Always More to Learn

As an educator, I have always been interested and invested in how people learn. Throughout this course, we examined historical perspectives on learning, learning theories, how to effectively incorporate technology in instruction, and the factors that motivate learners. While much of this was not new to me, I was surprised to learn about Connectivism. This was a new learning theory to me, and one that I feel has great relevance in the context of our current digital age. It emphasizes the social nature of learning and explains how learners attain knowledge in environments where information is dynamic and rapidly changing (Siemens, 2005). Through an intricate web of digital network connections, learners have access to unlimited information. The most striking or relevant piece of this theory to me is that it emphasizes the importance of the “know-where” over the “know-how” or “know-what”. This is especially relevant now, when the half-life of knowledge is rapidly shrinking and what we know now may become quickly irrelevant. Strengthening and broadening our connections may be a more effective learning strategy than simply memorizing a lot of information.

As someone that loves learning and engages in it in both formal and informal ways regularly, this course has deepened my understanding of my own personal learning process in 2 significant ways. First, and as previously alluded to, the Connectivism theory of learning has helped me to understand my learning process in a new way. I have always had a difficult time retaining information, even when it is meaningful and relevant. I regularly engage in learning activities like reading, watching the news, or listening to podcasts, but I have never been someone who could regurgitate facts and information as well as others. I have always considered this a deficit, but the Connectivism theory has taught me to see it in a different light. As stated above, knowing a lot of information may not be as important as knowing where to find information (Siemens, 2005). Throughout my years as a learner, I have developed a rich and robust network of resources that I constantly refer to and pull information from. I can see this as a real learning strength now, and I have adjusted the way I approach learning such as organizing information in applications on my phone and creating folders and subfolders full of resources. Second, this course has helped me understand my motivation as a learner differently. I always knew I liked learning about things that were innately interesting and/or applicable to my life, but I underestimated the other elements of motivation within my learning process. For example, I have realized that I am very motivated by positive feedback, which is related to the Satisfaction factor within Kellers ARCS model (Keller, 1999). When I receive feedback from peers or a facilitator, I immediately feel seen, understood, and successful. This in turn, feeds into my need to feel successful (the Confidence factor within the ARCS model). Understanding the learning outcomes and expectations helps build my confidence as well because I know what to do and how to do it clearly. When those things are unclear, my self confidence as a learner breaks down and I find learning tasks much more difficult.

Understanding learning theories, learning styles, educational technologies, and learner motivation is critical for instructors, however, understanding how they are all connected and how to use them collectively in instructional design will ensure that your instruction is meaningful and effective. Connecting specific learning tasks to learning theories and then translating that into effective educational technology use is a powerful tool for instructional designers. Likewise, understanding your learners learning styles informs you about their motivation. For example, a learner’s attention is closely connected to their learning style. Understanding how to grab and sustain their attention will ensure that they maintain motivation and meaningful learning can take place. Learning styles can also inform what educational technologies to use and how to use them. Learners that prefer to learn auditorily will likely benefit from a technology that has both visual and auditory components.  Those that prefer kinesthetic learning tasks might benefit more from simulations.

Better understanding the historical perspectives on learning, the different learning theories, and the role of motivation and technology in learning will have a great impact on my career in the field of instructional design. This course taught me to think critically about aligning my teaching and my use of technology with the different learning theories. When designing a learning task, I will ask myself which theory of learning best explains what I need my learners to learn, and from that perspective design instruction and technology. For example, if my learners simply need to attain a basic skill, I will design learning tasks around a behavioristic perspective and include technologies that have a simple stimulus and response design such as Quizizz or Kahoot. In contrast, if my learners need to demonstrate problem solving or reasoning, I might design learning tasks aligned with cognitivism or constructivism perspectives and Virtual Reality or simulation technologies. This course also taught me to consider the unique nature of adult learners. As an Instructional Designer, it is very likely that my learning audience will be comprised of adult learners. Unlike child learners, adult learners are not solely focused on content, but rather on learning that is immediately relevant and actionable (Colan et a.l, 2010). Designing instruction that is problem-centered, relevant, experiential, and involves the learner in the planning and evaluation process will be essential (“The Adult Learning Theory”, n.d.). Finally, this course taught me to consider the different and unique aspects of online learning. Learners in an online environment have unique social and motivational challenges that are not present in a traditional classroom (Keller, 1999). As an Instructional Designer I will need to be intentional about creating social interaction between my learners that helps learners construct their own understanding as well as co-construct learning together (Ormrod & Gredler, 2009). Weekly discussion boards, peer and facilitator feedback, and gamification/competitions are all examples of things I can implement within an online course that can help bolster a sense of community. I will also need to be intentional about monitoring my learner’s motivational needs and adjust my content or expectations to meet those needs. Using Kellers ARCS model, I will closely analyze the different areas where my learners may be struggling with motivation and adjust appropriately.

References

Conlan, J., Grabowski, S., & Smith, K. (2010). Adult learning. In M. Orey (Ed.), https://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Keller, J. M. (1999). Using the ARCS Motivational Process in Computer-Based Instruction and Distance Education (78).

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

Siemens, G. (2005). Connectivism: A learning theory for the digital age, International Journal of Instructional Technology and Distance Learning, 2(1). http://www.itdl.org/Journal/Jan_05/article01.htm

The Adult Learning Theory. – Andragogy – Infographic – e-Learning Infographics. (n.d.). https://elearninginfographics.com/adult-learning-theory-andragogy-infographic/