IDT Learner Blog

Reflection on Learning Theories

idtlearner — Sat, 26 Dec 2009 18:15:48 +0000

As our Learning Theories and Instruction course comes to an end, I am glad to be writing this reflection assignment to help synthesize all that I have learned during the past eight weeks. One aspect of learning theories that has been surprising to me is that there is so much information on this topic. I suppose if I had an education background prior to this course it would not have been surprising, however, learning about this subject for the first time it actually surprised me that I would not have learned about this subject previously. It seems like the educational system is doing a disservice to students by not giving them at least some information on how they actually learn…at least with even some information on how memory works, how information is being conveyed and retained, etc., they could apply some of that information to their own learning methods. In short, the understanding of how people learn should not only be held by educators; learners have the responsibility and need to have this information as well.

Given the fact that I knew next to nothing about learning theories prior to this class, my understanding of the personal learning process has grown exponentially. I have been interested in almost every aspect of the learning process, however, I thought that the framework we received on how the brain works to transfer information into long-term memory (LTM) was very helpful. For example, we learned that knowledge can be more easily transferred if new information is related to information the learner currently holds, if information is presented in clear and interesting manner, and if feedback is provided. In addition, we learned that through catering instruction to a student’s individual multiple intelligences and giving them an opportunity to learn information in a variety of ways, an instructional designer will be more likely to engage that student and therefore, learning can be maximized.

Another realization that I have had at the end of this class is that much of the information we have learned about learning theories, learning styles, educational technology, and motivation is that much of it is interrelated and builds upon each other. For example, many of the learning theories do not seem capable of wholly standing on their own. They build upon each other to help explain how learning is achieved. Behaviorism may explain some aspects of how learning occurs but more advanced learning can only be achieved by cognitivism and constructivism. In addition, social learning theory also helps to tie these theories together and explains how an individual’s learning experience is optimized by group collaboration and the reliance on a more knowledgeable other (MKO) as part of Vygotsky’s Zone of Proximal Development (ZPD).

With a firm understanding of learning theories, an instructional designer is much more likely to design learning experiences that will transfer information into a learner’s LTM. It cannot be understated how important this foundational knowledge is. At this point, the amount of new information that we have been given in this class seems a bit overwhelming but I think that the key important aspects can be synthesized and taken with us into the next class and beyond. First, the goal of any good learning experience is that the information be retained. In order for retention to occur, the learner needs to be motivated. If motivation is lacking, an instructional designer can use Keller’s ARCS model (Attention, Relevance, Confidence, and Satisfaction) to determine what changes need to be made to the learning experience (1999). During this analysis, if one of the four areas is lacking, we can turn to a variety of tools to improve the experience. For example, if attention is lacking, the instructional designer may want to provide multiple ways to learn the information that would suit a variety of multiple intelligences. If relevance is lacking, they could reconfigure the material so that it is more applicable to the learner’s needs (i.e. allow the learner to see how they could apply the knowledge to their career). If confidence is lacking, the instructional designer could apply some strategies from the social learning theory playbook and allow greater interaction with other learners and the MKO. Finally, if satisfaction is lacking, the instructional designer could ensure that the learner has the appropriate level of feedback.

As we proceed into the next class in instructional design, I will fight the temptation to simply believe that the fancier the technology and delivery method are, the more likely the learner will retain information. First, the foundation for learning has to be built. Once that has been established, then the rest of the learning experience, including the use of the latest technology, can be complete.

References

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Fitting the Pieces Together

idtlearner — Fri, 18 Dec 2009 04:25:10 +0000

I have nearly reached the end of my Learning Theories class at Walden University. This blog assignment asks us to go back and reflect upon our week 1 discussion response, which asked us to explore our thoughts about the way we learn, and discuss if our new understanding of learning theories has impacted our thinking on this question. In my week one post, I mostly discussed the three big learning theories we were learning about at the time, behaviorism, cognitivism, and constructivism. Since that time, we have also learned about connectivism, social learning theory, adult learning theory, and multiple intelligences. I had previously identified myself as mostly using learning approaches from the cognitivist and constructivist playbook, and I still agree that I learn in these ways, however, I know now that there are other types of learning approaches that I employ from the other theories as well. Specifically, Vygotsky’s theory of zone of proximal development (ZPD) is applicable to the way that I learn. My colleagues, classmates, and instructors, act as my “more capable peers” by offering me information that is not too difficult to learn but still challenging enough to maintain my interest and pushing me to greater learning experiences than if I had tried to learn the same material on my own (Ormrod, Schunk, & Gredler, 2009, p. 191). I also engage in self-directed learning, which is defined by Conlan, Grabowski, and Smith “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” (2003). However, I prefer more formal learning experiences with an instructor when I am really trying to learn something and I’ll settle for self-directed learning for the more informal learning that I engage in. I typically do not take self-directed learning as seriously as more formal learning experiences, such as this course. Most likely this is because I do not typically pay for informal learning experiences (or at least I do not pay thousands of dollars), I do not have an instructor providing feedback as I learn the material, and I do not have any classmates challenging me to keep up with them. If only I could maintain the motivation to retain the information I’ve learned after the formal learning experience is over….I can only hope to jump straight into a career that allows me to actively use this information!

As I discussed in my past post, technology plays a tremendous role in the way that I learn. The fact that I am able to earn my master’s online is obviously the best example that I have at this point. Of course, being able to find the answer to almost any question simply by asking the internet is tremendously useful in the learning process. It is also very helpful in the creativity process as well. For example, if I want to learn how to splice audio over a presentation, I can learn all about how to do that because somebody out there has not only created a tool in order for me to do this but they’ve also created friendly tutorials that show me how to do it when I get stuck—and they’ve allowed me to access it for free! Some of the more useful technology tutorials that I’ve viewed recently were found in our classroom—those from the Common Craft Show on YouTube. There is no doubt that technology will continue to play an even greater role in my learning process—it has allowed me to expand my learning network exponentially, however, there are some downsides as well. It can be overwhelming trying to keep up with the latest and greatest information or to know if there are actually better resources out there than the ones that I come to rely on for information. I assume that this is a challenge for almost anyone who has a very limited amount of time to devote to internet research/browsing but it does seem from time-to-time that I’m not the only one who’s not obsessed with Twitter, Facebook, and my iPhone. As this course comes to a conclusion, I hope to continue posting to this blog throughout the rest of my courses (only 8 more to go)! That will be a true testament to how technology has benefitted me—being able to chronicle my experiences and discoveries via the web.

Resources:

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.

Learning Network: A Personal Reflection

idtlearner — Sat, 05 Dec 2009 06:38:25 +0000

According to Davis, Edmunds, and Kelly-Bateman, learning networks are important because “we can no longer personally experience everything there is to experience as we try to learn something new” instead we must create learning communities of “people, technology, of social structures, of systems,” and more, in order to keep up with the breadth and depth of information that is available in today’s digital world (2008). Learning networks, a fundamental component of George Siemen’s connectivism learning theory, have undoubtedly facilitated how I learn and the quality of my learning experience. An example from my personal life is how I’ve learned about topics related to child-rearing, something which I knew very little about until the birth of my daughter almost 2 years ago. In order to learn about how to care for a newborn, I tapped into what we may consider more “traditional” networks. These included my family, friends with children, as well as books on the topic (lots and lots of books!). My husband and I also took a couple of formal, instructor-led classes related to the care of babies from our local hospital (how to swaddle, burp, etc). These were great resources for most types of problems and questions that came up after my daughter was born, however, as I faced particular issues (sleep related problems, eating issues, etc.), I often found that I couldn’t learn everything from these sources. I therefore tapped into other resources related to child rearing including the following:

Online articles from child-rearing websites (babycenter.com, webmd.com, Dr. Sears website, etc)
Q&A discussion boards (mostly found off babycenter.com and other baby-focused websites)
Blogs related to the specific issue
YouTube ended up being helpful as well when it came to questions I had about how to teach particular signs to my child—it was much easier to see them demonstrated then to simply see them in a book.
Parents at my daughter’s music class as well as her child-care center.

When faced with other problems, the way that I approach its resolution may mirror what I describe above (“traditional” resources such as family, friends, hard-copy books, etc are turned to first), however, there may be some instances where I will first turn to online resources. For example, when I have technical issues that I am trying to resolve as I work on presentations for my degree program, I have mostly tapped into online resources, such as blogs, Youtube, etc., rather than on books, family, and friends. This is mostly due to the fact that I do not have many technically-savvy friends and books are not useful for most of the issues that I have (for example how to convert files into a different format). I will turn to my various learning networks depending on the nature of the problem or question. At some point, I may also need to expand upon my existing network in order to resolve it or slowly start to detach other resources from my network if they begin to not be as useful as they once were. As the chapters in my life continue to unfold, my learning network constantly fluctuates and adapts in order to remain relevant.

Resources:

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

Learning Connections Mind Map

idtlearner — Wed, 02 Dec 2009 03:40:44 +0000

This week we were tasked to develop our own “mind map” of our learning connections. Below is the result. I used FreeMind to create this map. It was fairly user-friendly but I wasn’t impressed with its visual capabilities.

Experiment with ungrouping PPT clipart

idtlearner — Wed, 25 Nov 2009 06:16:39 +0000

I learned about how to ungroup PPT clipart from a post on Articulate.com, Rapid e-Learning. Thanks to my classmate, Meredith, for pointing out this resource to me on her blog!

This seems like it will be a fairly useful skill to have so that I can easily create my own clipart for presentations, etc. if I cannot find a “canned” image from Microsoft.

Below is my experiment….it’s a bit elementary but I had fun!

The three cliparts that I ungrouped from are below:

Here is my final product:

Online Resources on Brain Research and Learning

idtlearner — Sat, 14 Nov 2009 20:25:22 +0000

For this week’s post I will be discussing two resources that I found on brain research and learning. The first one is by Dr. John Medina, a well-known developmental molecular biologist who teaches at Seattle-Pacific University and the University of Washington. His book, Brain Rules, is currently number 10 on the New York Times Paperback Business Best Seller list. His blog, http://brainrules.blogspot.com/, has a wealth of information related to brain research that is easily accessible to the masses (like me!) and has applicability to the instructional design field. A post that was of particular interest to me was his blog called “The 10 Minute Rule,” which discusses the amount of time learners are able to pay attention to most presentations. He discusses the need for presenters to:

1. Introduce something new to grab your audience’s attention after every 10 minutes of a presentation (new topic, new visual, etc).

2. Toss out the traditional text-based PowerPoint presentation in favor of a visually-laden presentation. (His research finds that after three days, learners are able to recall 65% of new information if it is presented with a picture versus 10% if it is presented only orally).

In a similar post, “Brain Rules for Public Speaking,” Medina says that he does not believe in “entertainment in teaching” however, he does believe in using engagement to draw in the learner. In Medina’s words “cracking a joke for the sake of a break, or telling an irrelevant anecdote at a strategic time is a form of patronizing, and students everywhere can detect it, usually with resentment, inattention or both (2009).Therefore, although it is important to recapture the learner’s attention after 10 minutes, the presenter should ensure it is still relevant to the learning objective. The same thing applies to the use of visuals—using a visual image just to try and grab the learners attention but has no applicability to the learning material is dangerous.

Medina also discusses the need for learners to exercise in order to boost cognition in his post. I groaned several times to myself while reading this—as if I need one more reason to feel guilty to about not exercising! He recommends restructuring classrooms and businesses to allow for more exercise throughout the day.

Another article I found on Cognitive Daily, called “Learning: Is reinforcement required,” discusses the need for learners to receive external positive reinforcement in order to see improvement in learning. The article discusses the results of a study done where some participants received external feedback on a test and another group did not. The external feedback group received a very simple response to their answer— “a green + with a high pitched tone indicted a correct response and a red x with a low pitched tone indicated an incorrect response” (2007).What is remarkable to me is that the external feedback that was received wasn’t a monetary prize or even verbal praise from an instructor—it was just a green light with a sound. After 12 days of performing the test, those participants in the external feedback group improved from approximately 75% correct answers to 85%. However, participants in the non-feedback group actually declined from 75% correct answers on day one to almost 70%.

The implication to instructional designers is that they must include ways for learners to receive external feedback as they proceed through the material. This could be as simple as a giving a test at the end of an instructional unit that allows learners to see what answers they got right (this has to be the most common form of external feedback used). It could also include the ability for learners to engage with each other to discuss the material and receive positive reinforcement from each other. Whatever mode is used, external feedback is crucial for retention and performance.

The First Week: Review of Instructional Design Blogs

idtlearner — Sun, 01 Nov 2009 18:48:18 +0000

Hi Everyone,

I’ll be using this blog for at least the next 8 weeks as part of a Master’s in Instructional Design and Technology degree program at Walden University. I have a number of assignments that I need to complete as part of this class and this could very well be the nerdiest blog ever created on wordpress. Our first assignment is to review other blogs on instructional design and discuss in our own blog their potential usefulness in our learning in the field. They gave us a number of options out there besides WordPress but after reviewing a dozen or so I am so impressed with the authors on this site that I’m likely to completely devote my time to reviewing the blogs on this site. The three blogs that I found of interest are the following:

All Things Upside Down

http://tmiket.wordpress.com/

Learning Matters

http://learningman.wordpress.com/

The Usable Learning Blog

http://usablelearning.wordpress.com/

The Usable Learning Blog incorporates humor with practical tips in instructional design. For example, the author’s recent post “How CarTalk can save your e-Learning” includes a great example of the difficulties faced when working with SME’s and examples of how to deal with the massive amount of information they have (tips include: don’t necessarily exclude this material but use it in supplemental materials such as a job aid, blog, podcast, etc).

The Learning Matters blog is very professional looking as well and the author, Dr. Clay Leben, is very active. He includes a variety of audio clips from experts on topics ranging from including games in instructional materials to constructing good questions.

All Things Upside Down blog has a recent post called “Visual Attention: Keep It Simple!” that discusses research conducted by Dr. Chris Atherton regarding the best way to ensure learners gain the most from powerpoint presentations. Basically, she discusses the need for presenters to have as little information on a powerpoint slide as possible and include mostly pictures and graphics instead of text. This was a little embarrassing for me since I recently completed a narrated powerpoint presentation for a previous class that was positively overloaded with text. Although I’m sure that my viewers would have benefitted from having less text to read, the presentation was never intended to be read in a live environment. I wonder if there should be some distinction made between those presentations that are intended for a live audience and those that are intended to be consumed simply by reading it…? For example, Dr. Atherton’s presentation that is included on the All Things Upside Down blog is almost completely incomprehensible by itself because it’s almost all graphics and photos. You need to go to the site below read the full description of the presentation in order to make it come together:

http://www.speakingaboutpresenting.com/design/new-evidence-bullet-points/

I’m looking forward to working on this blog and the opportunity to increase my comfort in this space while learning formally about learning theory and instruction.