Fitting the Pieces Together

Over the past 7(seven) weeks we have visited many learning theories and learning styles, and all have increased my knowledge.  The information will also increase my skills as an instructional designer.  The information has not changed my view on how I learn however it has provided a deeper understating on knowing how I learn and how it affects others. There is no one way to understand learning; just as learners and educators are each very different and constantly changing (Fenwick & Tennant, 2004)

1.     First, no one theory of learning or of facilitation learning trumps others

2.     Second, learning is no a mental process occurring in a vacuum.

3.     Third, the “learner” is no an object separable from the “educator’

     The past weeks have sparked me to think about how I learn and perhaps why I learned the way I did in the past as well as today. I have always had strong processing skills however in some cases they have been limited to experience-expectant. To use the experiences that human beings encounter in virtually any environment to fine tune its powers (Ormrod & Gredler, 2009). For example I am a visual learner however my experience-expectant processing has limited me in learning a second language and is making me stretch as an instructional designer in knowing that how I learn best is not how others learn therefore I must consider all types of multi-media for presentations in order to ensure maximum processing, retention and retrieval for the learner.

     My next challenge has been in my ability to retrieve information quickly. It is like I know it is in my mind however where to find it is the trouble. I may need to refresh myself with some quick reading, practice or look at and work out some examples. By being so one sided in the way I want to receive and process information has limited the my ability to retrieve information quickly ( Ormrod,2012 ).

     Technology lately has played a hugh role in my learning lately.  Before I began at Walden technology played a small role in my learning with the exception, to complete research or type assignments. As instructional designers we must consider now strongly consider what role technology plays in learning.  According to Keegan (1980) in Bruce Spencer’s,2004 writings, this ‘separation of teacher and student’ is the first of six elements present in all well established definitions of distance education, the others are:

• the influence of and educational organization, especially in the planning and preparation of learning materials;
• the uses of technical media
• the provision of two-way communication
• the possibility of occasional seminars, and
• participation in the most industrialized  form of education.

     While the list is focused on distance education is can very well apply to any type of learning that is technology driven.  As I move closer into my desired career as an instructional designer; I must acknowledge my preferred theories and styles of learning.  I must also be aware of others and how to apply them and incorporate them into effective and diverse instructional design. 

Resources

• Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education; Chapter 4, “Understanding Adult Learners” by Tara Fenwick and Mark Tennant
• Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education; Chapter 11, “On-line Adult Learning” by Bruce Spencer
• Ormrod, J.,2012, Information Processing and Problem Solving[Video podcast]. Los Angeles. Laureate Education ,Inc. Retrieved from http.//sylvan.live.ecollege.com
• Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. , Chapter 2, p 42
• Ormrod,2012 "Information Processing and the Brain[Video podcast]