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