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.

Putting the Pieces Together - A Start

The study of the various learning styles has expanded my understanding of learning and how I learn.  I initially felt that I learned best using a combination of theories with emphasis on constructivism.  I still feel that I do learn best that way,  but now I understand that as an adult learner, I probably learn best through connectivism.    Siemens (2005) describes several  principles of connectivism that fit right into my learning style.

1.  " Learning and knowledge  rests  in diversity of opinions." - The more viewpoints I am able to gather information on, the more likely I am able to make a good decision.

2 . "Learning is a process  of connecting specialized  nodes or information sources." - I use many different information sources to inform my decisions.   My network shows a lot of different sources.

 3. "Learning may reside in non- human appliances." - I use TV, Radio, Computer, and iPad as I gather and use information. I spend a lot of time searching and looking for information online.  I keep finding information.  Sometimes I never do find what I am looking for, but I always learn something else in the process of searching.

4.  "Capacity  to  know more is more critical than  what  is currently known"  -  I feel that curiosity fits directly into this as well.  I am always wanting to know more or learn more that what I currently know.  Perhaps this is where I have difficulty in teaching my students, I expect them to have the curiosity as well, but I need to realize not all people have this capacity.

5.  "Ability  to  see connections between fields, ideas, and concepts is a core skill." - This is something that I constantly try to instill in my students in the classroom.  I try to show them how things are all connected - math, science, history, reading, writing, etc.  I know that many of them are not ready to listen to this, but hopefully the message will eventually get through.

6.  " Currency  (accurate, up-to-date knowledge)  is the  intent  of all connectivist learning activities." - This ties directly into #2 above - with connected "nodes" one is able to receive the most accurate and up-to-date information.

7.   "Decision-making  is itself  a learning process.  Choosing what  to  learn and the meaning of incoming  information is seen through the  lens of a shifting  reality.  While there  is a right  answer now, it may be wrong tomorrow  due to  alterations in the information climate  affecting the  decision." - This should be something everyone should understand in terms of learning.  Humans learn as they struggle and make mistakes.  What you think is correct now, may change when you receive more or better information.  This is another skill I try to practice with my students, many times they are unwilling to make a decision or look at the information to make a best decision.  Adolescents are really  stubborn sometimes.

Since I am an adult learner, there are several aspects of adult learning that affect my ability to be successful.  I don't know if this would be categorized as how I learn, but it is a factor in the learning process.   With adult learners responsibilities (like family) and situations (like your job) play a role in how effectively one can focus on studying during the learning process.  Prior experiences in learning and memory declination affect the ability to process information  (Conlan, Grabowski & Smith,  2003).  I do now understand some of my learning issues in terms of storing and recalling information.   I need to take to heed some of the recommendations for using technology in a cognivitist role and use the computer and iPad to create concept maps and organizers as I read information  (Pitler, Hubbell, Kkuhn & Malenoski, 2007).  This will provide an opportunity for information to be processed, encoded and eventually elaborated upon (Ormrod, Schunk, & Gredler, 2009).  If anyone has ideas to help, please let me know.

With my personal learning network that includes individuals, print sources, video and various digital materials.  I find that technology plays more and more of a role in the process.  I find that writing information down on paper is starting to become cumbersome, as I am unable to locate the information easily.  Hopefully,  I will become more adept at using mobile devices for recording and storing information on the fly.    I hopefully can pass this on to my students in the classroom as well (maybe they can help me learn a new way of doing it as we learn.)

References:

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

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

Connectivism

As I analyze my personal learning network, I would be remiss to include that I would consider myself somewhat of a digital native.  I grew up as technology grew up.  I remember TV's with knobs to turn channels and volume.  I remember Beta and VHS.  I remember using my first computer in elementary school - (an Apple II I think) to play games and learn some programming.  I bought my first and second computers (Commodore Vic-20 and Commodore 64) with money from my paper route.  I remember using the internet for the first time during my first years of teaching in the classroom.  Prensky's two categories of people, digital immigrant and digital native, might be missing the group of people that grew up as the technology was developed and perhaps we need a third classification (Timeline of the History of Learning).

My personal learning network has changed drastically since the end of high school.  I would never have dreamed that I would be able to easily contact individuals from around the world.   It can be much easier now to locate information to answer a question, but one must be more discerning of the sources available.

As an individual that always has enjoyed reading, I feel that I still look for sources of information that allow me to read, but I am expanding my horizons.   I now use an RSS feed for various blogs to keep up to date.  I use my Ipad to connect to information through apps like Flipboard.  I can also connect to CNN news and the NY times easily through apps as well.  I am drawn more and more to podcasts and online videos for learning information.  The digital tool, however, that I use the most is my computer and connect to the internet for information.

When I have questions I many times go to a search engine to attempt to locate information, but as a classroom teacher I find myself asking colleagues for their input as well. 

Siemens (2005) lists several principles of connectivism.   The following principles of connectivism are represented in my learning network:  

• ·         Learning and knowledge  rests  in diversity of opinions.  (The mind map shows this diversity.)
• · Learning is a process  of connecting specialized  nodes or information sources (The mind map does not directly show this, but some of the individuals in the listserve have specialized knowledge.  The AMLE publications Middle Ground and Middle School Journal as well as the NSTA publication Science Scope  have specialized information for middle school and science education.)
• ·         Learning may reside in non- human appliances (Computer, Ipad, TV, Radio)
• ·         Capacity  to  know more is more critical than  what  is currently known  ( I think that this is one area that I feel is hard to show in the mind map, but may be associated with the desire or intent to learn.  I'm not sure how "capacity" can be truly evaluated in this context.)
• ·         Currency  (accurate, up-to-date knowledge)  is the  intent  of all connectivist learning activities. (This can be found by using websites, listserves, journals, teaching colleagues and university coursework.)

Even though I feel that I exhibit the following principles of connectivism, my PLN map does not directly show evidence of these (Siemens, 2005)

·         Nurturing and maintaining  connections is needed to  facilitate continual learning.

·         Ability  to  see connections between fields, ideas, and concepts is a core skill. 

·         Decision-making  is itself  a learning process.  Choosing what  to  learn and the meaning of incoming  information is seen through the  lens of a shifting  reality.  While there  is a right  answer now, it may be wrong tomorrow  due to  alterations in the information climate  affecting the  decision.

 References

Flash Media Program "Timeline of the History of Learning"    http://mym.cdn.laureate-media.com/Walden/EDUC/6115/01/mm/tec_timeline.html

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Connectivism - My Personal Learning Network

Some More Online Resources

For those of you using mobile devices in the classroom or would like to learn more about using them in the classroom, I would recommend checking out iSchool at iSchool.com or the following blog.  Travis Allen is impressive and has an interesting vision for education.

http://blog.ischoolinitiative.com/2011/06/01/donate-to-educate/


The Curriculum 21 website (http://www.curriculum21.com/home)  has a lot of great resources for educators that have computer access in the classroom.  Check out the clearinghouse tab for access to the resources.

The Brain, Learning and Problem Solving

I noticed as I researched various websites and resources for information on the brain and learning, information processing theory and problem-solving methods during the learning process that there is a lot of research happening in these areas.  As a classroom teacher and instructional designer, it is important to be aware of developments in learning and information processing in order to be more effective. 

One resource that has some information on the brain and learning is Brain Connection (http://brainconnection.positscience.com/)  This website has a lot of resource information that gives insight as to how the brain functions.   The Library window gives options to find more specific information on many topics that Instructional designers should be interested in.   In the explore section, there is additional information on the brain.   The Image gallery as more than just images, as it shares information on the brain.  Brain facts shares information about the brain and even sheds light on some misconceptions about brain development.

Another resource is found at education.com (http://www.education.com/reference/article/brain-and-learning/).    This resource is a good description of the brain and relates some information about reading, writing and math and the brain.  Since most learning in the classroom requires at least one of these skills, this website is a good source to start .  The article does give a good conclusion for why educators and instructional designers should study the brain.

For those of you interested in how the brain works and changes in the brain during adolescence , I would also recommend the book "A Student's Brain: The parent/Teacher Manual"  by Kathie F. Nunley.  I found the book shared a good amount of information, especially in regards to the brain during puberty.  (Information on this book can be found at http://www.brains.org/).

I found an interesting article about problem solving and addresses cognitive load issues with students in the classroom.  I describe some of the ideas as - big picture first, then give supporting details and information second.  The article describes the problem solving strategy as Flexible Problem Solving.  The big idea is that in any class, there comes to be a point in which the cognitive load is too great for the students to proceed further.  According to the article Students need to be flexible and must have strategies in place to deal with acquiring new knowledge.   The article itself discusses research of cognitive load theory and may be of use.

Here is the article http://www.springerlink.com.ezp.waldenulibrary.org/content/v70666n76r04p447/

The research journey this week showed me that there is much information out on the topics I was searching about.  It seems a bit overwhelming and I hope that the coming weeks will provide additional resources and information to improve my instructional design.

With more and more information being made available about current research on the brain and learning, the future changes to education and instructional design will require educators and instructional designers to be more diligent in keeping up with this information.   I also thing that  there will be more discoveries and insights made on these topics and as an instructional designer, I will need to stay current on the information available to be effective.

Some Relevant Blogs

I have included 5 blogs or resources in this initial posting.

I am currently teaching 8th grade physical science and I am constantly checking to see if what I am asking students to do in the classroom is consistent with other classrooms.  I have found that what I am doing in the classroom is consistent with other middle school programs across the country.  Two great resources for the science classroom have been sciencespot.com and middleschoolscience.com.  The authors of these websites regularly post ideas and resources for teaching and designing instruction for middle school students.  I have included items from these two teachers in my instruction and have shared these sources with colleagues at my school.  The sites have a lot of information on chemistry and general science topics.  There are handouts set up for immediate use and if you use interactive notebooks, some are ready for that as well.

http://mysciencelessons.wordpress.com/

http://trimpe.blogspot.com/

As a National Science Teacher's Association member, I find that there are a lot of resources available for instructional design in the science classroom.   The NSTA blog has information on many areas of education as well as insight into new ideas on science education.   There are posts from researchers in education as well as classroom teachers.

http://nstacommunities.org/blog

The last two blogs look at some new areas of instructional design.  I am considering the incorporation of these ideas in my classroom.  The first blog shares information on the flipped classroom.  The flipped classroom moves lectures and presentation of material from the classroom to podcasts and out of class assignments.   The in-class assignments and work are for what traditionally is done as homework.  I am still at the evaluation stage of this as many of my students do not have access to internet and technology from home.  There will need to be some alternatives for these students, which are suggested by the authors.  Kelly Morgan has moved to a mastery learning approach to instruction in her classroom.  She has some interesting ideas that may be possible to incorporate into the middle school classroom, but will have to be adapted since her experience is in high school.

http://blendedclassroom.blogspot.com

http://kellymorganscience.blogspot.com