As I reflect back on the course I
am surprised by how much I have learned.
I went back and read through my discussion posts and assignments from
each week and it really was a good way to reflect on what I have learned. Coming into the course I had some foundation
in learning theories from my teacher training, however I did not realize how
incomplete this perspective was. As I
step into the world of instructional design I can appreciate the necessity of
understanding the full complement of these learning theories in breadth and
depth.
As I further my knowledge of how
individuals learn, my biggest revelation was that just as learning is an
evolutionary process, so are learning theories.
Harrop (2010) states, “the rapid rate of change in society, and the
so-called information explosion, suggest that we should now be looking at an
educational approach where it is the learner himself who determines what and
how learning should take place” (p. 1).
Especially as we begin to look at the role of the online environment in
learning, it is important to be able to apply older learning theories to this
new paradigm. As highlighted by Leonard,
Noh, & Orey (2008), “these theories are very good for understanding how
people learn, think and how they accommodate new knowledge.” So I must
continually ask myself, how can I utilize this foundation of knowledge to best
adapt my instructional practice in a changing world?
This course has inspired me to stop
and reflect on my own personal learning, which I think in the end will enhance
my instructional practice. In
developing the learning theory matrix, I began to see that I can identify with
each learning theory and move through them fluidly depending on the subject
matter or context of the learning environment. As Ertmer &
Newby state, “what might be most effective for novice learners encountering a
complex body of knowledge for the first time, would not be effective, efficient
or stimulating for a learner who is more familiar with the content” (1993, p.
67). Sometimes I am a novice learner and sometimes I am more an expert
learner, but either way I can move forward in my learning and use different
strategies to do so. Of particular importance to me was exploring adult
learning theory (Conlan, Grabowksi, & Smith, 2008). This theory supports where I have evolved as
a self-regulated and independent learner and gives me a better perspective of
where my adult students may be.
As I encountered the variety of
learning theories throughout this course it became clear that learning is a
process in which experience alters ones knowledge and behavior (Smith,
1999). Learning theories are therefore
“ideas about how or why these changes occur” (Smith, 1999). The learning process is inextricably linked
to myriad learner factors such as the style of learning, motivation level and
connection and familiarity with the educational technology. Effective instruction must address these
factors across a broad range of learners.
To teach effectively we must understand how our students learn and this
depends a lot on their motivation levels and their preferred learning styles.
(Laureate Education, Inc., 2009). A
quote from Semple (2000) really tied it together for me: “A teacher well versed
in the various theories of learning, with a thorough knowledge of his or her
students and a high level of competence in using and applying a range of
educational technologies, will create appropriate learning environments” (p.
10).
In
conclusion I see this course as the foundation for my future as an
instructional designer. Merrill, Drake, Lacy, & Pratt (1996) define instructional design as “a technology which
incorporates known and verified learning strategies into instructional
experiences which make the acquisition of knowledge and skill more efficient,
effective, and appealing” (p. 2).
Understanding learning theories and learning strategies should be a
cornerstone for my design practice and something I need to continually reflect
on as technology continues to alter our future learning environments.
References:
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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.
Harrop, M.I.
(2010, July). Evolution of learning
theory. StudyMode.com. Retrieved from
http://www.studymode.com/essays/Evolution-Of-Learning-Theory-367536.html
Laureate
Education, Inc. (Producer). (2009). An introduction to learning [DVD].
Baltimore, MD: Dr. Ormrod.
Leonard,
K., Noh, E.K., & Orey, M. (2008). Introduction to emerging perspectives on
learning, teaching, and technology. In
M. Orey (Ed.), Emergying perspectives on
learning, teaching, and technology. Retrieved from: http://projects.coe.uga.edu/epltt/index.php?title=Introduction_to_Emerging_Perspectives_on_Learning,_Teaching,_and_Technology
Merrill, M. D., Drake, L.,
Lacey, M. J., & Pratt, J. (1996). Reclaiming instructional design. Educational
Technology, 36(5), 5-7
Semple, A.
(2000). Learning theories and their influence on the development and use of
educational technologies. Australian Science Teachers Journal, 46(3).
Smith, M. K.
(1999). Learning theory. The encyclopedia of informal education.
Retrieved from http://www.infed.org/biblio/b-learn.htm
