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.