A Time for Reflection

Throughout the course I have struggled with one aspect while dealing with the multiple learning theories. As I read through each one it seemed to make perfect sense, present a new idea, and yet still seemed exactly the same as the previous theory I had studied. Developing the Learning Theory Matrix allowed me the opportunity to see everything in one medium and put my finger on what it was that was bothering me. I was most struck by how from one theory to the next you can see an actual progression in thinking. After studying Connectivism, Behaviorism can appear quite remedial. I am now able to recognize and more importantly appreciate the work theorists have devoted to figuring how the way we learn. I can see that if it were not for the Behaviorist and Cognitivist theories, the more complex or detailed theories would have never been thought of. While judging from our course readings it may appear as if the various theories are in competition with each other, they actually aid each other and allow for their existence as a whole.

My understanding of my own personal learning process is just beginning to blossom. I know am able to not only recognize tactics that aid in my learning, but I also am able to implement them correctly. I find myself constantly assessing my own learning, a practice that Dr. Ormrod spoke to various times citing its importance. She also mentioned how being able to assess ones own learning is a giant step toward becoming an effective learner. Being in an online classroom made the content even more valuable, allowing me to access tools or apply ideas directly to both my academic program and real life. Looking back I believe I have always been more on the Constructivist end of the spectrum; this course has allowed me to branch out and become more comfortable with a variety of learning styles, specifically the Social Learning and Connectivism theories.

While the academic disciplines that involve learning theories, learning styles, educational technology and motivation may differ, I have seen them come together to provide gainful insight into the eyes of the adult learner. The most valuable idea learned over the past eight weeks is that no one theory, style or approach is the correct choice. The most effective and beneficial learning occurs from a true blend of theories and styles. We have studied that different learning theories can apply depending up on the nature of the material, that different styles may work for the same person at different times and that learners need to be invested in their learning in order to succeed. Without motivation learning does not happen, by being able to identify and manipulate effective theories and styles instructors are able to use technology to aid in the learning process.

I will be able to move forward as an Instructional Designer due to the solid foundation provided by this course. By having an understanding of the theories presented here I am now ready to learn technically how to create effective learning materials. As it was pointed out in what we have studied, technology (or any learning material) alone will not result in learning; information must be delivered in a way that will evoke a meaningful response from the learning.

Fitting the Pieces Together

Now that I have gained deeper understanding and insight into the different learning theories and styles my view on how I specifically learned has been confirmed and also has thrust forward my studying. I still see the most of myself in the Constructivist theory, especially in the way I consciously try to relate new information to knowledge I have already mastered. I have also come to see myself as an adult learner for the first time, this has led to my deeper understanding by applying what we have learned directly to my work. I have been able to gain the gist of some of topics via the reading, videos, discussion; however the information became cemented after I was able to use it myself, work it around and figure out what it actually means to me. I have been able to find a thread of connectivism in all of my learning, especially with an online program I am always connected to the online classroom, resources, and classmates.

Aside from just taking classes online, technology takes plays a huge role in my learning. I used to just search, retrieve and bookmark/print information I needed for coursework. Now I am able to used an RSS feed to organize sources I use, have used, and will continue to check in the future. I use Google docs as a way to work on assignments periodically from any computer up until the instant I decide to submit it to class. Fortunately the mind map assignment fell on the same week as a presentation I had given at a team meeting. I was able to use webspiration to create a more effective tool to educate colleagues. Most of all I have been introduced to blogs which have proven to be an abundant resource for information on Instructional Design from leaders in the field. It is refreshing to study a subject that is progressing with the times, as opposed to having to sprawl out among the library stacks to find reliable information.

Mind Mapping my Connections

In reflection to my mind map posted earlier this week I can honestly say that my network resources have expanded immensely over the past few months to a year. By using technology frequently I am able to see how valuable of a learning resource it is. I see a difference at work between classroom and online trainings, the latter being the preferred. Being able to recognize this allows me to brainstorm ways to effective design materials based off my eLearning experiences.

The digital tools I use to "live" day to day are my BlackBerry, work laptop, personal laptop, TV and ipod. I must say it was difficult for me to choose the best platform to facilitate learning for me. Favorite means of information would have to be my phone simply because of the convenience and access to almost anything I would need a computer to do. As for best it would have to be my newest addition, the macbook. I am able to manipulate and organize information with not just the programs readily available on my desktop, but also with programs available on the web like webspiration.

With so many options to gather information from I can't agree more that the "ability to draw distinctions between important and unimportant information is vital" (Review of Connectivism). There are so many biased perspectives on any single issue, it can end up more time consuming to sift through and find what is reliable and accurate information. A Google search on a single topic can yield millions of results (Learning Theory > 32 million hits). There is just an incredible amount of information at our disposal (Connectivism). In all learning there will always be some degree of connectivism, it is dynamic and will vary from person to person in how it is attained, processed, and retained.

Connectivism

Evaluating & Identifying Online Resources

While searching for articles regarding this week's topic of the brain and its learning relation to learning I found two pieces linking brain-based learning to actual classroom implementation.

The first "Connecting Brain Research with Dimensions of Learning" by Mariale M. Hardiman discussed the five dimensions of learning and links them to a number of best practices for teaching. I found this information to be very valuable. Hardiman references a Blue Ribbon School of Excellence in Maryland at the elementary/middle school level. The article discusses each dimension and then explains what processes occur in the brain. The author then moves on to offer examples of best practice and activities to implement in the classroom. A main focus of the article is on learners with learning disabilities and their immersion in a general education setting.

The other article, "Reinventing Schools Through Brain-Based Learning" written by Renate Nummela Caine and Geoffrey Caine I found to be somewhat valuable. The authors studied the reform of a California elementary school through brain-based instruction. The Caine's books, Making Connecting - Teaching and the Human Brain, was the outline for the restructuring of an entire school community - including teachers, the principal, parents, custodians, etc. all took place to help their school become a more effective learning environment. The article did offer insightful information; however the authors never went too in depth on any aspect, whether it be the actual reform process or the results it produced, aside from that the students were striding toward success.

Caine, G., & Caine, R.N. (1995). Reinventing Schools Through Brain-Based Learning. Educational Leadership. 52 (7).

Hardiman, Mariale M. (2001). Connecting Brain Research with Dimensions of Learning. Educational Leadership. 59 (3).

The First Time Around

I have been tasked with assignment of creating a blog and becoming an active participant in blogging in order to learn more about the field of instructional design. Eager to get my feet I am happy with the little gems I have found so far.

The ‘Instructional Design & Development Blog’ from the IDD Department at DePaul University showcases current professionals reflecting upon recent tasks, popular trends and the opportunity to bounce ideas off one another. I hope that this site will become more useful to me as my knowledge of Instructional Design grows. I found even as I read from entry to entry I am able to better understand the posts above. These entries will help apply the work done in class to real world situations that I have yet to experience. This blog will lend to my work in the ID field as best practices and useful techniques can be picked up and then applied to my training sessions with new hires. I noted how one professional mentioned CogDogRoo, a wiki site that can offer ideas on way to present using technology without PowerPoint. http://www.iddblog.org/

I was thrilled to see my next random selection has fallen on ‘The Line’ a blog created by an seventh grade English teacher, something I one day hope to be. She explains that her blog will explore lines – lines in education, line read and written, lines people think along, etc. The author’s attitude here is a bit more laid back from other bloggers I have encountered thus far. I hope to learn a great deal from the author’s insight and every day occurrences to aid in my graduate studies. The content found on ‘The Line’ can benefit my work done not just at work, but also in classroom observations, student teaching, and eventually my own classroom. http://theline.edublogs.org/

The final blog I decided to subscribe to for the time being is going to prove to be an abundantly rich resource. ‘Performance X Design’ is maintained by a seasoned Performance Consultant who offers great insight into the field of Instructional Design. He does not just speak about the way designers create learning materials, but at how the materials are created for those studying ID. He also offers readers a rundown of “what’s hot, what’s not” of e-learning. The archive of blogs is full of observations and finding from the latest convention or training organization. Once I begin to become more familiar with the terms the author frequently uses I will be better able to utilize his suggestions in the workplace. http://performancexdesign.wordpress.com/