Reflection

Reflecting on our Learning Theories and Instruction course, my mind was exposed to an area of study that will provide significant benefits as I pursue a career in instructional design. 

            The most relevant pieces of information that seemed to radiate through my psyche reading our class literature was that adults really do learn different from children-at least from my standpoint.  Through my unscientific observation of adults processing new information along with experience in the field of training has led me to believe adults are a different breed when it comes to processing new information.  They are thought-provoking, enthusiastic, and sometimes extremely self-directed, but they are also more enjoyable to assist in the learning process. 

As we proceeded through our lessons, I found myself gravitating towards Knowles’ Andragogy theory as its main focus of material is very learner centered and the learner being very self-directed (Conlan, Grabowski, & Smith, 2012), which I found to be the case with adult learners.

Coming to the end of this course, I have gained a deeper knowledge of my personal learning process with respect to transferring short-term memory to long-term memory.  Glover, Plake, Roberts, Zimmer, and Palmere (1981) (as cited in Laureate, 2009) found that asking students to paraphrase ideas while they read essays significantly enhanced recall moving the newly processed information to a deeper level. The newly acquired information that is understood, organized, and integrated with information previously is more likely to be stored in our long-term memory. 

Looking for connections between learning theories, learning styles, educational technology, and motivation, I would first agree with Allison Rossett, professor of education technology at San Diego State University who supports a blended learning theory approach. Rossett (as cited in Carman, 2005) argues that learning theories are not like region, you don’t have to select or reject one. The goal is have the right theory for the right situation.

Styer (2009) discusses that online adult learners are motivated by engaging tasks and activities as they participate in valued tasks and avoid non-valued tasks.  I found this to be true in my current position as I listened to our adult learners view their thoughts on our new training modules. They are only interested in learning that produces value in their field and are not interested in any diversions we might incorporate into our training plan. 

Our class literature help established a correlation between the technology used to house the training and the learner.  Adult learners prefer not to spend a large amount of their time learning complex online course technology.  Styer (2009) argued adults require a well design, organized online course with many examples, tasks, and activities that help build on the learner’s life experiences.  

Looking towards the future of instructional design, my excitement increases as new ideas are sparking daily in the educational technology realm.  McCaffrey (2011) makes a case for mobile devices to provide a platform and, as importantly, the incentive for students to take personal ownership of the learning experience. The lessons absorbed form deep connections for students and add to their cognitive framework in ways that no lecture ever could.  Combined with the game-based learning where learners can participate in educational video games presents a more engaging and stimulating educational experience.   

As we proceed to the next course in our curriculum, our knowledge base has further increased as future Instructional Designers in many areas.  However, most importantly, I have learned to stop and think about my audience when preparing instruction, to ponder about taking the best from each learning philosophy, and use it wisely to create optimal educational experiences for our learners.

References

Carmen, J. M. (2005). Blended Learning Design: Five Key Ingredients. Retrieved August 2, 2012, from http://www.agilantlearning.com/pdf/Blended%20Learning%20Design.pdf.

Conlan, C., Grabowski, S., & Smith, K. (2012). Adult Learning: From Emerging Perspectives on Learning, Teaching and Technology.  Retrieved July 23, 2012, from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Laureate Education, Inc, (2009). Learning Theories and Instruction. New York, NY: Pearson Custom Publishing. 

MaCaffrey, M. (2011). Why Mobile Is a Must.  Retrieved August 1, 2012, from http://thejournal.com/articles/2011/02/08/why-mobile-is-a-must.aspx

Styer, A. J. (2009). Motivating the Adult Learner Online. Retrieved July 26, 2012, from http://www.irma-international.org/viewtitle/11936/

Adult Learning Theories

In week one, I wrote about a personal association to behavioral and constructivist learning theories.  The path of that reasoning arrived from my fond memories as an adolescent completing the daunting task of behavioral learning methods such as spelling and math drills.  As I progressed through my educational studies along with a military career, emphasis was more cognitive and constructivist respectfully.  Cognitive learning style was key as I was concentrating on knowledge and recalling information and constructivist during my apprenticeship style learning during my career.

Progression through our course and reading the volumes of excellent literature on adult learning theories my mind has expanded causing me to be more observant to the array of learning environments with respect to adults.

My principles for developing instruction are to adjust learning strategies and content to accommodate diverse audiences. We need to ask the critical question “Which theory is the most effective in fostering mastery of specific tasks by specific learners?” (Ertmer & Newby, 1993).  By grasping a good understanding of learning theories, I think we will have the ability to connect with our audience not only on an informative level but a psychological level too.

Nevertheless, Knowles five factors of andragogy resonated throughout my mind as I observed adults learning in my profession as a training manager. Although I read some critic’s views that all learning styles are applicable to adults and children, my daily observations, although not scientific in nature, Knowles’ five factors are right on track for adults.  Such as:

- The need to know:  Adult learners need to know why they need to learn something before undertaking to learn it.

- Learner self-concept: Adults need to be responsible for their own decisions and to be treated as capable of self-direction.

- Role of learners' experience:  Adult learners have a variety of experiences of life, which represent the richest resource for learning.

- Readiness to learn:  Adults are ready to learn those things they need to know in order to cope effectively with life situations.

- Orientation to learning —Adults are motivated to learn to the extent that they perceive that it will help them perform tasks they confront in their life situations (Atherton, 2011).

Davis, Edmunds & Kelly-Bateman (2008) argue that everything else that involves human experience or interaction, the act of learning does not happen in a vacuum.  They describe learning as the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs (Davis, Edmunds & Kelly-Bateman, 2008).

When we add technology to the mix, adults are learning in my ways I never fathomed prior to our course.  Siemens' Connectivism theory is a good example of how incorporating 21^st century technology has changed the way we learn in the professional setting.   With the establishment of LinkedIn, self-paced learning modules, multimedia case studies, simulations, video tutorials, I am reminded of the array of learning tools that fit they way adults prefer to learn.

Adjusting learning strategies for diverse audiences is prevalent in my mind; in spite of this, Knowles’ five factors along with new exciting ways to reach our audiences such as Connectivism, has lend a hand in my personal learning development and provides a good starting point in preparing our intellect for adult instruction.

References

Atherton, J. S. (2011). Learning and Teaching. Retrieved August 11, 2012, from http://www.learningandteaching.info/learning/about.htm

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved August 1, 2012, from http://projects.coe.uga.edu/epltt/

Ertmer, P.A. & Newby, T. J. (1993).  Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Journal of Performance Improvement Quarterly, 6(4), 50-72.

Connectivism

The concept of a network has intrigued me for years.   The process of having a set of connections mandated on you for survival in the professional arena was a little intimidating at first.  I thought the whole concept was idiotic to say the least as I observed colleagues making a life out of “Who do you know?” or “You need to know, so and so, if you want to move ahead.”    

However, over the years I have learned to appreciate how the right networks can alter your career if not your life!  Especially in learning networks.  Since departing on my graduate journey over the last decade, my learning network has become a indispensable part of my knowledge portal  – much more than in my undergraduate degree.

Downes (2012) states connectivism is the thesis that knowledge is distributed across a network of connections, and therefore that learning consists of the ability to construct and traverse those networks.  Siemens (2004) (as cited in Knop, 2008) states, “A community is the clustering of similar areas of interest that allows for interaction, sharing, dialoguing, and thinking together.”  Through the use of technology, I have been the recipient of knowledge by demand as a result of  a diverse learning network at my fingertips.   With technology such as YouTube, I bring experts from instructional design into my home to share short lesson plans.  Or the ability to reach out to colleague via LinkedIn or e-mail to weigh in and have dialogue on a current project is inestimable.  My ability to receive such knowledge swiftly and interact from a network of connections in my field of study not only keeps my learning network active, but also includes array of colleagues and professionals that I would have never had the pleasure of meeting or researching.  

Connectivism has become an academic support system for a large part of my knowledge gathering.  Through connectivism it is not such much “Who do you know?” It is more of what learning communities can you participate in to receive and give back value. Knop, (2008) states, “One’s personal learning network is formed on the basis of how one’s connection to learning communities are organized by a learner.”  Through a carefully constructing and organized professional learning network, I am able to consistently learn and grow feeding my mind long after my academic requirements have been met.   

References:

Downes, S. (2012).  Connectivism and Connective knowledge. Essays on Meaning and Learning Networks.  Retrieved July, 28, 2012 from  http://www.downes.ca/files/Connective_Knowledge-19May2012.pdf

Kop, R. (2008). Connectivism: Learning Theory of the Future or Vestige of Past.  Journal of International Review of Research in Open and Distance Learning, 3(9),   Retrieved July 28, 2012 from http://www.irrodl.org/index.php/irrodl/article/view/523/1103

Connectivism - Mindmapping my Learning Network

http://www.webspirationpro.com/go/1178696

Adult Learning for Workplace

Adult Learning for Workplace

Research has shown that adults learn differently from younger students.  Applying brain-based strategies can help engage adults in learning and focus attention.   Trapp (2005) discusses strategies for self-directed learning formats in her study, Engaging the Body and Mind With the Spirit of Learning to Promote Critical Thinking.  Trapp posed the question, “How can we, as educators combine the latest research on brain-based learning with adult principles to increase learning and retention level?”

Recent results of studies on brain-based approaches such as providing rich-simulating environments, understanding emotions, and that the brain processes wholes and parts simultaneously have shown to be critical to adult learning.  Trapp (2005) states combining brain-based approaches along with adult learning principles and characteristics of adult learning, table 1 refers, can improve adult education in the area of self-learning formats.  Using the key points and learning techniques such as story telling, asking higher-end questions along with previous experiences capitalizes on the principles of how the brain takes in and stores information helping adult learners become more engaged (Trapp 2005).

Table 1.

(From Trapp, 2005)

Five Key Points for Teaching Adults:

1.     Learning is an internal emotional process.

2.     The longer certain areas in the brain are activated, the better information is retrieved.

3.     Complex cognition increases the chance to remembering

4.     Personal experiences cause longer activation

5.     Focus and concentration make a difference.

Characteristics of Adult Learners:

1.     Learn best when the purpose of the learning is clear.

2.     Prefer to see a use for what is to be learned

3.     Learn best when they are involved in the process

4.     Are attracted to solving problems and answering questions

5.     Need to make structure

6.     Learn the best when they have an opportunity to use multiple senses

7.     Enjoy novelty.

In addition to brain-based approaches, recent research has shown positive results with role-playing and simulation regarding adult learning.  Clapper (2010) states simulation that involves participating in a very real learning experience closely resembling an actual setting can be extremely beneficial for adults.  Adults are more likely to retain what they have learned and apply it in their work environment.

Clapper uses the medical community as a good example of role-playing and simulation in the educational setting.  By allowing the use of simulation with medical students they were able to practice without the added pressure of making mistakes on actual patients.  In this scenario, the medical students also felt the power of emotions as actors are used to portray patients and family members.

Using the medical community as a baseline for role-playing and simulation, educators can learn valuable lessons to enhance their lesson plans and improve critical learning skills in adult learning (Clapper, 2010).

Trapp and Clapper’s conclusions provide valuable information for instructional designers to consider when designing training modules for adults in the 21^st century work place.

References

Trapp, P. (2005). Engaging the Body and Mind With the Spirit of Learning to

      Promote Critical Thinking. Journal of Continuing Education in Nursing, 36(2),

      73-76.

Clapper, T. (2010). Role Play and Simulation. Retrieved from  

      http://ezp.waldenulibrary.org/login?url=http://search.

      proquest.com.ezp.waldenulibrary.org/docview/ 218196862?accountid=14872

Blogs for the Novice Instructional Designer

For our week one assignment, I have selected three intriguing blogs containing a wealth of educational material on instructional design, eLearning and gamesmanship.   Each of these blogs, the Upside Learning, The eLearning Coach, and the Rapid eLearning, provide their own unique tips for the novice and experienced instructional designer practitioner. 

The eLearning Coach, written by Connie Malamed, provides extensive information and is presented in an easy-to-read format for us new bloggers to peruse all the diverse categories for strategies pertaining to online learning and instructional design.    In addition, the eLearning Coach shares actionable strategies, practical content, product reviews and resources to help us design, develop and understand online learning.  Ms. Malamed writes with years of experience in the instructional design field holding a graduate in Instructional Design & Technology to include numerous years of experience in the trenches.

Tom Kuhlmann who shares practical tips and tricks about rapid eLearning composes the Rapid E-Learning Blog.  Kuhlmann has earned his graduate degree in Education Technology and has over 15 years experience in the training industry where he developed hundreds of hours of eLearning while managing eLearning projects.  The blog appears to be an extension of their website that has abundance of information on course building tutorials, offers advice and opinions from industry experts, and even provides free downloads.

                       

The Upside Learning Blog is another platform for instructional designers to gain advice and guidelines.  The blog is also named after the company’s namesake for delivering learning solutions for businesses.  Their blog is packed with information on learning such as eLearning and development, game basic learning, technology advances, and instructional design tips.  Upside Learning provides some brilliant guidance for the instructional design practitioner such as the 10 Commandments of Learning (actually 5), and free downloads providing information on inserting gaming techniques in your courses.

As a novice in instructional design and blogging, I found each of these blogs a rich resource for learning as we progress through our studies.  Check them out; I think you would agree!