Learning Theories and Instruction - Reflection

What did you find surprising or striking as you furthered your knowledge about how people learn?

Students learn when they are given a reason to learn. Through this course I was astounded how Dr. Jeanne Omrod suggested "teaching strategies for learning effectively rather than cater to these preferences" of learning styles. (Laureate Education, Inc., 2009). The techniques or rather “strategies” are practical and effective. The application of elaboration, comprehensive monitoring and mnemonics can aide in improving learning.

How has this course deepened your understanding of your personal learning process?

The course broadened my knowledge base, yet more importantly confirmed what visual journalists have been doing intuitively for years without the proven research to support it. It also helped to deepen the understanding of my personal learning style by giving me a concrete definition (connectivism) of it and how increasingly valuable it is in the learner process for many learners.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

Learning theories, learning styles, educational technology and motivation are integral parts of the learning experience. A solid grasp of these components aids instructional designers to deliver content in light of how people learn, various platforms of delivery and what keeps them motivated.  To gauge motivation and interest, Keller’s (1999) ARCS model of motivational design can be applied. As technology continues to filter into education, a dire need to understand the new technologies and accept their limitations are key to learning.

How will your learning in this course help you as you further your career in the field of instructional design?

Learning Theories and Instruction has given me a solid foundation of learning theories, learning styles, educational technology and motivation – which will aid me in my development as an instructional designer. This experience has given me tools to make instruction practical, relevant and engaging. Kathryn Green identified that Howard Gardner’s work shifted from “wanting to see instructional development for different minds" rather than "wanting us to develop for certain minds" (Green, 2011, February 9).  Gardner (2008) highlighted the importance of “Five Minds” (Disciplined, Synthesizing, Creative, Respectful and Ethical) as the competencies needed for the future. There has been remain a constant drive to educate, while considering fluctuations in learning styles across concepts/lessons, staying abreast on new technologies and a deep desire to giving students a reason to learn (Gilbert & Swanier, 2008).

References

Gardner, H. (2008). Five Minds for the Future. Retrieved from http://www.howardgardner.com/Papers/papers.html on February 27, 2011.

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 on February 27, 2011.

Green, K. (2011, February 27). Re: Learning Styles and Strategies [Online discussion group]. Retrieved from http://sylvan.live.ecollege.com/ ec/crs/default.learn?CourseID=4744627&Survey=1&47=8147176&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education, Inc. (Producer). (2009). Learning Styles and Strategies [DVD]. Baltimore, MD: Dr. Jeanne Ormrod.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78). Retrieved from: http://library.waldenu.edu on February 23, 2011.