Fitting the Pieces Together

As I begin to reflect and fit all the pieces together of what I have learned in my Learning Theories and Instructions class over the last 7 weeks. I can see that my initial assessment of how I learn still holds true. I still believe that I use a combination of philosophies and theories to learn. Where the difference comes into play is I thought I was using around three different theories. I am actually using more. What have I learned about these learning theories?

Over the weeks I have dived into behaviorist, cognitive, constructivist, social learning, connectionism, and adult learning theories. I looked at how learning occurs, What factors influence learning, what is the role of memory, how does transfer occur, what types of learning are best explained by the theory, and how is the technology used for learning my industry. To see a breakdown of all the information I have gathered into a Learning Theory Matrix please click here. For the purpose of the length of this assignment, I will focus on answering the questions, what I have learned about various learning theories, which theories are my own personal learning preferences, and what role technology plays in my learning.

The theories mentioned here do not stand for all time. As new information is discovered and new questions emerge from the changing social context, the earlier theories like behaviorism, cognitive, and constructivist theories give way to redefined relationships and new generalizations (Ormrod, J. Schunk, D., & Gredler, M., 2009). Especially with technological advancements, theories like social learning and connectionism are worth exploring as an instructional designer.

Working toward my master’s degree I relate most to the adult learning theory. I learned that learning occurs either through action learning where participants work in small groups on real projects or problems. Adult learning also includes self-directed learning. Learning is classified as informal where learner takes responsibility for his or her learning process by identifying their learning needs, setting goals, finding resources, implementing strategies, and evaluating their learning (Conlan, Grabowski, & Smith, 2016).

In my work environment, I tend to lean toward cognitive, constructivist and connectionist theories. The types of learning that are best explained by the cognitive theory are complex forms of reasoning, problem-solving, information processing (Ertmer & Newby, 2013). Learning occurs for me when I am an active agent, internalizing, reshaping, or transforming information and constructing meaning or understanding passed down from my organization (Ponticell, 2016), which is seen with constructivist theory. I get to utilize connection theory when I am learning through the collaboration of current ideas as seen from a present reality working with my team (Duke, Harper, & Johnston, 2013).

What role does technology play in my learning and the theories I have been researching? I find the internet allows me a wonderful way to continue research in my role as an instructional designer. It allows me to take a problem I may run across and search for solutions. An example of this is many times I find myself wanted to push the software tools I use to build eLearning modules. If I cannot figure out the variable that may need to be set to have the tool perform the way I would like for the learner I can go to many blogs, wikis, and even the software companies forums to see if I can find a solution. This is a great example of connectionism theory where the learner is required to actively find knowledge (Duke, Harper, Johnston, 2013).

My job as an instructional designer is to ask the critical question. Which theory is the most effective in fostering mastery of specific tasks? Then I need to figure out what theory(s) are going to help me achieve that goal.

References

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

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.pho?title=Adult_Learning

Ermer, P. A., and Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features From an Instructional Design Perspective. Performance Improvement Quarterly, 26(2). 43-71. Doi: 10.1002/piq. 21143

Ponticell, J. (2016). Learning, Theories of. Encyclopedia of Educational Leadership and Administration. Thousand Oaks: CA. SAGE Publications, Inc.

Duke, B., Harper, G., and Johnston, M. (2013). Connectivism as a Digital Age Learning Theory. HETL Review. Retrieved from https://www.hetl.org/wp-content/uploads/2013/09/HETLReview2013SpecialIssueArticle1.pdf

Connectivism

This week's assignment is a reflection on how our network connections facilitate learning. Connectivism is the nature of sufficient information, of primary use of technology, the increasingly sophisticated systemic-based environments that we face today (Laureate Education Inc., 2016). Below is an image of my network connections.

This network that I am continually building includes academic learning in the field of instructional design and technology, my Discount Tire co-works, blogs that relate to my field of study, and also my personal interest.

Each part of my network allows me to gain answers to questions I may have. Either through socializing through discussion board participation with fellow students, working collaboratively with fellow co-works, or finding how to videos from sites like Pinterest or YouTube. 

I find through these connections that interest I may have had but was too fearful to try, like crocheting a Christian gown for a baby, doesn’t seem so daunting anymore. I find myself picking up my iPad and searching for a video that can show me how to do a stitch I do not know how to do or searching information on a new delivery method I may want to try.

Working with my co-workers as a team always turns into some new learning experience especially with many of us continuing our education. Everyone loves to share what they are working on at school or show you something they learned with a new code or piece of software. I find that my online education at Walden works a lot in the same way as it does with my co-works. Such a wealth of information and different viewpoints you may never have considered before.

The one thing though that I have noticed with the abundance of information out there you need to be picky on how you take it in and process the information when it comes to further educating yourself on topics. An example of this is all the miss information that is flooding the Internet on our Presidential candidates. Don’t take things at face value do your diligence to learn the truth.

George Siemen reflects that we are seeing a significant explosion in how we start to connect with other people but also how we connect with data sources. (Laureate Education Inc., 2016). I have to agree with Mr. Siemen I can see it in the connection network map I created this week. My learning supports the central tenets of connectivism. What is your learning connection network?

Reference

Laureate Education (Producer). (n.d.). Connectivism [Video file]. Baltimore, MD: Author.

Assignment 2: Evaluating and Identifying Online Resources

This week our assignment was to use a search engine and the Walden Library databases, to locate two resources on the topics: the brain and learning, information processing theory, and problem-solving methods during the learning process. We were then tasked to comment on the value of these resources.

My resources for this assignment are as follows:

On the Walden Library I retrieved an article from Human factors titled Using Noninvasive Brain Stimulation to Accelerate Learning and Enhance Human Performance. The authors of this article were Raja Parasuraman, from George Mason University and Richard A. McKinley, from the Air Force Research Laboratory. The objective of the article was evaluate the effectiveness of noninvasive brain stimulation, in particular, transcranial direct current stimulation, for accelerating learning and enhancing human performance on complex tasks (August, 2014).

The value of this article was the finding from their test. The outcome found relatively low discriminative resolution from all learning styles test applied, but electrical brain activity phenomenology associated with test could possibly be a promising research field to follow (August, 2014).

The second resource I found was from the internet by Gregory Schraw and Matthew McCrudden on Information Processing Theory. Their article was extremely helpful to me this week in explaining information processing theory in layman’s terms I could fully understand.

From Schraw and McCruddens article I learned it is essential for students to become automated at basic skills such as letter and word decoding, number recognition, and simple procedural skills to help in information processing (2013).

Finally, the last article I found came from the internet also. This research article was written by Felisa M. Cordova, Hernan Diaz M., Fernado Cifuentes, Lucio Canete, Fredi Palmninos. The title of the article was Identifying problem solving strategies for learning styles in engineering students subject to intelligence test and EEG monitoring. By using several test methods like Kolb, VAK or Hermann dominance they report out their research findings on learning styles used by the first year engineering students (ScienceDirect, 2015). The results from their research found there was relatively low discriminative resolution from all learning styles (2015).

Stated in the opening of this blog we were tasked with commenting on the value of these resources. When researching for academia I have found that you need to be especially careful as to where you are gathering your information and citing your sources from. Online sites like Wikipedia may be great starting points to give you ideas on the path of research you would like to follow; the content provided on Wikipedia is not always factual. Many individuals can add to Wikipedia and the additional information they provide may not be based on facts.

The three resources I found this week are backed by creditable sources. All writers were able to back up there research or writings with creditable references found in their reference section of their papers.

When it comes to finding creditable references for your academic work from the internet “researcher be aware”. Do not take everything you read at face value. Continue to research and question what you read. 

References

Parasuraman, R., & McKinley, R. A. (2014). Using noninvasive brain stimulation to accelerate learning and enhance human performance. Human Factors, 56(5), 816-824.

Schraw, G., & McCrudden, M. (2013). Information Processing Theory. Retrieved from http://www.education.com/reference/article/information-processing-theory/

Cordova, F., Hernan Diaz, M., Cifuentes, F., Canete, L., & Palominos, F. (2015). Identifying problem solving strategies for learning styles in engineering students subjected to intelligence test and EEG monitoring. Procedia Computer Science, 55 (2015), 18-27. Retrieved from http://www.sciencedirect.com/science/article/pii/S1877050915014787

The Doorway to Professional Learning Communities - Blogs

Assignment: Application: Blog


Bill Rerriter (February 2009) included in his article Learning with Blogs and Wikis, that Richard Elmore, professor of educational leadership at Harvard wrote,

 "As expectations for increased student performance mount and the measurement and publication of evidence about performance becomes part of the public discourse about schools, there are few portals through which new knowledge about teaching and learning can enter schools; few structures or processes in which teachers and administrators can assimilate, adapt, and polish new ideas and practices; and few sources of assistance for those who are struggling to understand the connection between the academic performance of their students and the practices in which they engage." 

Now it is 2016 and we have a tool called a blog. This tool helps create social communication and the sharing of information amongst all different kinds of groups with all different kinds of interest. In my case searching out blogs that contain information on instructional design would interest me the most since I'm an Instructional Designer.
This week our assignment was to create a blog, set up an RSS feed and then go out and find blogs that would be beneficial to Instructional Designers. We were also required to critic three blogs that we found would be useful to us.

The three instructional design blogs that I will be taking a careful look at this week are: eFront, Experiencing E-Learning, and Upside Learning blog. Below I have included the url links to each blog. Click on the link to open blog in a new window.

• eFront: https://www.efrontlearning.com/blog/category/best-practices 
• Experiencing E-Learning: https://christytucker.wordpress.com/ 
• Upside Learning: https://www.upsidelearning.com/blog/ 

Let’s start with a quick overview on the type of content offered on each blog. eFront is owned by Epignosis, which is a leading technology vendor that specializes in eLearning solutions. What interest me on this site is the categories of blogs they offer such as: best practices, eLearning, and resource tools just to name a few. They also have a section called Featured Posts and they talk a lot about open source tools. 

Next, we have Experiencing E-Learning. This blog is created by Christy Tucker. I came across her blog a while back. Christy shares a lot of knowledge about working from home and telecommuting. She includes information like the going hourly and salary rates for instructional designers, tools for making freelancing easier and more efficient, and she shares other blog links that relate to the industry of instructional design. 

Finally, we have Upside Learning blog. Upside Learning is located in India and covers content like: eLearning, learning management, and mobile learning. They also offer a featured posts section and address topics like captivate 9 responsive eLearning, the importance of learner engagement, and currently is running a blog post about eLearning Caught in the Phenomenon called Pokemon Go. 

I found each of these blog sites to be well laid out and user friendly to navigate to the posts that interest me. Each one seems to offer a slight twist to the same topics being covered which will help me in thinking out of the box for new learning solutions. Yet, each blog also seems to have their own focus areas of content. Some examples of these are Experiencing E-Learning focuses on instructional design freelance work. eFront focuses on free open source tools. While, Upside Learning is focusing on the technology end of eLearning. 

For the reasons provided above on the content each offers, I feel that subscribing to them will offer me a fountain of updated information for my industry.

References

Ferriter, B. (2009). Learning with Blogs and Wikis. Educational Leadership 66(5), 34-38.

Epignosis LLC. (2016). eFront. Retrieved from https://www.efrontlearning.com/blog/

Tucker, C. (2016). Experiencing E-Learning. Retrieved from
https://christytucker.wordpress.com/

Upside Learning Solutions Pvt. Ltd. (2016). Upside Learning. Retrieved from https://www.upsidelearning.com/blog/