A Reflection on
What I Have Learned
Through the EDUC 6115 Course
What I Have Learned
Through the EDUC 6115 Course
The purpose of this paper is to reflect upon what I have learned throughout the curse (EDUC 6115). The complexity of the brain, how it functions and how information is processed, is a topic for which I now have a deeper understanding and appreciation. Additionally, I have evaluated my own learning process and realize there are instances when differing approaches are appropriate. Through the development of the learning matrix, I am able to compare and contrast the various learning theories and obtain a better understanding of how they relate to each other. The possibility of different learning styles being preferred by different learners has been explored and the idea of applying learning strategies has emerged as a possible way to help the learner regardless of their preferred learning style. The growing prevalence of the use of educational technologies has been examined with the understanding that they are tools to be used across the learning theories and styles. Motivation, as a factor for learning, has been discussed with considerations for both intrinsically and extrinsically motivated learners. Finally, a look to the future at how this course will help as I continue toward the goal of becoming an instructional designer.
How People Learn
Through the topics studied in this course, I have come to understand that people may learn in a variety of ways. The brain is indeed a very complex organ and as such, the study of how information is received, processed, stored, and retrieved is difficult. The aspect of encoding and how it is influenced was particularly interesting. According to Ormrod, Schunk, and Gredler, “Encoding is the process of putting new (incoming) information into the information processing system and preparing it for storage in LTM [Long-Term Memory]” (Ormrod, Schunk, & Gredler, 2009, p. 70). The encoding process is important because, “Retrieval depends on the manner of encoding …” (Ormrod, Schunk, & Gredler, 2009, p. 83). When designing instruction some effort should be made to assist the learner in the encoding process. The use of organizational tools such as charts with an established hierarchy, mnemonics, elaborations to help relate new material to existing knowledge, and schemata to help with “…organizing large amounts of information into a meaningful system” (Ormrod, Schunk, & Gredler, 2009, p. 72) when the information is initially presented can help to encode the material for storage. Later, when retrieval is desired, it may be assisted by presenting the same cues that were used for encoding. “During recall, presentation of these cues activates the relevant portions in LTM” (Ormrod, Schunk, & Gredler, 2009, p. 84).
My Personal Learning Process
Studying the various learning theories has shown me that my own learning process is more complex than I originally believed. In most instances, I approach learning new material as a problem to be solved through a logical, step-by-step process. Most often, this seems to align with cognitive learning theory as, “Knowledge acquisition is described as a mental activity that entails internal coding and structuring by the learner” (Ertmer & Newby, 1993, p. 58). However, I now see that there are instances where I learn in ways that reflect Social Cognitivism and Adult Learning (andragogy). Being an older, non-traditional student, I bring a background of experiences into the learning environment. Additionally, I do well with learning that is presented in a way that is meaningful and relevant to my experiences and expectations. Intrinsic motivation is a driving force for me, as I desire to know the material well without the need for an external reward. According to Pew, “The reward of acquiring knowledge or critical thinking skills comes from a personal sense of accomplishment that one has somehow grown as an individual; achievement of personal goals outweighs any external reward” (Pew, 2007, p. 17).
What I have Learned Regarding Learning Theories, Learning Styles,
Educational Technologies, and Motivation
Learning Theories
Learning theories are the, “…foundation for intelligent and reasoned strategy selection” (Ertmer & Newby, 1993, p. 51). The learning theory supplies the basic core beliefs and values about how learning occurs. Through the construction of the Learning Theory Matrix, I realized that there is some room for overlap among the learning theories. For example, “Cognitivism like behaviorism, emphasizes the role that environmental conditions play in facilitating learning” (Ertmer & Newby, 1993, p. 58). The difference is that cognitivism focuses more on the internal processes the learner goes through as he or she is learning while behaviorism is more concerned with creating a correct response or habit from the application external stimuli. It appears to me that the use of different theories may be appropriate when considering the age of the learner and the material being covered. By having some familiarity with the theories we have studied, I will be better able to design instruction that is appropriate for the learner and can choose the appropriate theory for the given situation.
Learning Styles
Learning styles are related to the learning theories in the sense that the styles are the manner in which the material is delivered while the theory is the overarching belief regarding how the material will be learned. There is still some conversation regarding the importance of different learning styles. While some learning styles (i.e. - visual, verbal) are more recognized than others are, it seems to be a better approach to focus on strategies that each learner can implement. According to Ormrod, “…teach them strategies for learning effectively rather than cater to these preferences that may or may not actually exist in the self-report kinds of assessment techniques” (Ormrod, Learning Styles and Strategies, nd). The strategies recommended by Ormrod are elaboration, comprehension monitoring, and the use of mnemonics (Ormrod, Learning Styles and Strategies, nd).
Educational Technologies
The use of educational technologies is growing in prevalence regardless of which learning theory, style, or methodology is employed. In fact, educational technology is now used so much that a new learning theory called connectivism is emerging from the use of technology. With connectivism the idea is that we use a network of multiple nodes, both human and non-human, to assist in the storage and acquisition of data because there is so much data available now. The Horizon Report (2009) describes different technologies such as cloud computing, using mobiles in the classroom, the personal web, and others as technologies to be aware of as the make their way into the classrooms in the near future. Using these technologies appropriately can help to engage the learner. According to the Horizon Report (2009), “Institutions need to adapt to current student needs and identify new learning models that are engaging to younger generations” (Johnson, Levine, & Smith, 2009, p. 6).
Motivation
Regardless of which learning theory and style is used and no matter how many educational technologies are used, motivation is essential. “To learn effectively, you not only have to have the cognitive processes that enable you to learn effectively and to remember it effectively; you also have to want to learn it” (Ormrod J. , nd). Motivation can be internal (intrinsic) or external (extrinsic) but must be present, at least to some extent for learning to take place. After studying, it seems that the greater effort should be placed on helping the learner to understand and become more intrinsically motivated. “Intrinsically motivated students strive for a deep understanding and mastery of the instructional material rather than simply memorization of the facts” (Pew, 2007, p. 17). When a learner can exhibit mastery of a subject, and has internalized the knowledge, that knowledge is then able to be with the learner in other situations, and can possibly be used to build upon.
How This Course Will Help Me In The Future
Through this course, I have learned that people learn in different ways. The importance of this, as an instructional designer, lies in the creating and developing courses. Courses need to be developed with the appropriate learning theory for the subject matter. Additionally, by incorporating strategies for learning and motivation, the learner will be presented with many opportunities for learning. As I move on to other courses and eventually to designing courses, I will remember to make careful analysis of the subject to determine which learning theory and style may be most appropriate. Additionally, I will consider the learner and what strategies may prove useful to assist with the encoding and retrieval process.
Conclusion
In conclusion, I have learned much in regard to learning theories, styles, and strategies throughout this course. Additionally, I have seen how using educational technology in the classroom is not a novelty but a necessity for the learner of today. Motivation is another key element that must be in place for effective learning to happen. By applying my new understandings of these areas to the field of instructional design, I should be able to more effectively design courses that enable and equip learners.
References:
Ertmer, P. A., & Newby, T. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly , 6 (4), 50-71.
Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report. Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/.
Ormrod, J. (nd). Learning Styles and Strategies. Laureate Education, Inc.
Ormrod, J. (nd). Motivation in Learning. Laureate Education, Inc.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom ed.). New York: Pearson.
Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. InSight: A Journal of Scholarly Teaching , 2, 14-25.
