Reflection
I had generally understood that people have different learning styles and that these are fairly constant indicators of preference. I was therefore surprised to read that a person’s learning style is not constant but can vary with the material (Gilbert & Swanier, 2008). I suppose I ought to have known–or at least suspected–this, since I have myself for observation.
As for my own learning process, there were characteristics that I had observed but had never articulated. A good example is elaboration, which Dr. Ormrod discussed during Week 6 (Laureate Education, 2009, Learning Styles and Strategies). I have recognized that doing something with a fact, rather than merely attempting to fix it in my memory, helps me a great deal in assimilating it. I also learned the terms “metacognition” (Laureate Education, 2009, Information Processing and the Brain) and “comprehension monitoring,” which appeared to me a subset of metacognition. I have long done these things (and often chided myself for wasting time by allowing my attention to wander while reading), though it never occurred to me that there were terms for them.
Regarding learning theories and styles, educational technology, and motivation, how does one summarize in a few sentences? One of our early articles discussed behaviorism, cognitivism, and constructivism; and one of the particular points I recall was that there is no “best” learning theory: which one, or ones, to use in designing learning materials will depend on one’s objectives and the level of the learner (Ertmer & Newby, 1993). I certainly did not agree with the validity of all aspects of the various perspectives; however, at least I became aware that there are theorists who do hold them and perhaps gained some insight into what they do and do not believe. (Radical social constructivist: “Yes, yes, the earth and the stars and planets exist; but their existence has no intrinsic meaning… apart from the meaning people impose on them. Therefore, true knowledge of them … does not exist.”) (Kim, 2001).
In our final week, we learned about motivational design and, specifically, the ARCS model of addressing the challenge of maintaining learner motivation in self-directed environments, and we considered some practical ways of revitalizing interest in an online class, in which participant enthusiasm showed signs of wilting.
Given my fascination with the uses of the Internet in learning, I particularly enjoyed The Horizon Report (2009), from Week 7 and the discussion of technologies projected to gain popularity over the next few years. I have actually noticed that I tend to be more excited about a new process by which information can be gathered and connected than about the information itself.
How will what I have learned help me as I explore a career in instructional design? For one thing, I believe I have learned that there is no one “right” approach. The latest technology may be cool, but it is never an end in itself. The latest learning theory may be interesting, but it may not be appropriate for the current situation. The objective is to design instructional material that will engage and challenge the learner, so that, as far as possible, the mind will embrace the process of absorbing new knowledge, so that learning will be not a burden but a delight.
Reference list
Ertmer, P. A. & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50-71.
Gilbert, J. & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol I]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Laureate Education, Inc. (Producer). (2009). Information Processing and the Brain [Motion Picture]. Dr. Jeanne Ormrod.
Laureate Education, Inc. (Producer). (2009). Learning Styles and Strategies [Motion Picture]. Dr. Jeanne Ormrod.
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