Reflections

During the Learning Theories class, the course examined various aspects of the foundations for learning strategies.  I was struck by the extensiveness and thoroughness of the study of learning.  According to Dr. Ormrod, psychology has been studying learning for more than 100 years (Ormrod, 2001).  I found it interesting that the psychological approach to learning evolved from how a person thinks to how a person learns (Ormrod, 2001).  Particularly noteworthy is the study of the brain’s information processing capabilities.  Information processing involves cognitive processes and has been influenced by advances in communications and computer technology (Laureate Education, 2008). 

With each passing week, I found myself reflecting on past learning experiences and how instructional practices have evolved.   With each theory presented, I was able to think back to an educational experience directly correlating to it.   For example, I can remember that during my elementary school days, corporal punishment was fully in effect.  Those students who chose not to follow instructions or display disruptive behavior were paddled by the Principal.  I quickly learned to stay on task and do the class work assigned.  This educational experience is called negative reinforcement and is referenced in the behaviorism learning theory, which is concerned with observable and measurable aspects of human behavior.  Negative reinforcement increases the probability of a response that removes or prevents an adverse condition (Standridge, 2002).   

I found that connecting my experiences to the theories gave me a deeper understanding and better appreciation for the learning process/theory.  Such is the case with adult learning theories, which I found to be especially interesting as well.   In addition to being an adult facilitator, I’m also an adult student.  As a result, the resource materials were very relevant to me and I stored them in my “toolkit of resources.”  Andragogy, the art and science of helping adults learn, was developed by Malcom Knowles.  He described an adult learner as someone who:

  *Has an independent self-concept and who can direct his or her own learning.

  *Has accumulated a reservoir of life experiences that is a rich resource for learning.

  *Has learning needs closely related to changing social roles.

  *Is problem-centered and interested in immediate application of knowledge.

  *Is motivated to learn by internal rather than external factors (Conlan, Grabowski, & Smith, 2003).

As an adult learner I certainly identified with these descriptions.  As a facilitator, it is important that I remember these descriptions as I instructor other adult learners.

I have learned that through the use of various learning theories, educational technology applications are used to complement learning styles.  Social constructivism is a prime example. Within the precepts of social constructivism, knowledge is constructed based on personal experiences and hypotheses of the environment. Learners continuously test these hypotheses through social negotiation.  Each person has a different interpretation and construction of knowledge process. The learner is not a blank slate (tabula rasa) but brings past experiences and cultural factors to a situation (Learning Theories Knowledgebase, 2011).   With the introduction of social mediums such as on-line discussion boards, facebook, web blogs, Youtube, and cell phones, learners are able to use any type of learning style to engage in information sharing and also entertainment.  As a result, the learning process is reinforced through social constructivism.

            Reinforcing social constructivism through the use of technological applications, in turn, is a source of motivation for learners. There are four dimensions of motivation that are derived from synthesis of research on human motivation: (A) – attention, ( R ) – relevance, (C) – confidence, and (S) – satisfaction, or ARCS (Keller, 1999).   Hence, motivation of learners enhances the learning environment and in the process, reinforces the social constructivism learning theory.

In closing, the Learning Theories course has heightened my awareness about various learning theories.  As a result, I have a better understanding of learning styles and can incorporate strategies to help students learn more efficiently. I’ve been armed with numerous resources that will enable me to be more effective and productive in my position as an Instructional Design Specialist.

References

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Keller, J. M. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education. New Directions for Teaching and Learning , pp. 39-47.

Laureate Education, I. (2008). Learning Theories and Instruction. Upper Saddle River: Pearson Custom Publishing.

Learning Theories Knowledgebase (2011, February). Constructivism at Learning-Theories.com. Retrieved February 12th, 2011 from http://www.learning-theories.com/constructivism.html

Lieb, S. (1991). Principles of Adult Learning. Retrieved February 16, 2011, from Faculty Development at Honolulu Community College: http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/adults-2.htm

Morrison, G. R., Moss, S. M., Kalman, H. K., & Kemp, J. E. (2001). Designing Effective Instruction, 6th Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Ormrod, J. (2001). An Introduction to Learning.

Ormrod, J. (2009). Motivation in Learning.

Standridge, M. (2002). From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 19, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism

Fitting the Pieces Together

I have become more aware of various learning theories, beliefs, and learning strategies.  As a result, I have a deeper understanding of the dimensions of learning theories and I’m better equipped to perform my job as an Instructional Design Specialist.   Additionally, the course curriculum has given me the opportunity view education in a broader perspective.

I’ve also realized that my learning and teaching strategies closely resemble learning associated with social constructivism, connectivism, and adult learning theories.  Under the Social Constructivism Theory, learning is viewed as a social interaction that leads to increased knowledge.  Meaningful learning occurs when individuals are engaged in social activities (Kim, 2001).  From a learning perspective in an on-line environment, I’ve learned quite a bit through posting assignments and thread discussions.  From a teaching perspective, I constantly seek opportunities to incorporate activities that encourage individuals to learn from each other.

Under Connectivism, new information is continually being acquired and as well as the ability to draw distinctions (Davis, Edmunds, & Kelly-Bateman).  When I’m learning situations, I tend to draw from prior knowledge in an effort to gain a better understanding.   Once I have a good grasp of information, I position myself to share the information with others.   A teaching strategy that I often use is that I attempt to help students make a connection between the information presented and something known.  This gives learners a foundation for learning and understanding.

Adult learners place themselves in a learning environment for life-changing events.  The following affects their learning experience:  life experience, work experience, positive/negative previous adult learning experiences, and aging factors (Conlan, Grabowski, & Smith, 2003).  As a result, adult learners are different from traditional college students.  Confucius stated “Tell me, and I will forget.  Show me, and I may remember. Involve me, and I will understand (Conlan, Grabowski, & Smith, 2003).”   I’ve come to love this statement because it describes me and my approach to learning information.

During week 1, I referred to myself as a digital immigrant.  I also stated that although I’m able to maneuver through computer applications and multi-task, I don’t actively seek out new technological innovations and/or applications.   However, my attitude has slowly changing.  As a result of this class, I’ve learned about blogs and the networking opportunities that come along with them.  Also, I’ve learned that the Youtube website can be used for more than merely entertainment purposes.

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult Learning: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Davis, C., Edmunds, E., & Kelly-Bateman, V. (n.d.). Connectivism: From Emerging Perspectives on Learning, Teaching, and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism: From Emerging Perspectives on Learning, Teaching and Technology. Retrieved January 24, 2011, from The University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Connectivism

A second mind mapping chart has been posted to this website as it is more comprehensive and offers a better representation of my learning process.  An important part of the second chart, omitted from the first chart, is that it demonstrates how I manage the information sharing process.  My attitude toward the information sharing process is summed up in the quote which is located on the home page of this website: Knowledge is power.  I firmly believe that knowledge is power and commit myself to empowering others with knowledge so that they can make informed decisions. 

Presently, my job and schooling heavily influence my learning process because they are new endeavors in my life.   Both endeavors involve quite a bit of research, networking and information sharing.  As a result, the bulk of my work and course assignments are accomplished through some type of computer software application.   Whereas I previously spent more time studying books, I now find myself utilizing some type of search engine to gain information.

Because I am a visual person, digital tools that include pictures or videos demonstrating steps to accomplish an action best facilitate learning for me.  As I process the information, I’m simultaneously thinking about how I can incorporate sharing the information with others in some type of format.  Explaining new found information with others helps to reinforce what I’ve learned and it also provides me with a better understanding of the content.

When I encounter something new, I first seek to understand the basic purpose of what is presented.  Once I understand an item’s purpose, I learn more detailed information will help me understand things from a functional standpoint.   I accomplish this by asking conceptual questions.  Having a good basic understanding allows me an opportunity to make suggestions that may potentially improve operational efficiency.

According to Siemens, within the precepts of connectivism, new information is continually acquired and the ability to draw distinctions between important and unimportant information is vital.  (Siemens, 2005)   Some of the principles of connectivism include the following:

1.       Learning is a process of connecting specialized nodes or information sources.

2.       Learning may reside in non-human appliances.

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

4.       Ability to see connections between fields, ideas, and concepts is a core skill. (Davis, Edmunds, & Kelly-Bateman)

Based on my analysis of learning and information sharing, my learning network supports these principles.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (n.d.). Connectivism: From Emerging Perspectives on Learning, Teaching, and Technology. Retrieved January 31, 2011, from Department of Educational Psychology and Instructional Technology, University of Georgia: http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning .

Connectivism

Connectivism

Evaluating and Identifying Online Resources

This week’s topics of discussion included the brain and learning, information processing theory, and problem-solving methods during the learning process.   In her video, Dr. Ormrod discussed the evolution of studies on the brain and the use of various mechanisms for analyzing brain functions.  Specifically, she mentioned the Functional Magnetic Resonance Imaging (FMRI), which measures different signals in the brain. (Ormrod, 2009)  Listed below are the summaries of two studies involving use of the FMRI.

The influence of Mozart’s music on brain activity in the process of learning.

 In this article Norbert Jausovec, Ksenija Jausovec, and Ivan Gerlic present the findings of two experiments involving brain activity and Mozart’s music.  A previous study concluded that music initiated certain cortical firing patterns responsible for high brain functions. (Leng & Shaw, 1991)  With this information in mind, Norbert et al. conducted further research and studies.  The first experiment investigated the influence of the music during different stages of learning (priming and consolidation).   They sought to prove Mozart’s music had a beneficial influence on both learning stages and that it the influence would be reflected in brain activity. (Jausovec, Jausovec, & Gerlic, 2006)  Results of the test concluded that those respondents who listened to Mozart’s Sonata for 10 minutes scored 8 – 9 points higher on a Stanford-Binet spatial IQ subtest than those respondents who listed to relaxation tapes or nothing at all.  (Jausovec, Jausovec, & Gerlic, 2006)

In the second experiment Jausovec, et al., concentrated on proving the influence of Mozart’s music on the solution of spatio-temporal rotation tasks.    Although another form of music (Brahms’ Hungarian dance No. 5) was used in comparison, results showed that those respondents listening to Mozart’s music out-performed other respondents.    While the experiments were able to demonstrate a positive correlation between Mozart’s music and the brain’s activity, Jausovec, et al. were not able to determine the specific characteristics of the sonata that provoked changes in brain activity. (Jausovec, Jausovec, & Gerlic, 2006)

In summary, this article was not only relevant but also very informative.  In chapter 3 of the Learning Theories and Instruction, the authors state that information processing begins when a stimulus input impinges on one or more senses. (Laureate Education, 2008)  The experiments represent an excellent example and source of reference that support the authors’ explanation.  As an Instructional Designer, it is very important for me to stay abreast of studies and trends affecting the learning environment.  Additionally, I must maintain a spirit of flexibility when developing facilitation methods to enhance the educational process.

Processing of pleasant information can be as fast and strong as unpleasant information:  implications for the negativity bias.

Previous studies suggest that the brain processes negative or unpleasant information faster than neutral and positive information.  (Carretie, Marcado, Tapia, & Hinojosa, 2001)  However, in this article, Ingmar Franken, Peter Muris, Ilse Nijis, and Jan vanStrien questione different aspects of the studies conducted.  One of the areas of concern was that the use of pleasant stimuli was different than those normally used.  Another area of concern was a comparison of emotional stimuli used for clinical patients versus that used in people of a normal population.

 In an effort to further clarify previous studies, Franken, et al. conducted additional research on the subject of processing pleasant and unpleasant information.   To counter their expressed concerns, Franken, et al. employed highly arousing pleasant stimuli (erotic bodies) and highly arousing negative stimuli (mutilated bodies).  Both stimuli had biological relevance in order to keep the aspects beyond valance as similar as possible.  Additionally, both stimuli had the same physical properties and displayed humans in a social setting.  Neutral pictures consisted of mainly household items.  Another measure taken was that all participants were undergraduate students from Erasmus University Rotterdam.  (Franken, Muris, & van Strien, 2009)

Although Franken, et al. slightly altered their approach to conducting the research, they fully expected to yield the same results as previous studies.  The results confirmed their expectations:  In an early stage, pleasant stimuli and negative stimuli are processed quicker than neutral stimuli. Furthermore, there was no differentiation in the amount of processing between negative and positive stimuli. (Franken, Muris, & van Strien, 2009)   

In summary, this article demonstrates the ongoing efforts to understand the brain’s complexities.   It further compliments the discussion of brain parts and processing.   Additionally, the researchers offer valuable insight and suggestions on potential ideas for future research  

References

Carretie, L., Marcado, F., Tapia, M., & Hinojosa, J. (2001). Emotion, attention, and the 'negativity bias', studied through event-related potentials. International Journal of Psychophysiology , 75-85.

Franken, I. H., Muris, P., & van Strien, J. W. (2009). Processing of pleasant information can be as fast and strong as unpleasant information: implications for the negativity bias. Netherlands Journal of Psychology , 168-176.

Jausovec, N., Jausovec, K., & Gerlic, I. (2006). The influence of Mozart's music on brain activity in the process of learning. Clincal Neurophysiology , 2703-2714.

Laureate Education, I. (2008). Learning Theories and Instruction. Upper Saddle River: Pearson Custom Publishing.

Leng, X., & Shaw, G. L. (1991). Toward a neural theory of higher brain function using music as a window. Conc Neurosci , 493-501.

Ormrod, J. E. (2009, November 16). Information Processing and the Brain.

Rapid E-Learning Blog

The Rapid E-Learning Blog

Although I only have one week’s experience with blogging, I’m quickly appreciating the benefits that come with creating a blog website.  The networking opportunities and available resources are endless.  As I reviewed another classmates’ blog website, I discovered The Rapid E-Learning Blog, created byTom Kuhlmann.  Tom, a 15 year veteran of the training industry, presents numerous blogs and links that are relevant and practical approaches to the e-learning environment.  The site offers a wealth of resources with very practical tips and suggestions.  Although the nature of my job does not directly involve e-learning, the information referenced is easily translatable into a traditional classroom setting. 

One particular blog, Here's How to Help Your Subject Matter Experts Build Better E-Learning Courses, spoke volumes to my soul.  My current duties and responsibilities will eventually evolve into that of Subject Matter Expert.  I found the following tips worth their weight in gold:

1.     People don’t care about what you know as much as you do.

2.    New learners don’t need to know everything you know.

3.    Your actions speak so loud I can hardly hear you.  (Kuhlman, 2011)

A quick review of the blog archives yielded even more helpful information.   After viewing the blog, I can honestly say that my only regret was that I had not discovered this website a year ago, when I needed it.  Needless to say, I quickly subscribed to this website.  I look forward to reading future blogs from this site!

References

Kuhlman, T. (2011, 01 11). Here's How to Help Your Subject Matter Experts Build Better E-Learning Courses. Retrieved 01 14, 2011, from The Rapid eLearning Blog: http://www.articulate.com/rapid-elearning/about-tom/

Prior to enrolling in Walden University’s Instruction Design Certification Program, I never took the time to educate myself on blogs.  Thankfully, this week’s assignment has afforded me the opportunity to create my very own blog website.  The following are brief summaries of 3 websites that I reviewed.

http://www.educause.edu/Resources/Browse/InstructionalDesign/17352

What a wonderful website!   Educause is a non-profit organization whose mission is to further the advancement and promotion of education.   The Educause website has a plethora of useful information for every imaginable aspect of learning!   It even has information on fellowship awards and employment opportunities!  I was particularly encouraged to see so many relevant blogs for my line of work.    While perusing the website, I literally lost myself in all the information provided.  Because my job involves teaching, evaluating, and developing educational materials for adult learners, I found several items of interest that would enhance my job requirements.  As a result, the website has the potential of being an excellent resource and reference.  The Educause website has definitely earned a place in my “toolkit” of references

IMS Global Learning Consortium, http://www.imsglobal.org/

The IMS Global Learning Consortium is a networking website that collaborates the efforts of leading institutions, suppliers, and governments in the advancement of technology and educational participation.  It offers global resource sharing across through the use of various learning platforms.  With so much media emphasis on the United States’ educational inferiority to other countries, I think IMS is an excellent means for bridging the gap.  The website provides useful information on upcoming forums and training on pertinent modern day challenges.  As an Instructional Design Specialist, one of the ongoing projects in my work setting is researching solutions for effectively delivering material to adult learners.  Along those lines, the IMS website would be beneficial for me.  Another point of interest is the fact that the website focuses on critical challenges concerning innovation, adoption and learning impacts. Each area is broken down into subtopics and more supporting information.  I have bookmarked and subscribed to the IMS blog.

NspireD2 Learning Technology in Higher Education, http://ltlatnd.wordpress.com/

This website was created by Chris Clark, a Technology Integrationist for the University of Notre Dame.  A blog is produced Mondays through Fridays.  Mr. Clark’s goal is inspiring others to explore and integrate technological innovations into teaching and learning.  My initial impression of the site was that it contained numerous links that opened the door to a wealth of information for me.  Mr. Clark periodically posts blogs relevant to my worksetting.  However, I found that only a few of the hyperlinked sources listed under his blog roll were helpful.  The blog roll is linked to a newspaper columnist, a twitter page, and the blog sites of other colleagues.  I’m sure that if I searched these hyperlinks long enough, my efforts would yield something.  However that would not be practical or feasible.    The most useful feature of his site is the archive link from which I was able to find several helpful blogs.  I found one of the blogs, “2010’s Hottest Ed Tech Topics,” very useful and  bookmarked it for future reference.