Reflection of Learning

As I enter the last week of my Learning Theories and Instruction course, I can reflect on what I have learned and how this new knowledge will affect how I look at learning and instructional design.  After ten years of serving in the public school, I had a strong foundation in learning theory.  However, I have found that learning theory is often impacted by the learning environment, and nothing has had a greater impact on today’s learning environment than technology.   The course has also opened my eyes to my own learning process and how I effectively approach new information.  I now feel that I have a more complete understanding of how I learn.  Finally, I believe that the information I have gathered throughout this class will enable me to design more effective instruction for the variety of learners that I will work with in the future. 

I find it interesting that the increased use of technology and personal computers has had a direct impact on how we learn. However, research has proven that, regardless of how technology has changed how we learn, it has had little effect on how we deliver information. Gardner states that technology “has had remarkable little impact on mainstream education.  When plugged in, they are all too often simply used to ‘deliver’ the same old “drill-and-kill’ content” (Gardner, 2000).  As instructional designers, we must continue to reassess our delivery strategies and ensure that we are utilizing technology to its fullest benefit.  Technology will continue to mold the way we learn.  As an instructional designer, it is important to recognize how the learning environment impacts the learner. 

This course has also opened my eyes to how components of different learning theories are present in my own learning.  I can see aspects of behaviorism, constructivism, cognitivism, connectivism, as well as adult learning theory in my approach to understand new content.  I have a clearer outlook on what strategies are effective for me and how to approach different types of information.  Bill Kerr points out on his blog that “each –ism is offering something useful without any of them being complete or stand alone in their own right” (Kerr, 2007).  I see evidence of this in my own learning.  How I approach new learning depends on content, level of difficulty, and purpose.  These things determine how I learn and the strategies that I utilize.   This course has also allowed me to reflect on where I get information and knowledge and how I need to make connections between that information.  Understanding my personal learning process allows me to have a deeper perspective when working with other learners. 

One thing that I will take away from this course is that researched based learning theory as well as individual learning styles must lay the foundation for instructional design.  Educational technology can be a vital tool, but we cannot rely on it to be the sole motivator for learning.  Motivation is a key component to the success of instruction.  Although many adult learners have a natural desire to learn, motivation can be discouraged by the design of a course.  “Motivation is partly the function of the learning environment” (Laureate Education, 2009, p. 224).  Lack of choice, a controlling learning environment, and manipulating extrinsic rewards can cause a lack of motivation.  John Keller’s ARCS Model of Motivational Design identifies four steps to promoting and sustaining motivation (Keller, 2013).  By considering attention, relevance, confidence, and satisfaction, a healthy learning environment can foster motivation and encourage retention.  

I believe that the information I have gathered from this class will enable me to design effective and meaningful instruction that is founded on theories that are sound and research based.  It has given me confidence to evaluate the needs of my students and create a learning environment that will successfully meet there needs.  It has also given me tools, such as the ARCS model, to evaluate a course, identify weaknesses, and strategies to make a course more effective.  I feel confident that the knowledge I have gathered from my research over the past eight weeks will provide the foundation I will need to design effective and meaningful instruction. 

References

Gardner, H. (2000). Can technology exploit our many ways of knowing. The digital classroom: How technology is changing the way we teach and learn, 32-35.

Keller, J. (2013, September 17). ARCS Explained . Retrieved from ARCS Model: http://www.arcsmodel.com/

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved from Billkerr2.blogspot.com: http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Laureate Education. (2009). Learning theories and instruction . New York: Laureate Education Inc.