Learning about Learning Theories

Eight weeks have flown past, and my learning of learning theories expanded two-fold. As an adult student and instructor of adult students with government agencies, I focused on the Adult Learner Theory, not until I progressed to week five did I realize there are more theories that apply to adults. What you will find here are some thoughts on what I gathered from learning about Learning Theories.

What surprises me concerning how people learn is how instructors imbed into their curriculum the various learning styles. Dunn & Dunn’s Learning Style Theory identified visual—what they see, auditory—what they hear, and kinaesthetic—what they do (Gantasala & Gantasala, 2009, 173-174). In the Online classroom, there is more visual—reading assignments and auditory—video or audio recordings; kinaesthetic is the one learning style the instructor works at to ensure all learning styles are addressed. I recognize that kinaesthetic is the hardest to achieve, as the student’s makeup varies with each iteration.

Once I understood varies learning styles and theories, I started to recognize how I learn. That is I learn better with kinaethetic, followed by visual, then auditory; I excel with hands on and enjoy getting my hands dirty. Looking at the various learning theories, I recognized three that I specifically relate to. First is Constructivist Theory -- developed by J. Bruner’, focuses on the learner learning from experiences; second is Social Theory -- developed by Bandura, focuses on modeling others; and finally, Adult Theory – developed by M. Knowles, focuses on he “need to know” (Cooper, 2009; Culatta, 2012; Knowles, Holton and Swanson, 1998). I recognize I utilize all three as I learn.

In conjunction with the learning styles and theories; motivation, I feel is the driving force that propels students to continue. The Online student/teacher interaction either makes or brakes the students desire to stick with the degree program. Yes, there are other issues, like home life, stress from work, and financial, but I see the teacher who helps the student stay motivated. Utilizing Keller’s ARCS model—Attention, Relevance, Confidence, and Satisfaction; instructors can develop a plan whether for the entire class or specific to a student.

You wonder, what will we do with the information obtained from these last eight weeks. Here is a taste of how it will be incorporated in future endeavors. First of, I will apply to my own studies, recognize how I learn will enable me to gear my efforts to what I do best. Second, looking at the adult students/employees I engage in, I will mentally examine their efforts, compare them with the Learning Matrix we developed, and try to adjust how I help them. Thirdly, even thought I stay positive with my students I can see myself keeping the ARCS readily available to help me adjust to the difficult—and sometimes challenging—student.

Finally, after completing this course, I wonder how much I would have learned if this were in the classroom? As I indicated earlier, I excel with the online classroom as it provides flexibility and structure. 

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References

Cooper, S. (2009). Jerome Bruner: Constructivism & discovery learning. Retrieved 12 15, 2012, from Life Cirles--Inc, Theories of learning in educational psychology: http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html

Culatta, R. (2012). Social Learning Theory (A.Bandura). Retrieved 12 07, 2012, from Instructional Design: www.instructionaldesign.org/theories/social-learning.html

Gantasala, P., & Gantasala, S. (2009). Influence of Learning Styles. International Journal Of Learning, 16(9), 169-184.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning , 78, 39-47.

Knowles, M., Holton, E., & Swanson, R. (1998). The adult learner. The definitive classic in adult education andhuman resource development. (Fifth, Ed.) Houston, TX: Gulf Publishing Company.

A Cool Resource....

That I was not aware of and want to share...


I kept seeing reference to TED, and so I did a Google search.  I got to TED.com, and since I work in the training field I looked for stuff dealing with education... Lo and behold I ran into TEDed

It's called TED Education (http://ed.ted.com/)

There is an introductory video that is worth viewing to learn the capability of TEDed....

In TEDed, you can search for educational videos, and if you create a FREE login, you can:
Customize the title
Use existing quiz or create new one
And track your students progress...

Very Cool...


Marnie 

How Do I Learn?: Fitting The Pieces Together

Have you thought about how you learn or how your memory works concerning learning? After completing six weeks of study for a school, I can effectively identify a couple of learning theories that apply to me.

1. Constructivist theory, developed by Jerome Bruner, based on the idea that “learners construct new ideas or concepts based upon existing knowledge”, that it is “an active process” (Cooper, 2009). Combination of the learner and the environment factors influence constructivism “as it is the specific interaction between” them that “creates knowledge” and that creates “cognitive tools which reflect the wisdom of the culture” they are used in (Ertmer & Newby, 1993).

I recognize my intuitiveness to learn to use new things—how to use a computer program or complete discussion posting for class—research to backup your thoughts, and relate to fellow students. The Intelligence training and job duties I performed caused me to think critically, to think outside the box.

I look at previous experiences (whether others or mine) to help understand and integrate into my own life.

2. Social Learning Theory, developed by Bandura, “explains human behavior in terms of continuous reciprocal interaction between cognitive, behavioral, and environmental influences”. Individuals will most likely “adopt a model behavior if it results in outcomes they value” or is similar to the observer, and has respected status and behavior has practical value (Culatta, 2012).

I enjoy, and maybe too much, Facebook and various blogs. Lots can be learned from others, and the important thing is to select the best individuals to follow. As I worked through learning theories, I identified various blogs or websites to return to, here is just a few that you might recognize.

Instructional Design www.instructionaldesign.org

Instructional Design & Development http://www.iddblog.org/

Big Dog & Little Dog’s Performance Juxtaposition http://nwlink.com/~donclark/

Big Dog, Little Dog Blog http://bdld.blogspot.com/

Now that I recognize what works best for me, I see why I work best in the Online-learning environment. Online brought me flexibility with structure, self-motivated, able to function in the online campus, and willing to share experiences with others. In the online campus, technology plays a major role, and my adaptability to the technology makes it much easier to stay positive and motivated. Using the available research tools provided by the school, ASTD, International Society for Performance Improvement (ISPI.org) and Google.com, to name a few, provide the windows to facilitate my learning.

Final Note: We need to look have how we learn instead of just getting the right grade.

Alex Rister’s blog “Super Teachers: Education is the East vs. West highlighted something that hit home to me...“we value the “A” on the test.  It doesn’t matter if the student has actually learned.  We measure success in the 4.0. We don’t value the process of learning, which is, of course, struggling and working and re-working until you get it right” (Rister, 2012).

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References:

Cooper, S. (2009). Jerome Bruner: Constructivism & discovery learning. Retrieved December 15, 2012, from Life Cirles--Inc, Theories of learning in educational psychology: http://www.lifecircles-inc.com/Learningtheories/constructivism/bruner.html

Culatta, R. (2012). Social Learning Theory (A. Bandura). Retrieved December 07, 2012, from Instructional Design: www.instructionaldesign.org/theories/social-learning.html

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing critical features from an Instructional Design perspective. Performance Improvement Quarterly , 6 (4), 50-72.

Rister, A. (2012, 12 08). Creating Communication. Retrieved December 15, 2012, from Superteachers: Education in the east vs. west: http://alexrister1.wordpress.com/2012/12/08/superteachers-education-in-the-east-vs-west/

Connections

Taking the time to identify my network connections allowed me to recognize that instructional design is not done alone; instead, a network of people make it happen. In today’s technology laden world, the ability to go with the flow and change one’s focus is essential. I embraced the technology shift, especially after experiencing frustration with distance learning that lacked the online aspect. My analytical training also helped feed the switch.

The Apple iPad is the biggest boost for my technology assault on graduate level schooling and light enough to carry anywhere. I thrive on the ability to read blogs, investigate websites, read PDF files on the Metro, doctor’s waiting room, without sitting at my computer. I did not grow up with a smart phone in my hand or a laptop, but I have morphed into the technology age, thus enabling me to move forward as an adult learner.

My most often go to place on the web for information is Google.com. Searching for information using key words allows me to encounter information I may not see if I walked into the local library or bookstore, find sites focusing on specific topics or others that cover multiple. Wikipedia is another place I like to go to as it provides a starter to point me to other sites, PDF files, or books.

I am still learning the art of asking quality questions on sites like ASTD or LinkedIn. You see questions/comments by others, and yes, you learn from those, however, asking your own questions forces you to identify gaps in your knowledge library.

Siemens (2004) describes connectivism as the “integration of principles explored by chaos, network, and complexity and self-organization theories...a process that happens within nebulous environments of shifting core elements – not entirely under the control of the individual.” Siemens also indicated “decisions are based on rapidly altering foundations” (2004). Considering Siemens description of connectivism, my learning style melts into the technology world of online courses. The demands/dedication of online learning, accessing the various technology avenues related to adult learning, requires mature adults able to stay the course.

Reference:

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

The Brain and Learning, Plus Problem Solving using Brainstorming

It is interesting as we attempt to understand our memory; how our short term or working memory works differently than long-term memory. Now that my brain is fried, I found a wonderful link that brings learning theories to a concise and understandable level.

The Twelve Principles of Brain-Based Learning is an article written by “The Talking Page”, a Literacy Organization that focuses on early childhood literacy. 

The twelve principles provide the reader how one’s brain adsorbs information, and especially with children. The writer highlights the importance of a stable and familiar environment for the learner; a positive occurrence enriches the learning experience (Principle Three).

Principle four and five focus on patterning, and how the brain desires meaning and how one’s emotions affect patterning. Ormrod, Schunk, & Gredler (2009) describe pattern recognition as “assigning meaning to a stimulus input” or “matching an input to known information” (p. 50). The importance is to present information that “allows the brain to extract patterns” and encourage a passion to learn—emotion.

Jumping to principle seven, attention and peripheral perception, the focus is on the importance on what the child learns in the classroom must apply outside or the information falls away. Principle nine gets a little deeper with the types of memory—the spatial memory that needs no rehearsal and the locale memory that is motivated by newness.  Principle eleven brings a valid point that learning occurs when challenged, and yet can be hindered with grading with no feedback.

The article ends with principle twelve that each instructor/educator needs to understand. Each brain is unique. No two brains operate the same and lesson plans require the flexibility to work with each one.

As I was brainstorming to complete this blog entry, I decided to provide some insight into brainstorming and its effectiveness in the classroom.

Brainstorming is a problem-solving strategy used in seeking solutions. Brainstorming requires participation without criticism, and leads to development of multiple ideas that enhance each other (Ormrod, Schunk, & Gredler, 2009, p. 119).

Learn This provides 11 Rules for Effective Brainstorming.

1. Defer Judgment—this can squelch the fluidity of ideas

2. Everyone Participates—everyone’s ideas counts

3. High Energy—alert and active

4. Faster is Better—minimizes filtering of ideas

5. Quantity verses Quality—more ideas the better

6. Encouraging Wild Ideas—think outside the box

7. Build Each Other’s Ideas—modify and improve

8. Keep on Track—stay focused

9. Short Discussions—this is not the time to have lengthy discussions

10. Capture Everything—getting everything written down for reviewing later

11. Organize and Filter AFTER the Brainstorm—minimizes distractions

Personal experience with using brainstorming, in conjunction with a case study, in an adult classroom proved interesting as it has the tendencies of sounding chaotic, and you wonder if any learning occurs. Adult students saw the benefit of hearing everyone’s input, recognizing that one person did not have all the answers, and brought out ideas not thought of before.  

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.