Reflections on Learning Theories and Instruction

Although everyone’s brain has the same basic make up and functions, it is striking to me that learner’s perceive information differently through multiple intelligences and learning styles. We all generally have the ability to retain information that we hear, see, smell, or use motor functions to learn. However, for some of us what we see triggers memory recall or retains memory. For others, it is the use of motor function or performing a task that triggers a retained memory or causes a memory to be retained for later use. Furthermore with learning styles, I now better understand that rhythm, pictures, and motion can be used to increase the transfer of knowledge.

For my personal learning, I have found that my learning style has changed based on my experiences and having to adapt for work. While still a kinesthetic learner, through my online courses, I have learned to be more comfortable at learning with and recalling information read, seen in matrices or pictures and heard during my studies. While before my online learning experience which started almost 4 years ago, I had a hard time remembering what I heard during classroom lectures and relied heavily on the notes that I took. So, by entering an online education forum where more independent learning was required, I adapted my learning style in order to be successful. This has also taught me that all learners have the potential to adapt their learning styles based on their own drive and need for success.

Learning theories are the basis on which teachers and instructional designs base their own styles to teaching and designing. Learning styles are the method by which learners perceive the information being provided through their senses. Teachers and designers can use these various methods of perception to aid in the transfer of knowledge for learners. Educational technology takes the theories and styles to another level. Through blogs, wiki’s, mp3’s, iPods, DVD’s, online chats, web camera’s and real-time live chats, the various theories can be applied. For instance, behavioral theory can be used in the form of DVD’s where the learner can watch, observe behaviors and actions in order to retain the memory and repeat the actions later. Another example is the internet and how it can be applied in a constructivist manner by allowing the learner to research current events to apply what they have been learning in the classroom to real-world occurrences.

Motivation is a necessary element for a learner regardless of which theory you subscribe to, your learning style or technology that is available. Motivation is the foundation of how well a learner takes in the information, retains it and uses it. Instructional designers have to remember that no matter how well the content in the course is, there has to be triggers imbedded to increase motivation which will increase participation and focus during the class which will in turn increase the likelihood of the learner retaining greater amounts of information.

The Learning Theories and Instruction course has provided a needed and firm foundation for the remainder of the certificate program in Instructional Design. It has taught me the importance of taking the firmly established and the new concepts as well as technology has to be considered when designing courses. It has reinforced the importance of looking at instruction from the point of view of the learner and not be so focused on what I believe is needed. In other words, be sure to think about the different ways learners gather and process information; incorporate those elements in the design of the instruction; and include methods to continue to motivate the learner.

As an instructional designer, I feel I have the privilege and responsibility for helping teachers teach and learners learn. This is not a responsibility to be taken lightly, but to be taken seriously with an emphasis on the learner and ensuring that the instructor or teacher who has the responsibility for delivering the information to learners have the information that they need to aid in learning transfer.

Theories and Learning Styles: How it Fits Together

My view on learning has been affected by a deeper understanding that I have regarding how the brain works to learn and the importance of making learning memorable. Learning can occur either through muscle remembrance by having what is being learned demonstrated and then modeled or by intelligence remembrance and demonstrated in actions or behaviors. Learning transfer takes place when the information being learned is retained and retrievable using triggers.

What causes transfer and what triggers memories are different for different learners and have a lot to do with their natural intelligence or multiple intelligence (MI) and can be through seeing, hearing, movement, interpersonal or intrapersonal understanding. Closely related to MI are learning styles that further describe how individual learners perceive and process information. Using the varying styles of learning and teaching will trigger the transfer of learning. It is highly unlikely one single instruction can incorporate all of the intelligences and styles at one time. However, understanding MI and learning styles and how they trigger learning can make it possible to design effective and transferrable instruction.

In addition to understanding MI, understanding the actual content can aid in transfer. In an article by David Glenn in the Chronicle of Higher Education (Chronicle Article), an outstanding point is made about not working so hard to understand learners styles, but adapting teaching styles to reflect what is needed by the content (Glenn, 2009). In the same vein, instructional design should be as focused on content as MI and learning styles to ensure the content is meaningful and the actions taken in the course reflect how best to transfer the knowledge. For example, a chef does not learn to cook only by reading a book; they learn to create dishes by taking what is read and acting out what is read or what they have watched someone else demonstrate for them. So whether or not a learner perceives through active or reflective process or perceives through direct experience or observation, the method that needs to be employed needs to be one that will result in knowledge transfer.

My own personal learning style has been more concrete in nature with direct observation and action; however, as I have matured, I have also adopted a reflective and analytical learning style. Of course, when I am learning to prepare a new recipe, I do not learn it by analyzing the recipe and discussing its pros and cons, I still learn by preparing the recipe to emulate what I have read and seen. However, when I am designing an instruction for content that I have not experienced before, I take the information from interviews with SMEs and reflect upon it, analyze the best way the learner may understand and then work on the design. So as the Glenn article identified, it is not just the learning style but the content that drives how learning is transferred.

Technology aids me in learning through the ability to seek and find information that interests me or that is required by course work. With the new RSS feeds once a site is found, keeping up with changes and updates to sites that have pertinent information has become easier. Also the varying types of information that is available can play to many learning styles. Through You Tube, I can see someone demonstrate how to do almost anything and other websites have incorporate video to also provide demonstrations and a more personal feel to the learning experience. The technological advances in word processing, spreadsheet, and presentation software makes creating document to share much easier. Also the improvement in mobile phones and mobile computing makes it easier to surf the net from where ever you are which makes it easier to keep up with assignments for work as well as school.

What I have learned from these past weeks of researching and learning about learning theories is that balancing the knowledge of MI, learning styles with content specific needs and using technology can aid the instructional designer in developing impactful courses where learners will benefit most.

References:

Glenn, R. (2009). Matching teaching style to learning style may not help students. The Chronicle of Higher Education. Retrieved on December 21, 2009, from: http://chronicle.com/article/Matching-Teaching-Style-to/49497/?sid=at&utm_source=at&utm_medium=en

Connectivism

The mind map of how I apply Connectivism learning theory shows a number of different avenues including interpersonal connections like family, and friends; solitary connections like observation; and reflective connections like making a mistake and reviewing it for corrective measures next time; and connections designed for escape from the every day, like reading. All of these various connections have changed the way I learn by providing resources and outlets to allow my mind to connect the dots when needed and wander to wider spaces to allow connections to happen on their own.

As I began to use my connections, learning became easier. I do not try to force learning – or very rarely – I use the different connections to help me learn. For instance, if I am tackling a difficult concept, I read about in a text, then surf the web to try and put it in practical terms, and then I may take a mental vacation by reading something not related. After this, I can then return to the concept and look at it from a different point of view and am able to grasp it better.

The internet has helped with growing my connections by being able to “Google” something that I do not understand and more recently or finding almost everything you ever wanted to know by video on “You Tube”. Both provide the tools necessary to dig deeper into information and gain a better understanding while comparing it against the tried and true published texts. When I have questions, I can usually Google it and dig until I find the information in a form that I can comprehend and apply practically.

The central tenets of Connectivism include: learning by connecting with new resources; acting blindly to learn new information; continual reflection and evaluation used to shift mindset; and emotion and cognition and their role in learning (Siemens, 2004). My personal learning network supports these tenets through my seeking new knowledge through web resources; allowing myself to make mistakes by at times acting blindly and then learning from them so as not repeat the same mistake; taking the time to vent in order to put things into perspective or take mental breaks or escapes when learning gets too “heavy”.

Connectivism to me is a theory of learning that incorporates the ever increasing role of technology in learning and the importance of our fast-pace to provide a framework of how we can apply these things to learning.



Siemens, G. (2004). Connectivism: a learning theory for the digital age. eLearning Space. Retrieved on November 29, 2009, from: http://www.elearnspace.org/media/Connectivism.ppt.

Learning Designed for the Brain (Alice 6115WK2)

The Brain is a complex organ that is central to our physical and Psychological functions. We are able to walk, talk, and think because our brain is able to retain and retrieve memory when the right stimulus is present. The new information we memorize is learned inf0rmation; making the brain central to our ability to learn. Because of our need to learn and process new information from birth to death, it is no wonder there are so many interdisciplinary studies devoted to how best to empower the brain to work to its greatest potential and provide increased learning.

Various studies have concluded that what we eat, how much exercise we get, strong emotions and even stress can slow or expedite brain function and memory which in turn changes the way we learn (Jensen, 2008). All of our actions and inactions activate a different part of the brain beginning with electrical triggers in our neurons that create neurotransmitters that release, and pass throughout the cerebral cortex and other parts of the brain (Weiss, 2000). Every creature and object we come into contact with triggers a response and adds a memory. The more stimulation we receive the more triggers and the more responses. Since everything that we do involves our brain, it would stand to reason that we should consider our brains when designing learning.

As memory moves from our short-term memory and working memory, it is important for learning to ensure it passes into our long-term memory. The better our brain functions, the more targeted the stimuli, the more likely the information will be retained and/or learned. Emotions can stimulate the brain and bring expediency to our decision making (Weiss, 2000). However, it is critical that the right levels of controlled emotions are initiated as stimuli. Being too emotional can effect the decision making process.

Having an emotional attachment to the learning process can trigger attention and then meaning which are the first responses required to learn; and the brain to begin the process of moving the information to long-term memory. When designing learning, remembering to include the “what’s in it for me” or WIIFM, can go a long way in helping to form the emotions necessary to trigger attention and meaning to what is being taught.

While emotions stimulate mentally, physical exercise can stimulate physically and mentally. Studies have shown that exercise increases brain mass, cell growth and mood enhancement (Jensen, 2008). All of these attributes contribute to an individual’s ability to process more information which may lead to greater learning. When designing learning, physical activity can be incorporate when determining the number of breaks or direction for the educator or trainer to ensure the learners have ample opportunity to move around in between learning.

Although physical activity and emotions alter brain function to increase learning; high levels of stress can decrease brain function and decrease learning (Weiss, 2000). While under stress, you can still learn, but the learning is more basic. This refers to the part of the brain that becomes active when stress levels are high. What a learner sees, hears and senses passes quickly through the frontal portion of the brain and straight to the cerebellum in the hind brain which is the least developed portion of the brain. It can store “isolated facts” (Weiss, 2000). However, when stress is more controlled, it provides the opportunity for the information to pass through the more developed area of the brain through the frontal lobe and into the cortex where higher level of thinking occurs. Here, information can be processed and examined where greater meaning can be found in the information leading to greater long-term memory storage.

When designing learning, keeping the level of stress at a controllable level can aid in the learning process. For instance, a game will add the stress of competition. Designing the game so that it reinforces information already learned can make the stress more controllable than a game where competition is triggered based on information that the group has not learned.

Whether learning is designed to illicit positive emotions and attachment to the information shared; get learners moving to increase brain activity; or use controlled stress to enhance learning; taking the time to consider the brain when designing learning can improve the design and have positive effects on the learners.

Weiss, R. P. (2000). Brain Based Learning. Training and Development. Retrieved November 15, 2009, from: http://fleen.psych.udel.edu/articles/AEP04.2.6.PDF

Jensen, E.P. (2008). A Fresh Look at Brain Based Education. Kappan Magazine. Retrieved November 15, 2009, from: http://www.pdkintl.org/kappan/k_v89/k0802jen.htm

Let the blogging begin...

As my first blog is all about others blogging, I have found a wealth of information that previously I did not know existed. There are educators, corporate trainers and others who have experience in Training and Instructional Design with most times well thought out opinions based on their experience. The information is thought provoking and applicable to a new instructional designer as well as, I would think, a seasoned instructional designer who is looking to keep their mind open to continue to fine tune their craft and take of advantage of the latest technology and ideas. The biggest advantage of blogs is that people have the opportunity to ‘hear’ and be ‘heard’. It is similar to getting into a room with other like minded or like interested people and bantering while tossing around ideas to improve intellect and increase skills. After reviewing quite a number of blogs, the three blogs that I believe will help me continue to hone my instructional design knowledge and skills.

The first is The Learning Circuits Blog the ASTD’s blog spot. What drew me in was there Big Question from 2008, “Instructional Design – if- when- and how much?” I found the responses to a basic question very interesting. The responses and further insights of the original blog author wound through many things and one of the more thought provoking strings is the asserted question which I've summarized in my own words here--what makes someone more of a master at an art than the average person who seeks to create? We all can create, some creations are just simply better. Determining what is considered better is up for interpretation until there are well-defined elements that are proven to be better for what ever reason. For instance, everyone who is physically able can paint a wall. However, the Painting and Decorating Contractors of America (PDCA) defines a well painted surface as follows: “a well painted surface is defined as uniform in appearance, color, texture, hiding and sheen. It is also free of foreign material, lumps, skins, runs, sags, holidays, misses, or insufficient coverage. It is also a surface free of drips, spatters, spills or overspray caused by the Painting and Decorating Contractor’s workforce”. With this very clear definition, anyone could determine the quality level of a painted surface. The big questions and the various responses can be used to stimulate thought and provoke research such as the painting example as I continue on in my courses and career.

The second blog is Experience E-learning which looks at Instructional Design more from an educator’s perspective versus a corporate perspective at a grassroots level. Both perspectives are applicable when designing learning and each perspective can provide the other new insights. I find that I would use this blog to gain a better understanding of what are the expectations of an instructional designer or connect to a community of educators with good ideas about things like student motivation.

The third blog is Rapid E-Learning which is more corporate oriented with slick appeal as well as good information. This blog is centered on getting someone up and running in designing online learning that is appealing to the eye. I find that I can use this blog for quick hits on things like PowerPoint tips, fonts and other creative ideas to increase the appeal factor.

I consider blogging to be the every day’s person’s forum for expressing opinion, sharing experiences and knowledge. As a learning tool, I believe it could be very helpful as long as the use of the information contained within is taken with a grain of salt and further researched and verified. Blog’s are for the most part, opinions, some based on experience, others based on intuition. For the information to be applicable in a research project, it is my opinion that additional research should be done to verify or disprove the content of a blog. Still, all in all, blogging is intellectually stimulating and is a great source for ‘hearing’ and being ‘heard’.