Teaching and Learning at a Distance

I look forward to sharing the discussions and information related to distance learning with each of you!

Nicoletta

Reflecting on Learning, Theories, and Instruction

 

I have learned a great deal over the course of the last 8 weeks. Throughout the EDUC 6115 Course I feel that I was enlightened. The vast majority of what I learned was new information to me. As an online instructor I am familiar with some of the online learning to a certain extent, however I did not realize how much I did not know about learning theories.  One of the most striking things that I have found as I gained a better understanding of how individuals learn is that there are some many influential factors that affect the learning process. Some of these factors include mental factors (attitude), personal factors (emotional and social), environmental factors (physical conditions), and learning factors (Mondal, 2015).

My Personal Learning         

As I further reflect on this course, I definitely feel that it deepened my understanding of my personal learning process. Interestingly enough, I had never really given any in-depth thought to the way that I learn. I have given much thought to the way that others learn, but not myself.  When I think about the definition of ‘learning’, what comes to mind is the transference of knowledge. There are conventional and unconventional methods of learning and again I have never really given this much thought when it comes to my personal learning.  The method that seems to work best for me is linguistic or verbal learning. The use of words in both writing and verbally helps me to learn most productively.  I use many electronic resources for learning, many of which are mobile devices. Several months ago, I learned that the use of mobile devices such as phones and tablets in learning is referred to as mobile learning (m-learning) and the delivery of electronic materials on these devices is electronic learning (e-learning). During this current course, I have learn more about the learning theory that best best aligned with the way that I learn and that is Connectivism. Interestingly enough, of the theories that we discussed in the course, it was the one on that I have not heard of.

Learning Theories, Learning Styles, Educational Technology, and Motivation

The Learning Theory Matrix assignment really helped me to understand the connection between learning theories, learning styles, educational technology, and motivation. Prior to understanding the connections between these elements, I had to first learn to decifer what they were and the differences between them. Learning theories provide a framework that can be used to describe how information is absorbed, processed, and retained during the learning process. An individual’s learning style is the manner in which he or she understands and comprehends information. Educational technology allows us to better serve the diverse learning styles among individuals. Motivation is the willingness to do something. In terms of enhancing learning, motivation is perhaps one of the most important factors that educators need to take into consideration.

The Field of Instructional Design

There were many useful pieces of information within this course that will help me as I further my career in the field of instructional design. I have learned that one of the key element to connecting the instructional designer, the learner (and their learning style), and education technology is motivation.  Also useful, is an understanding of information processing. From an instructional design perspective, when thinking about teaching adult learners, it is important to know what they already know so that they can relate the new information to their existing knowledge. In Week 6’s learning resource video, Dr. Ormrod explained the significance of accounting for the differences in the way individuals learn and taking them into consideration in any instructionally designed learning environment. The goal of instructional design is to make learning more efficient and effective as well as resolve instructional problems. There is no single perfect approach to instructional design or one size fit all learning theory. Although some are more suitable for certain instructional tasks than others, they all have major benefits. A good design model is one that offers flexibility (customizable), leads to instruction that meets the needs of the learner, cost effective, and includes an evaluation component.

Putting the Pieces Together

We have indeed explored many of the learning theories in this course. It goes without saying that I have a deeper, richer understanding of the different learning theories and learning styles. Prior to starting this class, I thought that I knew what my teaching and learning philosophy was. As this class comes to a close, I have to reflect further on my learning philosophy and the realization that I did not know nearly as much as I thought. Based on what I have learned I recognize that more of the theories are applicable to my philosophies than previously thought before.

Since learning more about these learning theories (i.e., connectivism, behaviorism, constructivism, and the like) I cannot say that my view on how I learn has necessarily changed a great deal. Its more that I have a better understanding of the way that learn as well as how to improve the way that I learn. I have found that some of my beliefs about learning turned out to be not so great, meaning that they are not the best learning methods. For instance, I have always believed that reading and rereading and other repetitious tactics were the best way for me to learning. I have also always learned through memorization. As it turns out, these methods are not effective learning styles. Now I realize why I have forgotten so much of what I ‘thought’ I had learned. Its seems that information that I memorized for the moment of a test, has long since evaporated from my mind. At least I can say now that I know why. As an adult learner, I now find that the formation of connections between networks of data and people for that matter heavily influences that way that I obtain and deliver information. As such, I have learned through this course that the connectivism theory seems to be the most appropriate conceptual framework to describe the way I absorb, process, and retain information that I learn.

The EDUC 6115 Learning, Theories, and Instruction course has had me to critically examine how technology has been effectively incorporated into instruction. Technology plays a significant role in every aspect of my life. I use technology frequently in my daily activities and it is a huge part of my learning. I earned my doctoral online and am working on my second master’s degree online. As a student of an online university, I am constantly using computers and my cell phone to search for and gather information. Online course delivery platforms and the ways that we communicate, send information, and complete assignments. I also have been involved in the working world of instructional design, teaching, and administration of online learning. As an instructional designer, I know that I will be tasked with taking into account all of this foundational knowledge and delivering instruction that utilizes the latest technology. In both face-to-face and online instruction, the integration of technology will be a powerful tool in the learning process.

Connectivism: Facilitate Learning with Connections

According to Siemens, “connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday” (Siemens, 2005, para. 24).

 

The ways that I learn best have truly changed over the last several decades. This is largely due to the role of technology in the learning process. Thinking back to when I began undergraduate school two decades ago, I barely knew what a computer was let alone how to use one. I that time I walked campus lugging several heavy text books, actually sat in the campus library to do research, and typed all of my papers using a word processor. Three degrees later and now working towards a fourth, I can’t remember the last time I stepped foot into a library. All of my papers are completed via the computer. In fact, many facets of my life seems like they revolve around the computer or some other form of technology. The Web seems to be everywhere around me in some form or fashion.

My connections (also known as networks) facilitate learning in numerous ways. I have many options to choose from when it comes to accessing information. I have categorized my networks into four basic connections. These connections, as illustrated in the Connectivism Mind Map are the Social, Educational, Personal, and Professional Networks. Each of these networks or connections highlight different aspects of the way I acquire information and support for my personal learning processes. The way that I learn is heavily focused on the use of technology and this is evident in my mind map.

I have often said that my laptop is my best friend. It is my principle source of information and entertainment. I find that I use Google, YouTube, and various other sites on the internet to obtain information on a regular basis. Currently, I am even seeking an online degree so there are several digital tools that I use to help facilitate the learning process. These tools often lead me to new ideas and/or support the ideas that I currently have. As an added bonus, use of these tools often leads me to discover new tools. Some of the tools that I use in Blackboard, email, webinars, digital libraries, audio and ebooks, social networking sites, online toolkits, wikis, and more.

As I reflect on the Connectivism Learning Theory, I realize that my personal learning network fully supports one of the central tenets of connectivism and that is learning through the networks that I have created to obtain information. I consider myself a lifelong learner. I am constantly in search of new information whether it be for formal or informal reasons. For instance, I may be seeking information for work or school. On the other hand, I may be seeking information to fulfill my own curiosity about something. Technology has transformed the that work, learn, and play.

Reference

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

 

For more information on the Connectivism Learning Theory, please visit the following resources. Thanks for visiting my blog. Happy reading!

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu

Downes, S. (2005). An introduction to connective knowledge. Retrieved from http://www.downes.ca/cgi-bin/page.cgi?post=33034

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

Connectivism Mind Map

The Brain and Learning, Information Processing Theory, & Problem-Solving Methods

As an instructional designer, it is important to have a firm understanding of how students learn ways. In this blog post I share with you two websites that will help further your understanding of student learning and information processing. In my opinion, both resources are must haves instructional designers and educator alike. As you explore these sites and information provided, please be sure to like, share, and follow my blog. Lastly, include these resources in your favorites.

 

The Information Processing Approach to Cognition

This site presents useful information and theories focusing on the information processing approach to cognition. The major proposition discussed is that learners utilize different levels of elaboration as they process information. Elaboration is the process of permanently storing information within the long-term memory.

Stage Model of Information Processing, based on the work of Atkinson and Shiffrin (1968), is one of the highlights of this particular resource. Memory (the storage and retrieval of information) is the other primary focus of this approach.

This image graphically illustrates what the Stage Model proposes which is that information is processed and stored in three stages. These three stages are the sensory memory, short-term memory, and long-term memory. Detailed information related to each of these stages can be found on the Information Processing Approach to Cognition website. If you are interesting in even more in depth information related to information processing and memory, you may want to visit the following sites:

• Different Types Of Memory
• Learning and Memory

 

Research in Brain Function and Learning

In this resource, the human brain and its functions are explored. In this site, the author focuses on the importance of matching the level of instruction to a child’s maturity level. All brains do not mature at the same rate. It carefully takes into consideration the child’s level of maturity and not just their chronological age. It is truly a great resource for anyone designing instruction for children.

 

References

American Psychological Association, 2016. Research in Brain Function and Learning. Retrieved January 15, 2016 from http://www.apa.org/education/k12/brain-function.aspx

Atkinson, R., & Shiffrin, R. (1968). Human memory: A proposed system and its control processes. In K Spence & J Spence (Eds.). The psychology of learning and motivation: Advances in research and theory (Vol. 2). New York: Academic Press.

Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive. Valdosta, GA: Valdosta State University. Retrieved January 15, 2016 from, http://www.edpsycinteractive.org/topics/cognition/infoproc.html

Instructional Design Blogs and Resources

Provided here is a listing of blogs and resource sites that are relevant to the field of instructional design and eLearning. I hope that you will find these sites useful to your work as an instructional design professional, student, or advocate.

The eLearning Industry

Christopher Pappas is founder of The eLearning Industry’s Network. This is the largest online community of professionals involved in the eLearning Industry. At eLearning Industry you will find the best collection of eLearning articles, eLearning concepts, eLearning software, and eLearning resources based on the Top eLearning Authors.

The Rapid eLearning Blog

The Rapid E-Learning Blog is a site that is hosted by Tom Kuhlmann. The site conveys useful, real-world tips and tricks that will help anyone become a rapid eLearning pro. The host has over 20 years of practical experience in the training industry and currently runs the online community at Articulate. Articulate is an organization that produces eLearning software specifically designed to be powerful, flexible, simple to use, and engaging.

37 Great Resources on Instructional Design

This resource site was created by StudentGuide.org. The hosts of this site compiled a listing of 37 resources on instructional design. The list includes Multimedia and Interactive Resources, Blogs, and University and Academic Resources.