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/