Reflection

Again I am amazed, but not surprised, at the learning that has occurred during this course of study.  This is the second course in my MSIDT program.  I was surprised with the amount of knowledge gained in the first course (Walden University's EDUC 6105) as compared to what my expectations were.  This course also enlightened me in terms of why online and adult learning fits my current learning situation.  This course again went beyond my expectations.  My reflection will describe what I have learned in terms of how I learn, how people learn, my understanding of learning in terms of theories, styles, technology and motivation as well as how this course will apply to my future. 

The surprising aspects of how people learn ties into previous understanding of how learning occurs.  I have always thought that classroom teachers can construct opportunities for students to gain knowledge, but this is not always the case.  No matter how well an instructor presents or develops learning opportunities, learners do not receive information the same way and the learner determines the outcome of learning (Jenkins, 2006).  This would encourage instructors to develop multiple learning opportunities for learners in their course or classroom, which increases the challenge of instruction.  As an instructor, this may cause one to believe that there is no way to reach all learners, but it will be important for instructors to recognize why the learner answers a question a certain way and develop an understanding of how to affect change in the learner.   This concept was also surprising, because before this course I did not realize that my classroom was formed around constructivist theories.  The concept  also reminded me to revisit the idea that cooperative learning is important in this type of environment.  I will need to work harder to encourage cooperative learning in my classrooms.

My personal learning process includes many concepts that I had not previously considered.  As an adult learner, I had not thought about adult learner factors, since I am a classroom teacher.  As I considered some of the learning issues facing adults, I did realize that my learning was affected by responsibilities and situations (Cercone, 2008).  Understanding that prior experiences were also factors was something that I knew in regards to my young learners, but really did not consider for myself.  Memory has not been a consideration, but as an adult learner I realize that memory is not as effective as when I was young (Conlan, Grabowski & Smith,  2003).    This explains some of my issues with learning and recalling information.   My learning journey guided me to look at using technology with concept maps and organizers in order to organize information (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This will allow me to use a cognitivist approach in using technology and provide an opportunity for information to be processed, encoded and eventually elaborated upon (Ormrod, Schunk, & Gredler, 2009). 

There is a connection between learning theories, styles, technology and motivation.  Ertmer & Newby (1993) conclude that there is not one learning theory in itself that applies to all learning situations.  Learning (and instruction) would need to incorporate aspects of behaviorism, cognitivism and constructivism depending on the situation and the learner's needs.   Gardner (2003) and Willingham (2009) have much to say about learning styles, but the main concept that should be learned from this is that learning styles are appropriate to consider, but should not be used to drive instruction.    If learning requires math, then you need to learn through mathematical intelligence.  This also means that if you are expected to demonstrate knowledge mathematically, then you need to use that mode of learning or intelligence.  Motivation can be addressed through learning styles and by proposing problems that can be solved (Willingham, 2009).

As an instructional designer, this course has provided me with some insight into how individuals learn and has reinforce other ideas that are already part of my instruction.  If I become an instructional designer for adult learning, incorporating aspects of  andragogy (Cercone, 2008) and the multidimensional aspect of adult learning (Merriam, 2008).  As a current instructional designer for secondary students, this course has caused an evaluation of various aspects of my instructional design.  These areas include incorporation of more behaviorist teaching (Ertmer & Newby, 1993), motivation of students, and possible incorporation of aspects of ARCS into the classroom and would be important to consider when developing an online course.  The parts of ARCS that I need to consider include increasing attention, making learning relevant and building confidence in students (Huett, Moller, Young, Bray, & Huett, 2008).

In conclusion, I realize my understanding of learning theories has increased, but has much room for growth.  This, of course, is another feature of an adult learner and is one I am amazed is not being developed more in schools today.  As I learn more, I see that there is more that I do not know.  As an instructional designer, this understanding will play a critical role in my development and as a classroom teacher.

References

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

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

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.

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf 

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved fromhttp://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the distant student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113–126. 

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration.

Merriam, S. B. (2008). Adult learning theory for the twenty-first century. New Directions for Adult and Continuing Education, 119, 93–98.

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

Siemens, G.  (2005). Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Willingham, D. T. (2009).  Why Don't Students Like School? A Cognitive Scientist Answers Questions About How the Mind Works and What it Means for the Classroom.   San Francisco, CA: Josey-Bass.