Learning Theories and Instruction Reflection

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