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