learning process based on different
assumptions. Some theories are a better
fit than others for more complex topics.
For examples, behaviorism is seen as irrelevant by some however Ormrod
positioned how behaviorism can be effectively used even in this modern day and
age (Laureate Ed, n.d.). The internet provides us with a wealth of information to address almost
every knowledge gap imaginable.
Technology can help learners direct their learning while connecting them
to experts via social networks. Online
learning provides greater access to learning for people who may not be able to
attend a brick and mortar institution.
Mass Open Online Courses are an example.
While these courses have a high attrition rate, the opportunity is there
for those learners who are motivated to participate. Lim helped to elucidate
some issues that may affect success with online learning (Lim, 2004). Learners
who are lacking the right learning strategies, knowledge and attitude in online
learning may not succeed. Lim reinforces
the need to include tool tutorials, advance organizers to connect new and old
information, scaffolding strategies, meaningful tasks, discussion boards, and
timely feedback for effective online learning experiences. Motivation is a key
driver and Keller’s ARCS theory provides concrete ideas about how to design
learning to address motivation (Keller, 1999).
Providing authentic examples and tasks that are relevant to the learner
is important to engage the learner.
Connecting the new information to previous learning helps to build
learner confidence. Lastly, defining key
stages of success aids in learner satisfaction that will ensure engagement. I
see how ARCS aligns with adult learning theory as well.
My
understanding of my own personal learning process has deepened and I have
highlighted the need to include learning strategies that aid with encoding to aid
in the retrieval of information. This
aids in my study methods but also in how I consider building content for other
learners. As an instructional designer, I need to consider learning styles,
learning theory and technology to ensure I develop learning that will meet the
needs of my target audience. According
to Edutopia, “Technology, it’s a tool.
It’s what you do with that tool, what you can make, what you allow the
students to make” (Edutopia.com). It is
important to not focus solely on the technology but on the learning outcomes
and how the technology can help you achieve these goals. It shifts the ownership of learning from the
instructor to the learner and allows them to build mastery before moving on. The learning process is complicated yet I can
facilitate learning through careful planning, design, and audience
understanding.
References
Keller, J. M. (1999). Using the ARCS
motivational process in computer-based instruction and distance education. New Directions for Teaching and
Learning (78).
Ormrod,
J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction
(Laureate custom edition). New York:
Pearson.
Laureate
Education (Producer). (n.d.). Behaviorism and instructional
design [Video file]. Retrieved from https://class.waldenu.edu
Lim,
C. P. (2004). Engaging learners in online learning environments. TechTrends:
Linking Research and Practice to Improve Learning, 48(4), 16–23.
