Archive | April 2012

Blog Assignment: Fitting the Pieces Together

Reflecting on what I have learned the past several weeks, I now have a deeper understanding of the different learning theories and learning styles, yet my perspective on wanting to be responsible for my education and my own learning is still the same; even though, I will benefit from reflective learning of the diverse theories and styles that will enhance my learning in instructional design. I focus on the adult learning theory which simply illustrates that the designer “should involve learners in as many aspects of their education as possible and in the creation of a climate in which they can most fruitfully learn” (Merriam, 2001, p.7) (Cited by Conlan, Grabowski, & Smith, 2003). I am much impress with self-directed learning. As indicated by Conlan et al. (2003) “motivation is key to a successful self-directed learning experience” http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning. Subsequent to evaluating the diverse learning styles, the capability to assess the multi dimensional characteristics of learning have become more obvious. The aptitude of a learner being competent in evaluating their learning style is a favorable advantage in boosting retention. I have discovered that I am able to learn through numerous diverse ways. Reviewing the learning theories discussed the pass weeks has definitely presented me a broader picture on how they all fit into the educational environment. Accepting how the diverse learning theories deal with particular characteristics considering subject matter and experience, I have come to the inference, that if I had to select one theory in particular I would say that my learning endorses the constructivism theory. I undertake prior knowledge and experience into matter, engage in social learning with my colleagues, and scrutinize my own motivation, etc. in order to create new knowledge. As Kim (2001) points out “social constructivists see as crucial both the context in which learning occurs and the social contexts that learners bring to their learning environment” http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Over the past several weeks, I learned great information about the various learning theories and learning styles that can further explain my personal learning preferences. Based on the information and resources I have learned that as one person I have several learning styles relative to a specific course or subject (Gilbert & Swanier, 2008). I have beforehand identified myself as utilizing learning approaches based on the adult learning theory. I still agree in some ways I learn in these ways. I now know that there numerous types of learning approaches that I may endure as an adult learner. For instance, Vygotsky’s theory of zone of proximal development (ZPD) is very much appropriate to the way I learn. According to Ormrod, Schunk, & Gredler (2009) “Vygotsky’s theory stresses the interaction of interpersonal (social), cultural-historical, and individual factors as the key to human development” (p. 190). Therefore, collaborations and interactions occur between my colleagues and instructor as a means of offering me information that is not too hard to learn, yet challenging enough to retain my interest and moving me to a greater learning experience than if I had tried to learn the same material in isolation. I also find self-directed learning to be my preferred preference of learning. Conlan, Grabowski, and Smith (2003) defined self-directed learning “as the process in which individuals take on the responsibility for their own learning process by diagnosing their personal learning needs, setting goals, identifying resources, implementing strategies and evaluating the outcomes” http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning. Nevertheless, when I am in the process of learning something of value I choose to be under the experience of formal learning. I will basically settle for self-directed learning when engaging in informal learning. I do not find self-directed learning to be my main concern due to the fact that I find my learning to be very serious for example this course. We must keep in mind as acknowledge by  Davis, Edmunds, & Kelly-Bateman (2008) “learning do not happen in a vacuum but occurs at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility” http://projects.coe.uga.edu/epltt/index.php?title=Connectivism.

I have learned in the past weeks that technologies come in many forms. As I indicated in the last discussion, technology plays an awesome role in the way in which I learn. Technology has served many purposes in my everyday life. First of all recognizing the fact that technology enables me to earn a Master degree online is certainly a highlight of how technology has been embraced in my life. Also being able to do research has really influence by learning process. Through the use of technology, I am able to research all of my class work through the online Walden library as well as utilizing the many websites on the Internet. Technology has really made a great effect in allowing me to perform tasks in my courses especially this Instructional Design and Technology course. As for use of tutorial, Youtube has been really helpful. As acknowledge by Semple (2000) “computers make it possible to access huge amounts of information and to process it almost immediately” (p. 2). I feel that in the future technology will no doubt continue to make a great impact in my learning and lifestyle. According to Semple (2000) “computer technologies have made an impact on every aspect of society and culture” (p. 2).   To sum it up, technology plays a major role in my learning process by means of permitting me to access information, communicate concepts of my learning, exhibit my creativity by means of graphic design, as well as network with others who share related interest by all means from the comfort of my home.

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

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism.

In M. Orey (Ed.), Emerging perspectives on learning, teaching,

and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

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

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

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

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3).

Advertisements