This post is my
personal reflection of my learning experience during the EDUC-6115 Learning
Theories and Instruction course. This
course was an excellent introduction to learning theories and instruction. Prior to this course, I had learned methods
to incorporate technology into learning (e.g., blogs, wikis, videos, podcasts);
however, I did not have a strong understanding of learning theories.
Throughout the course
I explored the history of the major learning theories: behaviorism, cognitive, constructivist,
social learning, connectivism and adult learning theories. I am a very task-driven person and a task-focused
learner. I found myself relating to the
cognitive and adult learning theories. A
blend of these two theories explains my approach to learning and the factors,
as an adult learner, important me– such as connecting information learned with work
experiences gained during the past 30 years.
As I begin my
career change into instructional design, having an understanding of learning
theories and learner motivation will help me to consider how to design the
courses which meet the identified learning objectives. I can apply the theories as a strategy to
course design, which ultimately will help to ensure the course objectives meet
the desired learning for the learner.
During this course
I learned motivation is an important element to consider when designing
courses. As I design courses, I need to consider how to engage and motivate a
learner. I do not want to create courses that are simply “click through page
turners” for the learner. I want to
create courses learners actually enjoy, are engaged with, and at the conclusion
of the course, the learners actually understand the material. I believe there are different methods which
can be incorporated into course design to engage and motivate a learner, such
as having the subject matter expert (the physician) tell a story about his or
her experience with a patient.
Simulations are another great method to create learner motivation. I leave this course contemplating how to
incorporate simulations into the courses I am building.
I also learned to
appreciate the difference between learning theories and learning styles. Although I entered the course believing in
the validity of learning styles, I was presented with ideas during the
discussion board which led me to question the legitimacy of learning
styles. This was an interesting insight. I had wondered how to meet the various
learning styles of the learners, but this course helps me to see I need to
focus on the learning theories, not the learning styles, when designing a
course. If I consider learning theories, versus learning styles, when creating
a course, then I will likely address the learning styles of the learners.
I found myself
most interested in the topic of learning and the role of the brain. I truly enjoyed learning about the brain, how
it functions, and the role of short term and long term memories when
learning. Going forward I will follow neuroscience
research. I believe it has strong
implications for instructional design. I
work with neurologists as the subject matter experts. Understanding the brain will help me work
with neurologists as the subject matter experts. I also believe understanding how the brain
develops and functions at different ages will help me to design instruction
targeted for the developmental state of the learner (i.e., K-12 design would
differ from adult instructional design).
References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning
theories and instruction (Laureate custom edition). New York: Pearson