Reflection: Fitting the Pieces Together

 Fitting the Pieces Together 

Learning Theories

In considering and reflecting on a deeper understanding of the learning theories, my views on learning have been refined and expanded. Initially, there was some confusion between the differences in learning styles, theories, and strategies and their applications. Some terms and concepts have been clarified and some are now emphasized more and others less so. I continue with the belief that pieces of conflicting learning theories can be used within the same instructional lesson as a foundation for authentic learning. However, I have now expanded those components from beyond only behaviorist and cognitive considerations to also include constructivist, social learning, connectivism, and adult learning elements. I have further realized that I learn best by blending different components based on all of the learning theories. Which components of each theory depend on the learning goals and objectives.

As a graduate student in an online master’s program in instructional design and technology, I associate most with the adult learning theory pieces. I am acutely aware of how life experiences, including my cultural, political, physical, and social views, affect my learning. I am self-motivated to grow through action-based and experiential learning to solve problems. In this case, creating and designing effective instructional content are the “problems to be solved”.  Experts in the field of online learning have found that “the quality and quantity of students’ self-regulatory beliefs and behaviors vary greatly; those with more adaptive profiles experience greater success” (Artino, 2008, p. 39). Also, “the available research evidence suggests that promoting self-reflection, self-regulation, and self-monitoring leads to more positive learning outcomes” (Means, et al., 2009, p.45).

However, sometimes I need behaviorist principles, such as the rewards of feedback to grow in my learning. I often use the cognitive concepts of building schemata and connecting prior knowledge to current learning. Working on instructional design projects, while learning new software, and sharing them with others for modeling and feedback employs constructivist and social learning principles.  

I have learned to de-emphasize trying to connect learning styles, including using strengths and weaknesses terminology, to teaching styles. I still believe in self-advocacy in asking for support from instructors by asking for other ways of explanation with difficult concepts or a different angle to tackle challenging problems. However, this does not mean that the support should be delivered only in a certain preferred learning style. Life-long learning and growth come from improving in all areas of the multiple intelligences.

Technology plays an important role in learning. It is a resource to quickly find information. It is used for data processing to record information. These two aspects have been intertwined in education and I have been using them for quite some time now. Technology being used as a means to create has long been used in the consumer sector but is only more recently becoming more mainstream in K-12 education. I am enjoying learning the tools to create and design sound instructional content. Technology being used to network is also an area of explosive growth. Networking is a component of the theory of connectivism and is crucial to learning in real-time, in a fast-paced and quickly advancing technological world. Already available in the consumer market, technology that mimics human interactions, is currently on the horizon in education. It’s an exciting time!

 

References

Artino, A. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. Tech Trends, 52(3), 37–45. https://doi.org/10.1007/s11528-008-0153-x

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development. Policy and Program Studies Service, 1–93. https://doi.org/eric.ed.gov/?id=eD505824

 

 

Connectivism

 Mapping Your Learning Connections

With today’s high-tech world changing at an explosive rate, how learning occurs must be revisited to emulate these societal shifts. Behaviorism, cognitivism, and constructivism all were applied before technological innovations influenced learning. They are still valid today when viewed in different ways that incorporate the changing landscape of our high-tech world. George Siemens states, “Over the last twenty years, technology has reorganized how we live, how we communicate, and how we learn” (Siemens, 2005). Learning used to be like a complicated puzzle. After the hard work of gaining knowledge and skills though, careers came together like the pieces of a puzzle. Today, learning is much more complex, like a weather system with multiple, continual, and rapidly changing factors. It’s a new dimension of learning with diverse knowledge sources (Siemens, 2005).

How do we continue to learn and flourish? It’s become more about learning how to learn, where the capacity to know more is more critical than what is currently known (Davis, et al., 2008). Can we reach out to people in our networks to increase our cognitive capacity? Can we accept a diversity of opinions? Can we use visualization strategies to make connections and see patterns within rapidly changing environments? Learning does not happen in isolation. These are the principles of Connectivisim.

With rising technological advances, my network has grown larger as seen on the mind map included (click to enlarge). I continue to make connections with professionals across the varying disciplines that I have worked closely within. In the past, they may have been more face-to-face connections with local people. However, now my connections are through digital tools and are broadened to include more worldwide networking, rather than simply local. It seems like this is now the best of both worlds. I strive to make face-to-face connections when feasible but to increase my knowledge base, I also use digital tools.

I typically use Facebook groups and Linked In to stay connected and reach out to new people. YouTube videos have helped me to develop many new skills needed to complete a project or activity without waiting for formal training. In the last five years, I asked some very detailed field-specific questions to two different highly trained professional superiors and both referred me to find YouTube videos. Initially, I was shocked, but now in retrospect, it has made me more confident in both my abilities and my learning. I use a combination of internet search engines coupled with friend and colleague discussions when I have questions. I feel most comfortable discussing information that I have found on the web with a friend to get their thoughts on its credibility and validity. Even if they disagree with my opinion, I am open-minded and listen to their thoughts on the subject. If I selected them to discuss a certain topic, it is because I respect their opinions, even when different from my own. I usually always “walk” away, whether in-person or digitally, with an expanded viewpoint about the subject. That to me is experiencing Connectivism in a nut-shell.

References

Connectivism [Video]. (n.d.). Laureate Education. https://class.waldenu.edu

Davis, C., E., Edmunds, & Kelly-Bateman, V. (2008). Connectivism. In Emerging perspectives on learning, teaching, and technology (In M. Orey ed.). https://doi.org/textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. International Journal of Instructional Design & Distance Learning, 2(1). https://doi.org/itdl.org/journal/jan_05/article01.htm

In summary, decision-making is still part of the dynamic learning process, but it is now based on swiftly changing foundations. The human capability to perceive when new information transforms the environment based on decisions made yesterday is key. Developing networks that facilitate learning in real-time is essential (Siemans, 2005).