Embarking on this course, I initially thought about
it as presenting learning theories from an academic standpoint I’d seen before,
such as Behaviorism versus Humanism. In an Adult Education class I took a few
years ago, I became somewhat familiar with those. As someone starting projects
of an instructional design nature in the last year (and with aspirations for
doing so in future), I found myself intrigued with marrying that ideology with
options available in technology. Maximizing tools as resources has always been
important to me, as has maximizing the mental tools we use through
understanding learning processes. I knew early on that this area would be a
great place to build!
“What Was Striking?”
One matter worthy of discussion is
what was most striking to me in this course of study: successful approaches to learning
take advantage of our multiple intelligences and evolving technologies. While in
the past focus was on identifying a dominant theory of learning or a particular
tool to reinforce it, the reality is we thrive better when we mix things up by
appealing to our brain with multiple methods.
“What
Helped Me to Understand MY Learning?”
A second topic worth review is how
this course has deeply enhanced my understanding of my personal learning
process. Two things helped me with this: (1) doing analytical reviews of my
learning process – starting with an early description and following up later
with insights learned in class; and, (2) putting together a graphic of my
personal learning network.
My initial piece concerning my
learning process helped me understand the foundations for learning – and how
interference from having positive foundations set a negative stage for me in
some longer-term aspects of learning (Boss). It also gave me an amusing
reminder that we are rightfully unique in our learning (Medina, 2012).
The follow-up piece concerning my learning process
was a great way to put it in perspective after I’d learned more about theory
and styles, as it allowed me to fill in an incomplete understanding from
earlier. For example, I learned to recognize the value of both stimulating
multiple areas of intelligence and collaboration.
The personal learning network graphic was a great way
to become aware of HOW I am gathering information and WHAT I prioritize. For
example, I learned to think in terms of areas in which I learn and to see
unique and crossover tools I use in the process of information gathering.
An integral part of understanding my learning process
was in seeing those things in perspective and recognizing that I identify with
connectivism (Davis, Edmunds & Kelly-Bateman, 2008). In retrospect, I think
this was clearer to me because of the aforementioned activities.
“What
Are the Keys to Understanding This Area?”
A third topic worth review is that
tremendous connections exist between learning theories, learning styles,
educational technologies, and motivation. The connections themselves serve as a
key to understanding this aspect of instructional design. Whereas initially
I’ve seen study of and insight into theories and styles as separate, for
example, I have found that bringing these simultaneously under consideration
allows a greater opportunity for stimulating multiple intelligences and problem
solving for students’ needs. Likewise, it is crucial to realize that
educational technologies aren’t meant to be trendy and dazzling; instead, they
can complement planning to stimulate multiple intelligences. And as we rounded
out the last few weeks, we discussed motivation, and I’ve been enthusiastic
about integrating motivational technique into activities capable of stimulating
multiple intelligences and deterring attrition. What’s likely most important
about all this, though, is that this course flows in a manner that links these
elements, and that helps subtly but meaningfully underscore how they
connect!
“How
Will This Course Influence Me?”
A final topic worth review is how
this course will help me to further my work in instructional design. As the
course progressed, we built understanding of elements that are fundamentally
imperative to building effective courses. An argument could be made that these
elements are all just as crucial in a face-to-face environment, but for someone
quite aware of a need to ensure an online course maximizes its potential it
becomes obvious that these elements are pivotal to an online course’s success.
That in no way diminishes their influence in face-to-face courses; instead, it
simply calls upon academia to strategize appropriately in enhancing tools for
each type of learning.
Keeping that in mind, I envision
future work to contemplate all of the aforementioned elements, time and again:
learning theories; learning styles; educational technologies; and, motivation.
I take to heart my clearer understanding of my personal learning process, and I
intend to keep learner and technology uppermost in mind in the construction of
courses. This will mean, for example, that I plan to keep abreast of
technologies and trends capable of offering stimuli to multiple intelligences.
Similarly, I will call on simple techniques like collaborative projects to
offer stimuli that support students’ multiple intelligences from a
socialization perspective. In the process, I will keep in mind that adult
learners are often motivated but distracted and may be in areas that don’t lend
themselves to self-directed learning (something I would otherwise be inclined
to push) - and that I will need to enhance their learning opportunities in
other ways, as a result (Beitler, 2005; Cercone, 2008).
“Why
Am I Grateful I Took This Course?”
Overall, as this course draws to a
close, I am resoundingly grateful for idea exchanges and a sense of shared
learning. The environment has been a stimulating means of better preparing to
create material for adults learning online. Each of these items beautifully
underscores specific aspects of learning!
References
Beitler, M. (2005). Chapter 4: Self-directed learning
& learning agreements. In Strategic organizational learning: A
practitioner’s guide for managers and consultants. Greensboro, NC:
Practitioner Press International.
Boss, Suzie. (n.d). Edutopia presents 6 tips for
brain-based learning. Retrieved from http://www.edutopia.org
Cercone, K. (2008). Characteristics of adult learners
with implications for online learning design, AACE Journal, 16(2),
137-159.
Davis, C., Edmunds, E., & Kelly-Bateman, V.
(2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning,
teaching, and technology. Retrieved February 17, 2014 at http://epltt.coe.uga.edu/index.php?title=Connectivism
Medina, J. (2012). Exercise #3 Wiring from Brain
Rules. Excerpt retrieved from http://brainrules.net/wiring?scene