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Assignment: Reflection

 

Surprisingly, none of the learning theories that I have read about can unequivocally state how students learn and identify themselves as the ideal learning theory to be used within the classroom. This is because how students learn is a complicated process, and we all learn or process information in different ways. However, what was most surprising to me was how much of a Connectivist and Social learner I have become since being an adult. My mindmap assignment opened my eyes. I have not realized this before enrolling in this course. In the classroom today, we are advised to use student-centered teaching strategies. In my opinion, they all have some social and technological aspects involved in learning.

According to Ormrod et al. (2009), learning theories change over time, and learning is a continuous process that evolves as new things are discovered. I aligned myself with Social Constructivism Learning Theory in the first week of this course. However, as the weeks' progressed and I did more readings and completed more assignments, including the learning theory matrix and discussions with my classmates, I built on what I had learned prior and now have a better understanding of my learning process. I realized that Social Learning Theory, Connectivism, and Adult Learning Theory play an equal role based on what is happening in my life (professionally and personally). I now have a better understanding of how I learn and what influences affect my learning such as time, technology, and motivation.

Regarding the connection between learning theories, learning styles, educational technology, and motivation, I have learned that they all work together to enhance students' classroom and e-learning experience. Furthermore, this course emphasizes why I must understand my learning process before effectively understanding others. I have completed several courses online and in the traditional classroom, and they all have Keller's (2008) principles of motivation and the ARCS model of motivation. Thus I must keep in mind that in order for learning to occur, I must tap into students’ prior knowledge and then introduce new knowledge and concepts, make the information within the course relevant, create assignments and class activities challenging but attainable, develop clear objectives for the different courses, allow for collaboration and group work, and most importantly, remembering that motivation is the driving force for students especially adults learners to complete courses where its online or within the traditional classroom setting.

My learning in this course will help me as I further my career in the field of instructional design by keeping in mind that all students do not learn the same way and their learning styles will change based on what is being taught and how the course is designed similar to my own. I better understand the different learning styles, learning theories, and multiple intelligences. With this understanding, I will be able to create attractive, engaging, and informative content. I believe this course has enhanced my knowledge, skills, and ability concerning assessment and learning. 

 

References

Keller, J. (2008). An Integrative Theory of Motivation, Volition, and Performance. Technology, Instruction, Cognition & Learning, 6(2), 79–104.

Keller, J. M. (2008). First principles of motivation to learn and e3-learning. Distance Education, 29(2), 175–185. https://doi.org/10.1080/01587910802154970

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

Fitting the Pieces Together

 

I do not believe that my views on how I learn have changed. Instead, it has now expanded for me to understand better how I learn and why some strategies or processes work better than others. I still stand by Ormrod et al. (2009) assertion that learning theories change over time, and learning is a continuous process that evolves as new things are discovered. I aligned myself to Social Constructivism Learning Theory in my week one discussion. Based on my research, further reading on the other learning theories, and completing my learning theory matrix, I realized that Social Learning Theory, Connectivism, and Adult Learning Theory play an equal role based on what is happening in my life (professionally and personally).

I have not changed from being a learner who learns by visual, tactile, and auditory information and interactions. However, I realized that learning styles are not fixed throughout a student's academic and work life. My learning styles develop as I learn and often change within the classroom and work environment based on what is being taught and the learning theories used. Thus I will use all three learning styles within a particular class or complete a specific assignment.

Technology plays a significant role in my learning and my job. Technology is a lifeline to my learning and keeps me connected to family, friends, students, and colleagues as needed. I use technology tools all the time, and this is where Social Learning Theory and Connectivism come into play most often. I can find information using several devices connected to the internet, including my smartphone, laptop, and desktop computer. I use the different apps, software applications, and learning management systems to complete leisure activities, work-related and school-related tasks, making learning convenient and accessible. I conduct classes online using web meeting tools such as Microsoft Teams, Cisco Webex, Google Classroom, and Google Meets. I also use the same tools to communicate with my coworkers and students. I create online resources, assignments, and tests using my computer and share them using email and WhatsApp or LMS. I also mark said tasks and provide feedback via my smartphone or laptop if I am not physically at work to use my work computer. Facebook, Instagram, Twitter, and WhatsApp allow me to connect to a wide network of people, including family, friends, coworkers, and students. I use YouTube to find information on several do-it-yourself projects and give students discovery learning activities to complete using that platform. I follow different professional blogs for best practices and the latest trends in the industry that I can try. Within the classroom,  technology provides that medium for an instructional designer first to learn content and create multiple ways to illustrate a concept using the different technology tools, which provides that path for individualized and differentiated instruction. It changes how instructional designers and students gather, access, analyze, and present information (Waddell, 2015).

References

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

Waddell, J. (2015). The Role of Technology in the Educational Process. Retrieved from https://edwp.educ.msu.edu/green-and-write/2015/the-role-of-technology-in-the-educational-process/ 

 

Connectivism: how my connections facilitate learning

 

According to Siemens (2005), Connectivism is a learning theory for the digital age that uses technology to circulate knowledge across networks where learners can make connections for learning. He added that “Connectivism provides insight into learning skills and tasks needed for learners to flourish in a digital era”. Davis et al. (2008) mention that learners in the 21st century are forced to process and apply information differently and at a different pace compared to the 20th or 19th centuries. Therefore, the time learners take to learn and apply new concepts and later discover instances, where these concepts are outdated or no longer best practices has decreased. My learning network consists of five main entities: personal, career/employment, school, social and internet, and electronic resources and tools. These entities are interconnected and provide instances of discovery, scaffolding, self-regulated, problem-based, experimental, and self-directed learning. For example, in the last training that I attended on using virtual learning networks, the trainer spoke about gamification to engage learners online. I did not know how that concept could work on Moodle. Therefore, I used my smartphone to do a quick research on Google to get more information about gamification and examples of its use within online classrooms. Based on what I researched, I saw that it was being used in training, and since I had access to my class platform while in training, I accessed it to see if I could create a simple digital badge unaided or I would need to ask for assistance. This is an example of how Connectivism has changed how I learn within my network.

The two main digital tools that I use for learning are my computer and my smartphone. I have seen several changes in technology that have increased the functionality of computers and smartphones. However, smartphones have seen the most changes. I used my computer primarily for formal learning and work-related tasks. I used my smartphone for most aspects of learning, including some work-related tasks. When needed,  I will use it to conduct live classes with students on Microsoft Teams mobile, check personal and work emails, and do research on a topic when I don’t have enough information to present to my students and colleagues or classmates. I also use it for informal learning to browse social media websites to be aware of current trends, read ebooks, and access news media websites and apps to keep abreast with current affairs within the country. I also used these two digital tools to acquire knowledge when I have questions about a topic. For example, I will do a Google search to troubleshoot why my washing machine is giving me an error code, and it is making a particular noise, or why a video I recorded is not being embedded in a Microsoft Word document. Depending on the level of importance of the knowledge, I will use professional blogs and social media groups to ask questions to get a variety of answers. I will also try to contact subject experts such as my professional contacts, coworkers, classmates, instructors, family, and friends to seek further clarity after researching the answers given to me and I cannot form connections.

According to Siemems (2005), Connectivism has eight central principles. He mentions that Connectivism is a learning theory based on the acquisition of knowledge that is up to date and accurate, which focuses on the future and not the past. Learning is a process of connecting information sources, and it may reside in nonhuman applications. He further added that learning and knowledge rest in a diversity of opinions. My learning network and use of technology to acquire knowledge, in particular, support the central tenants of Connectivism. I use my electronic devices to access the internet and for communication. Through the use of technology, including the internet and digital devices, I gain a lot of new knowledge by attending university, accessing eBooks, newspapers and journal articles, online libraries and databases, blogs, social forums, etc. With Connectivism, technology becomes part of the learner’s internal learning process.

 

References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved April 10, 2022, from http://www.itdl.org/Journal/Jan_05/article01.htm

Week 5- Connectivism Mind Map

 

Week 2- Brain Based Education and Information processing

 

There are times when the entire learning process often needs to be reshaped, so students can assimilate and retain the information or learning materials effectively. Instructional designers play a key role in reshaping this learning process. These individuals are tasked with planning, designing, and developing educational experiences that will maximize students' success in the classroom. However, before an instructional designer can plan any intervention or create learning content they must understand what brain-based education is and the role that the brain plays within learning. Jensen (2008) defines brain-based education as "engagement of strategies based on principles derived from an understanding of the brain." He states that the brain plays a role in everything that is done at school. This includes policies on school lunches, the grouping of students, variety in assessments, and mandating certain types of curriculum for all students. Bearing this in mind we must now understand both as students and instructional designers how the brain processes information and solve problems. I found the following two great resources that add valuable incite to the process:

1. Understanding Your Brain to Help You Learn Better

According to Ormrod et. al. (2009), a suggested strategy to help students retain information by focusing and maintaining attention is the use of a variety of teaching materials or aids when presenting information and to gain interest by using materials that appeal and stimulate the student interest. In assessing the Understanding Your Brain to Help You Learn Better article which is written by Sarrasin et. al. (2020) the authors outlined brain-based learning in two main sections. First, they focus on the core principles of the learning brain by explaining what are neurons, the connection between neurons, and the role it plays within the learning process whilst also showing images for learners to be able to conceptualize by forming relatable connections to what is written. Jensen (2008) mentions that brain-based learning involves practical learning strategies that are taken from brain-related science. The second section of the article gives information on two learning strategies that students can practice that are inspired by neuroscience and outlines to the learner how it assists them in becoming better learners.

2. The effect of problem-based learning on metacognitive ability in the conjecturing process of Junior High School students

The information processing theory describes how learners record, store, and retrieve information in their brains. Thus as instructional designers understanding how students process information to define and solve problems within the learning process is crucial. Dr. Ormrod (Walden University LLC, n.d.) mentions that how students interpret problems will outline how they will attempt to solve them. Students who are good problem solvers will metacognitively supervise the whole problem-solving process by asking self questions to retrieve information from their memories to break problems down. She further added that students' metacognitive abilities evolve slowly and are observable from childhood to adulthood.  Therefore instructional designers must use problem-solving strategies in the classroom to teach students to become independent problem-solvers and be aware of how these strategies assist the students to learn how to think about solving problems from a general perspective. To support this assertion I reviewed the Sutarto et al. (2022) journal article that researched the effects of problem-based learning on students' metacognitive ability in the classroom. They measured the metacognitive abilities of students’ conjecturing process by comparing the problem-based learning model and the conventional learning model using a pattern generalization problem-solving test. The results showed that when teachers used student center learning activities such as problem-solving using relatable real-life problems it had a positive effect on increasing the metacognitive awareness of students. The authors also looked at the learning strategies that the teacher used to increase students' metacognition such as working worksheets within small groups. According to Sutarto et. al. (2022),  “Learning that involves metacognitive activities can motivate students to think with logical reasons. Through metacognitive scaffolding, students build meaningful new insights, knowledge, and skills. Students in small groups can be motivated to overcome conflicts and contradictions that arise when discussions occur, and they build new, more appropriate knowledge.” This supports Ormrod et. al. (2009)  who states that It is important that new information be presented to students in a relatable way to link existing information so they can understand it and use it for knowledge.

References

Eric P. Jensen: A Fresh Look at Brain-Based Education - Teachers.Net Gazette. (n.d.). Retrieved from http://www.teachers.net/gazette/OCT08/jensen/

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

Sarrasin, J. B., Foisy, L. M. B., Allaire-Duquette, G., & Masson, S. (2020, May 8). Understanding your brain to help you learn better. Frontiers for Young Minds. Retrieved from https://kids.frontiersin.org/articles/10.3389/frym.2020.00054

Sutarto, Dwi Hastuti, I., Fuster-Guillén, D., Palacios Garay, J. P., Hernández, R. M., & Namaziandost, E. (2022). The effect of problem-based learning on metacognitive ability in the conjecturing process of Junior High School students. Education Research International, 2022, 1–10. https://doi.org/10.1155/2022/2313448

Walden University, LLC. (Producer). (n.d.).  Information processing and problem solving [Video file]. Baltimore, MD: Author.

 

 

 

 

Week One Assignment 1 - Application: Blog

 

Hello, and welcome to my blog. My name is Antonette Harvey and this blog was created as an assignment for my EDUC6115:Learning Theories and Instruction class at Walden University. I have never created a blog before however this week I did research and found three useful blogs that I will share with you. These blogs have relevant content that will help to develop an instructional design professional regardless of whether they are at the beginner stage like me or they are experienced professionals.

Blog #1 -  The eLearning Coach 

I visited this website that was created by Connie Malamed who is a consultant, an author, and speaker in online learning and visual communication. The eLearning Coach shares eLearning strategies, practical content, product reviews, and resources including free templates to help new and experienced instructional designers to design, develop and understand learning, instructional design, and visual design. Connie also provides sound advice to professionals who are thinking of transitioning their careers as instructional designers and her site includes a podcast where here speaks about eLearning and instructional design with several industry professionals.

 

Blog #2 - The Articulate E-Learning Heroes Community 

When I visited this blog I notice that it's free and you can use information and resources found on it in any project, regardless of the tool you’re using. The Articulate E-Learning Heroes Community helps anyone who has an interest in eLearning, it does not only have information about articulate products on the site. Additionally, there is a large community that develops persons and has eLearning jobs to improve technical writing skills. The blog discussions are active and eLearning questions are answered quickly. This blog also has a weekly design challenge that allows instructional designers especially novices to have a safe place to practice their eLearning design skills and get constructive feedback and provides a free eBook on visual design for persons like myself who are not sure about visual design techniques.

 

Blog # 3 - Instructional Design that Works  

The Instructional Design and Academic Technology team provides services, in direct support of the teaching and learning experience at Meredith College, through the practical application of instructional technologies and instructional design methods. Although this blog was created to help Meredith College faculty and staff find solutions through training and consultations in support of instruction and office productivity. It has several useful resources for instructional design for any user to access along with instructional tools and recommendations, topics on this blog range from beginner to intermediate. I also found some useful articles on gamification that my organization has recently introduced to us and software that I can use.