End of Course Reflection: EDUC-6115 Learning Theories & Instruction

End of Course Reflection

Winfred K. Ridley

Walden University

Dr. Anthony R. Artino, Jr., Ph.D.

EDUC-6115 Learning Theories & Instruction

10/27/2013

 

As I reflect on completing Learning Theories & Instruction (EDUC-6115), it comes to mind that, although I already knew the brain is a complex organ, I am both surprised and struck by the intricate nature of how the brain functions, and I have a deeper understanding of the brain’s physical characteristics and connections (Ormrod, Schunk, & Gredler, 2009, p.p. 28-29 & 32-33). My understanding also extends to the “differences between learning styles, learning strategies, and learning theories” (Artino, 2013), and the “fast-paced research and technologies are that are producing exciting platforms for learning” (EDUC-6115 course introduction, 2013, Week 1).

Instructional designers, as major contributors witnessing dynamic changes in learning, must be prepared to meet their audiences with an appreciation for how the physiological process of learning works (Ormrod, Schunk, & Gredler, 2009, p. 28). That is, that the brain receives external stimuli from the learner’s environment, carries it via receptor cells to the learner’s central nervous, which then sends it back with instructions on how countless parts of the body should respond (Ormrod, Schunk, & Gredler, 2009, p. 30). Although none of these approaches is perfect, various methods in brain research, including anima,l postmortem, brain injury, electrical recording, and neuroimaging studies have given investigators remarkable insight into brain development from infancy to adulthood (Ormrod, Schunk, & Gredler, 2009, p.p. 31-32).

Reflecting on my personal learning process, midway through this course, I concluded that I learned best cognitively. This theory has permitted me to ponder, analyze, reflect and revise my thinking on several positions (Ertmer & Newby, 1993). My learning foundation from primary school-social learning theory occurred here (Kim, 2001), through college was based in behaviorism stimulus-response (Ertmer & Newby, 1993), and my learning style and teaching theory stayed grounded here. I have since gone through several learning processes, including the constructivist theory of learning (Ebert, 2009), and I will say that now, I am a strong supporter of the connectivist learning theory (Seimens, 2009). In my situation, this includes behaviorism-my mandatory online training utilizes this theory; cognitive theory-this domain is used in my building classroom and my Walden classroom; constructivist theory-my professional development strategy includes this theory; social constructivist theory-used in my role as a cluster leader, connectivism-technology is in play here; and adult learning, which again includes Walden as I am a self-motivated online learner (Conlan, Grabowski & Smith, 2003).

Learning theories evolve (Kerr, 2007) and the cognitive theory of learning, which stresses the acquisition, conceptualization, and higher-ordered thinking of knowledge (Ertmer & Newby, 1993, p. 58), is meaningfully encouraged in my school system. The implementation of technology, the training that is aligned with it, and the delivery of instruction are all geared toward increased cognitive thinking. For example, we no longer assess students through tests (except for semester courses) at midterm. Instead, we support portfolio assignments, which often are digital, so that students can demonstrate learning by using quotes, impressions, visualizations and other bodies of work produced during the semester and at midterm. End of year exam assessments are optional, allowing for the same style of higher-ordered thinking. These policies are aligned with Virginia Beach City Public Schools’ (VBCPS) Strategic Plan for Student Success, known as Compass to 2015; That is “Recognizing that the long range goal of the VBCPS is the successful preparation and graduation of every student, the near term goal is that by 2015, 95 percent or more of VBCPS students will graduate having mastered the skills that they need to succeed as 21st century learners, workers and citizens. (VBCPS, 2008).

The ARCS motivational process is based on “four dimensions of motivation”; “attention (A), relevance (R), confidence (C), and satisfaction (S) ( Keller, 1999).” Virginia Beach City Public Schools is a region, if not a state leader in the area of technology implementation. Our facts about technology state: All Virginia Beach schools have an overall student to computer ratio of about 2:1. This is a combination of desktop and laptop computers. All schools have at least one Computer Resource Specialist (CRS) -an expert in the integration of technology into instruction. This combination of technology and well-trained staff helps the division prepare students for the 21st century; all 11 high schools, 11 middle schools, and the Advanced Technology Center have distance learning labs; online courses are available during the school year and summer school and interactive whiteboards are in all classrooms” (VBCPS, 2013).  Many of these technological tools are available to me now. As I continue my progression in Walden’s Master’s in Instructional Design and Technology program, and evolve and mature as an instructional designer, many of these systems will further become a part of my instructional design practice.

 

References

Artino, A. (2013, September 4). Re: A note of clarification... [Online forum comment] Retrieved from Walden Blackboard website https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467633_1%26url%3D

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 10/2/2013, from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning  [Web Article]

Ebert, A. (2009) Theories of educational technology. Behaviorism vs. constructivism in the technological secondary classroom. Boise State University. Retrieved from https://sites.google.com/a/boisestate.edu/edtechtheories/

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.

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  [Web Article].

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

Siemens, G. (2009). Connectivism. Laureate Education Inc. [Transcript].

VBCPS School Board (2013). Retrieved from http://www.vbschools.com/compass/

VBCPS (2013). About Us. Retrieved from http://www.vbschools.com/root/aboutUs.asp

Walden University. Introduction to EDUC-6115 Week 1: Introduction and Historical Perspectives (2013). Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467633_1%26url%3D

"Fitting the Pieces Together"

Fitting the Pieces Together

Winfred Keith Ridley

 

Walden University

Dr. Anthony R. Artino, Jr., Ph.D.

EDUC-6115-5 Learning Theories & Instruction

10/20/2013

I have been reflecting on my views regarding learning since starting this blog and I felt then and I feel now that I learn best primarily cognitively, taking the time to ponder, analyze, reflect and revise my positions. However, my view has evolved to now also include social learning theory and connectivism. I have always learned from and put to good use, the lessons from my parents, classes that I have taken, the jobs that I have held, and any professional and social organizations I have been involved in. What has changed for me is the now conscious way this information is stored, retrieved and applied. For example, Kim (2001) states that “social constructivists see as crucial both the contexts in which learning occurs and the social contexts that learners bring to their learning environment.” We have students in our building who not only live with single parents and cope every day with the circumstances, some positive and possibly, some negative of that environment, but who also may go home to very little to eat on the weekends. Consequently, our PTSA makes bag lunch/dinners available for some of our students to take home with them. My lesson from witnessing these situations is to always be as understanding as possible when a student is not engaged in the day’s lesson or does not have his or her homework; to remember that there are other students in and beyond our building, our city, and our state who are likely living under the same circumstances, and to teach in such a way that students learn that circumstances do change. I have also learned through understanding connectivism, how it impacts our “endless changing environment” and its present and future effects; both on individuals directly and society as a whole. This being said implementing connectivist theory on a consistent basis makes learning and therefore data more accessible, but at the same time more complex (Seimens, 2009). As an example, information on Wikipedia is easily accessible but educators often, (and rightly so) forbid students to use it as a trustworthy source to complete research due to the fact that anyone and everyone has ready editing access to this oft viewed site. Ready access often leads to erroneous information.

To continued learning….

Winfred

Resources:

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 9/25/13 from http://projects.coe.uga.edu/epltt/.

Siemens, G. (2009).) Connectivism. Laureate Education Inc. [Transcript].

Wikipedia Retrieved from http://en.wikipedia.org/wiki/Main_Page Accessed 10/20/2013.

Connectivism Reflection



Connectivism Reflection

Winfred Keith Ridley

Walden University

Dr. Anthony R. Artino, Jr., Ph.D.

EDUC-6115-5 Learning Theories & Instruction

10/6/2013

 

During my reflection on the concept of connectivism, which is still ongoing, I am beginning to realize that this learning theory is, in a way, a semi-culmination of our previous weeks’ readings, research, and discussions. That is, our introduction to and re-emergence toward behaviorist, cognitive, constructivist and social learning theory, which are all intelligent ways of influencing our learning path, has led us to this week’s study of connectivism; the learning theory, which integrates technology, social networks, and information (Siemens, Laureate Education, n.d.). These learning theories have led me to be more cognizant of their application and the need to use them, sometimes collectively and even simultaneously, but certainly across several series of lessons in my teaching and learning. I have learned that none of these theories used in isolation is a panacea of learning. 

The digital tools that work best for my learning environment include a combination of online learning with digital resources that include relevant web articles, videos, ebooks, blogs, and resource databases. I investigated several universities with distance learning capabilities for three months before enrolling in Walden’s program. I chose Walden because I felt they have done an excellent job of melding these resources and they continue to work to make improvements to enhance our learning experience. For my own improvement, I need to become more adept at using the Walden Library. My objective is to use these and other digital tools to enrich andragogy such as Edmodo, OneNote, and Weebly. I recognize that because these tools are effective for me does not mean that they will necessarily be effective for the learners (especially the adult learners) that encounter. I will keep in mind that learners carry their own “briefcase of knowledge” with them into any learning environment. These may include “life and work experiences”, “positive and negative” learning experiences, including the attitude that “I’ve heard all of this before”, performance and aging factors, and time between learning experiences (Conlan, Grabowski, & Smith, K. (2003).

When I have questions surrounding new knowledge I make use internet resources along with my colleagues including our computer resource specialists. I most often use Google to both gain insight into new knowledge and share knowledge with my students. For example, during our warm-ups and introductory lessons, we will often retrieve information dealing with subject-verb agreement, appositives, plot, character, etc. We also use real-world explanations to reinforce student learning. In “Connectivism”, from Emerging Perspectives on Learning, Teaching and Technology, Davis, Edmunds, & Kelly-Bateman (2008) emphasize that “In today’s technology-rich society, it has become increasingly important to learn how to learn”.

While not complete, connectivism and my personal learning network are extremely supportive in helping me start to bring focus to my learning. I am still in the process of building my blog which, for now, is an integral but not yet central part of my learning network. For me, at this moment in time, the clock of the “half-life of knowledge”, where new technology is changing daily, is ticking faster than I can, in practicality keep up (Davis, Edmunds, & Kelly-Bateman, (2008).

References

Edmodo. (2013) Welcome to Edmodo. Retrieved from https://www.edmodo.com/

Laureate Education, Inc. (Siemens). (n.d.) Connectivism [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_3467633_1%26url%3D

Microsoft. (2013) OneNote. Retrieved from http://office.microsoft.com/en-us/onenote/

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

Web Article: Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. M. Orey (Ed.). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Weebly. (2013) Weebly, Inc. Retrieved from http://www.weebly.com/

Connectivism MindMap

This week I have created a mindmap to give you easier access to my links. Feel free
to explore.
To "Lifelong Learning"

Winfred