Reflection

            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

Edutopia: http://www.edutopia.org/

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.