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

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