Fitting the Pieces Together

                    A few weeks past I discussed my understand of my learning process and now I am going to take a moment to reflect on what I have learned since then and how it has or hasn’t impacted my view on how I learn. My journey has involved a deeper dive into various learning theories and learning styles that have helped me become better acquainted with the different ways I can learn and how I like to receive the information for optimum processing.  Let’s revisit the definition of learning, “Learning is an enduring change in behavior or in capacity to behave in a given fashion, which results from practice or other forms of experience” (Schunk, 1991, p2).  I still believe once I learn something meaningful, my behavior reflects this behavior and practice helps to embed the change and process. Let’s explore the definitions of learning theory and learning styles first before we get too much further.  A learning theory seeks to explain the underlying psychological processes used in learning based on a set of assumptions.  These assumptions lead to a hypothesis that is then tested empirically. Learning styles help to explain how individuals differ in regard to what mode of instruction or study is most effective for them in a learning environment (Pashler, McDaniel, Rohrer & Bjork 2008, p 105). 

    I still feel the learning theory that best identifies how I learn is the Constructivist theory. According to Bednar et al (1991), constructivism equates learning with creating meaning from experience.  Constructivists emphasize the flexible use of pre-existing knowledge rather than the recall of pre-packaged schemas (Ertmer &Newby, 1993).   In addition, I will add Connectivism to the list as well.  “Connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital.  Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2005, para. 24).  I use my networks, both people and technological, effectively to gain new information and develop new ideas.  I have done this repeatedly at work on various projects networking with various persons to obtain new information and accomplish tasks. I also recognize how I align with the adult learning principles being self-directed in my learning endeavors, problem centered versus content centered, and seek relevance of learning to their current situation (Conlan, Grabowski, &Smith, 2003).  When I reflect on the learning events I have participated, I have focused on participating in events that will help me develop a specific skills required to succeed in my role and thereby relevant to my current role. 

Gardner’s theory of Multiple Intelligences (MI) expands the concept of general intelligence as the only measure to highlight a variety of capabilities that humans possess and have the ability hone over time by focusing.  Gardner position is that “intelligence has more to do with capacity for (1) solving problems and (2) fashioning products in a context-rich and naturalistic setting” (Armstrong, 2009, p 6).  Gardner described eight intelligences; Linguistic, logical-mathematical, spatial, bodily –kinesthetic, musical, interpersonal, intrapersonal and naturalist. An important point to remember is that an individual contains all eight intelligences and utilize them in various combinations to accomplish tasks (Armstrong, 2009).   In addition, each person displays similar intelligences differently depending on the context of the situation.  Armstrong states it best, “MI theory emphasizes the rich diversity of ways in which people show their gifts within intelligences as well as between intelligences (2009, p16).  As I reviewed the intelligences and then performed a quick assessment, I see my strengths as linguistic, spatial, bodily –kinesthetic, and interpersonal (Armstrong, 2009 p 22-26). 

I still feel I learn best by actually performing the task I am suppose to learn.  I have a strong inclination towards a kinesthetic learning style.  Movement helps me think and I find I am able to communicate better if I am standing or walking.  It also keeps me more engaged.  In addition, I have a strong preference for visual learning.  I often take notes to reinforce what I am hearing and important to my task.  I am able to recall these notes or facts more efficiently when I need them.  I visualize the concept to help me remember it.  This also seems to align with the constructivist learning theory I selected as my first choice as well as the multiple intelligence categories I rated higher within. What I realized is that I need to employ learning strategies as Ormrod suggested that help me with recall and transfer (Laureate Ed, n.d.) I would include elaboration and comprehension monitoring to ensure the information is stored in a meaningful way and I understand what I am learning.

Technology is meaningful in that it allows me to locate credible information rapidly and utilize “more knowledgeable others” (MKO) to inform my learning.  I am able to spend 15-30 minutes a day reading blogs collected by my Feedly.com account that inform me of new trends, practices and ideas in the world of instruction (Ferriter, 2009). I have even shared this with my colleagues at work to help them expand their use of online learning communities. Furthermore, I have explored MOOC’s, massive open online courses to expand my professional knowledge of gaming concepts and online systems.  There are many resources too numerous to name that I draw from on a consistent basis to help inform my decisions. 

All in all, I have discovered that there are differences between learning style, learning theories and learning strategies.  That as an instructional designer I have the responsibility to connect all three to best meet the learning objectives and yield a positive learning experience.  Learning is a complex process that is still not completely understood and I have to continue to stay abreast of new information and evaluate it carefully before making a final decision on how to proceed when designing a course.  I am responsible for my professional development and I need to take advantage of all resources, both people and technological, to help me grow my knowledge base and skills. Finally, that I need to employ the appropriate cognitive strategies to make the most of any learning event based on what I know of myself.

References:

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. Available in the Walden Library databases.

Bednar, A.K., Cunningham,D., Duffy,T.M.,& Perry, J.D. (1991). Theory into practice: How do we link? In G.J. Anglin (Ed.), Instructional Technology: Past, Present and Future. Englewood, CO: Libraries Unlimited.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

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

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.

Ferriter, B. (2009). Learning with blogs and wikis. Educational Leadership, 66(5), 34–38.

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Laureate Education (Producer). (n.d.). Learning styles and strategies [Video file]. Retrieved from https://class.waldenu.edu

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Pashler, H., McDaniel, M., Rohrer, D., & Bjork, R. (2008). Learning styles: Concepts and evidence. Psychological Science in the Public Interest, 9, 105-119.

Schunk, D. H. (1991). Learning theories; An educational perspective. New York: Macmillan.

Siemens, G. (2005 January). Connectivism: A learning theory for the digital age.  International Journal of Instructional technology & Distance Learning.