Learning

In my ID course I have increased my knowledge in educational theory and instructional practice.  I was familiar with learning styles and the cognitive stages prior to this class but feel my knowledge has been concentrated into a cohesive understanding of educational theory and methods.

I was surprised at the complexity of how people learn.  I had been familiar with learning styles but did not know about multiple intelligences.  I found Dr. Gardeners work interesting and will apply knowledge of multiple intelligences in my teaching.  I also found it surprising that students will shift different learning styles during a lecture or learning module.  In my work as an instructional designer I will try to make learning modules that appeal to a variety of learning styles.  This endeavor will be challenging but the reward of engaging students in learning to reach satisfaction will make the work worthwhile.

During this course I had an opportunity to look internally at my own learning preferences.  I have always known my learning is dependent on the relevance to my work or interests.  I have always enjoyed learning useful information that I can put to use.  I have not been good at abstract concepts.  My Multiple intelligences probably are responsible for this practical approach.  I have enjoyed learning by reading interesting books and listening to MP3’s on interesting topics.  I now understand how these learning preferences fit into Cognativism and I can relate to how Constructivism provides a learning experience for students to learn lessons in a contrived experience.

This course has deepened my knowledge by introducing me to educational theories of Behaviorism, Cognativism, Constructionist and Social Learning theories.   I have always enjoyed asking questions from other people and listening to other paramedics cases in the field.  I now know that this is a demonstration of Social Learning. I look forward to exploring the full strengths of these theories while producing outstanding learning modules to increase productivity and safety in the workplace.  Connectives seems very interesting to me in the respect that there are tremendous opportunities possible in connecting nodes okf knowledge from around the globe to a common problem.  One of my personal missions is to motivate the best in the field of emergency medicine with state-of-the-art educational activities.  I feel that I can successfully teach these students in a climate of cooperation while facilitating internal understanding in each student.

I now understand that the connection between learning theories and practice form the basis of understanding of how students learn and how an educator can apply these theories to application.  This body of knowledge is still being developed through application and research.  Applying these educational theories allows instructional designers to understand the basis of education when forming lessons.   The instructional designer will perform a needs assessment to determine the desired outcomes and objectives from a learning experience.  Through the use of technology the instructional designer formulates a lesson to meet a variety of learning styles and multiple intelligences in students.

Through continual process management and improvement the instructional designer can further his understanding of using technology to teach students and reach the objectives of an educational experience.  Whether this is considered a recipe, a plan or system approach to learning, assessing outcomes and comparing results to the desired outcome develop the process.

To me this seems like a very complex assembly of processes with many variables.  I look forward to learning how to apply these educational theories and refine my abilities to create learning modules.   This information will be useful to me by applying known theory with assessments and preparing the learning module for student success.  I am excited about my role in education and look forward to helping to create a challenging learning environment in an evolving digital world.

 

How Has My View of Learning Changed?

I have gained a broader perspective on how I learn through this course.   Before this course I had a basic understanding of the cognitive domain and the learning styles used by adults learners.  This course has taught me about the Cognitive Theory, Constructivism, Connectivism, and Social Learning.  I have learned in this course so far that Constructivism is used by instructors to provide students with experiential learning through contrived learning experiences.  I learned that Behaviorism is responsible for the basic level of motivation and reward. Although I had dealt with topics within these areas in my learning experiences I had not considered them as a bundle of theories from which tools for education could be developed. I had used social media, taught webinars in the past I have conducted research on motivation in the workplace.  This course helped facilitated my awareness of these theories collectively.

I have gained an appreciation of how complex learning is and the individual way student’s learn. I will be attentive to the needs of the individual and how best to educate them.  I have accepted the challenge of developing a teaching approach via distance learning to help students learn terminal objectives, learn about themselves, connect with fellow professionals and enjoy the satisfaction of life-long learning.   I especially like the role of the teacher being more of a mentor than a lecturer.  I have witnessed frustrations with traditional testing and lessons.  I look forward to trying to improve education by applying the theories I have learned.

Like all learning this class has opened more questions for me to learn about these theories and heightened my curiosity on how best to use this view.

I realize that I like to learn meaningful real world applications that I can relate to my experiences.  I have also been reminded that I do like learning with others and sharing experiences. I am reminded that I am a visual and auditory learner and enjoy listening to audio lessons and reading good books.  I also like attending conferences and meeting new professionals.   I was intrigued by Dr. Gardener’s theory of multiple intelligences and will learn more about his theories application in Instructional Design.

Technology plays a large role in my learning.  Primarily I have started looking to the Internet when I have a question. “Let’s Google it“, is my first step in looking into an issue or questions.   I also enjoy listening to podcast s’  that are available on-line.  I also enjoy visually pleasing presentations by dynamic lecturers.  I record information by making podcast’s on a recorder and making them available to students.  I often store information in documents when I collect information about a topic.  I have used PowerPoint presentation very often in the educational setting. I have in the last year started to maintain a blog for emergency medical technicians who would like to succeed in a paramedic program.  I have used both Word Press and YouTube for this purpose with great success.  I am using this education in instructional design to develop my own on-line program to reach EMT;s around the world who would like to learn from fellow professionals and discuss the challenges and success of our work.

Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Ormord, J, “Learning Styles and Strategies” downloaded from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=4744627&Survey=1&47=8554304&ClientNodeID=984650&coursenav=1&bhcp=1on February 8, 2011.

Veenama, S., Gardener, H., Multimedia and Multiple Intelligences downloaded from http://www.howardgardner.com/docs/Multimedia%20and%20Multiple%20Intelligences.pdf on February 7, 2011.

Connectivetivism: reflecting on my learning network

How has your network changed the way you learn?

I like to be a self-directed learner as much as possible by looking up things in Google or reference books.  I also use web sites that are by reputable authors or major government agencies.  I always use several sources to validate my references. I also use e-mail to talk to friends who teach or wok in the same field.  I have to say I also learn by teaching students.  The students in class tend to have different views, cultural backgrounds and experiences that enable them to look differently at a problem or a question.

 

Which digital tools best facilitate learning for you?

I like to use MP3 recordings, PDF’s and Search engines to learn things.  I also use YouTube to search for videos that are covering the same issue I am dealing with.

How do you gain new knowledge when you have questions?

I reach out to boks and the internet.  I also ask friends that have the expertise that I need to accomplish a task.

In what ways does your personal learning network support or refute the central tenets of connectivism?

My network depends of a friend calling me to ask about the medical care he delivered to a patient or about a new technology.  I also use e-mail to ask questions from senior instructors that I teach with.

 

Optimizing On-Line Learning for the Adult Learner

Adult learners have unique motivations and learning styles that can be a positive when learning on-line.  Adult learners are more motivated to learn material that is either interesting to them or important for professional development.  Adult learners also have a vested interest in their success taking a course because they have used their hard earned money to take the course.  Adult learners have the ability to relate their past experiences and culture to new information.  Adults also have the benefit of immediacy when taking a course because the will be putting the information to use rather than learning knowledge that contributes to general education.

An adult has acquired learning skills, previous education, life experiences and cultural influences which help him or her absorb and relate to new information.  When instructing an adult learner an instructor should allow for the unique differences of the adult learner.

Andragogy is the art and science of helping adults learn. Malcolm Knowles is the father of andragogy as he proposed five factors involved in adult learning.

The five assumptions underlying andragogy describe the adult learner as someone who:

• Has an independent self-concept and who can direct his or her own learning
• Has accumulated a reservoir of life experiences that is a rich resource for learning
• Has learning needs closely related to changing social roles
• Is problem-centered and interested in immediate application of knowledge
• Is motivated to learn by internal rather than external factors

Conlan, J., Grabowski, S., & Smith, K.. (2003)

Some negative influences are managing family obligations with work and continuing education.  Students may also have barriers to overcome using new technology and gaining access to the course software when taking on-line courses. Personally I have difficulty finding time to do the many projects I have going at the same time.  I also have trouble refusing work opportunities to find time to do creative projects like writing and recording podcasts that may or may not produce income.  To help students overcome the technology barrier I would improve the quality of a course by considering the needs and problems of the adult learner.  Technical resources like FAQ sheets and short videos to help the student learn the technology will help the student get off to a running start in the program.

As an instructor of paramedics I have produced a time management video that is available on YouTube for students to watch.  http://www.youtube.com/watch?v=lbz1sYzKdUY This video talks about prioritizing tasks a student has to perform, deciding which tasks fit their values and goals and finding the time wasting activities

When designing learning activities for adults I would provide the lesson in various formats, appeal to their motivations and learning style.  For example I would provide the lecture in MP3 format, on-line video and PDF formats so the student could use the format that best suits their learning style and available time.  I have found I enjoy listening to lectures while driving to and from work but occasionally I like to print out material and make notes on the paper to facilitate my learning. I am particularly effective at reaching students to motivate them in their filed to see the importance of the lesson as it relates to their professional development.  “Weimer discusses the fact that evaluation currently focuses on grades and is completed by teachers only in the area of purposes and processes of evaluation. She believes that utilizing self- and peer-review will allow students to better self-monitor their own learning and also allow them to take more responsibility for their own learning.” (Kupczynski, Hooper, 2006)

I am interested in creating learning module with a mechanism for students tracking their own development and accomplishing the objectives needed to master a topic.   I would also use a learning styles inventory tool to help students understand their learning style and lean methods of learning that work best for their style.  http://www.metamath.com/multiple/multiple_choice_questions.html I have seen in education that best lessons are those that incorporate several formats for the visual, auditory and kinesthetic learner.

References

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved February, 2 2011 from http://projects.coe.uga.edu/epltt/

Lori Pendley Kupczynski, Ed.D., Buddy Hooper, Ed.D. (2006). The Internet as a Path to Adult Learning, http://www.marthalakecov.org/~building/lifelong/higher_ed/hooper_kupczynski.htm obtained on February 3, 2011

Constructivism: Is Social Learning possible on-line?

Meaningful and effective social learning can take place in an on-line environment. For on-line learning to take place students must be able to communicate using technology and respond to each other’s ideas.  By reviewing ideas and considering various views a student can form a more comprehensive view of a topic.  I am continually fascinated how students in paramedic class come up with a question that I may not have thought of after years of being a paramedic.  The difference is that students are being presented more knowledge have different experiences and backgrounds that give them a unique perspective on an issues.  We learn by accepting knowledge previously learned and by sharing views with students.  This is how knowledge and ideas are advanced

Students can have a very successful interaction on-line while learning.  My observation in on-line learning is that I feel more comfortable asking a question and may be less leery of social pressures and judgments of other students than when in class.  I have also found that there is a lower instructor to student ration on-line versus in traditional “brick and mortar” classrooms.  For those who doubt the effectiveness of social learning on-line need only look to the success of Facebook and You Tube in distributing knowledge and building social relationships.  The question is not IF on-line social learning can take place but HOW does a instructional designer present the knowledge in a compelling manner that is interesting to the student and covers a knowledge review and introduction of new knowledge.

I think the use of distance learning on-line is important to share information and lessons learned with students around the country and the globe. The single biggest advantage in online learning programs is interactivity they offer. http://www.usdla.org/html/journal/MAR02_Issue/article01.html For a student to benefit from social interaction and learn on-line students must be able to share opinions, critique each others ideas and observations. The nature of the learner’s social interaction with knowledgeable members of the society is important. Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them. http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism For social learning to take place on line the instructor must construct the lesson so that knowledge can be constructed or conflicting opinions are formed and resolved.  Constructivism is an educational view of learning that “learning can point towards a number of different teaching practices. In the most general sense, it usually means encouraging students to use active techniques (experiments, real-world problem solving) to create more knowledge and then to reflect on and talk about what they are doing and how their understanding is changing.” http://www.thirteen.org/edonline/concept2class/constructivism/index.html In my research I found some interesting benefits form using constructivism in the classroom.

Benefits of constructivism

• Students enjoy actively learning
• Education works best when it focuses on thinking and understanding
• Constructivism gives students ownership of what they learn, since learning is based on students’ questions and explorations.
• By grounding learning activities in an authentic, real-world context, constructivism stimulates and engages students.
• Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group

Obtained from: http://www.thirteen.org/edonline/concept2class/constructivism/index_sub6.html

In summary, a Web-based learning class is more effective learning experience, since the learner is participating in learning process and receives individual attention. Though the instructor and the learner are at different locations, this participation in learning is by itself a positive learning experience.  http://www.usdla.org/html/journal/MAR02_Issue/article01.html

Learning theories: The development of educational understanding

Learning theorists have developed concepts about how learning takes place in the human brain.  Skinner was a Behaviorist who developed concepts about how children learn, Behaviorism is a learning theory which “denies any independent significance for mind assuming that behavior is determined solely by the environment¹.”    Theories are subject to criticism and modification during their validation.  In their on-line discussion of the nature of Learning Theories Stephen Downes² and Karl Kapp³ debate the validity of Behaviorism and whether the theory has been abandoned.   Stephen Downes wrote that “Behaviorism was abandoned 30 years ago,” and questions why this theory is still used by instructional designers.  “According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.”⁴ I can see how a behaviorist view is somewhat dated but Skinners work is still used in psychology today to change behaviors.  Perhaps the “denying the internal mental state of the individual” limitation that is being criticized as we recognize the unique needs of each individual student.

Bill Kerr addresses the issue of the different learning theories:

“What I have noticed is that these _isms do not stand still. They evolve, they listen to criticism and move on. I’ve also noticed that learning theorists, who have a different favourite _ism to mine, might still come up with significant findings in their empirical studies that I find hard to reject or ignore.”

The debate of what learning theory is best and the valid portions of theories is the process of weathering and collaboration, which develops theories through discussion.  Science can quantitatively validate Behaviorism but Cognativism is an elusive sum of biochemical reactions we find hard to validate.  In the absence of quantifiable data we are left to theories.

Bruner et al.  (1956) stated “that concept learners tend to formulate a hypothesis about rule underlying the concept.”   In the various learning theories we see this very concept being demonstrated. Why is their no one answer?

Learning theories are elusive because they are the sum of biochemical processes we do not yet understand.  Science is a matter of conceptualization, observation and then validation.  In the absence of quantifiable data theorists have to develop ideas about learning and test their application in the educational world. The relevance of educational theories to a particular student and setting can be evaluated and then improved or spread for widespread application.

What does this mean for the Instructional Designer? Do we use one theory or take pieces of theories?

The historical evolution of learning theories shows a development of our understanding how the brain functions.  I think it is not which idea is correct, but how do we use the theories available.  Consider a carpenter who wants to make a cut in wood.  Which tool does he use?  He will use the tool that will give him the most accurate cut for the wood he is working on, the accuracy required and direction of the grain.   Instructional designers can use their “toolbox: by using the best methods of the learning theories available to benefit students.

Through the process of survey, design implementation, testing and evaluation leaning theories can be applied to educational needs to yield the best result.

“All my life is a circle.” Said Harry Chapin,⁵ with each rotation of teaching a course we have an opportunity to evaluate our methods and modify the learning experience to benefit the individual student and their learning style.  Perhaps the role of the instructional designer is to develop a tool to evaluate the strengths and weaknesses of each theories attribute to facilitate application in the educational setting.

1. http://en.wiktionary.org/wiki/behaviorism obtained on January 21, 2011
2. http://www.downes.ca/cgi-bin/page.cgi?post=37293 obtained on January 20, 2011
3. http://www.kaplaneduneering.com/kappnotes/ obtained on January 20, 2011
4. http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm obtained on January 20, 2011
5. http://www.lyricsg.com/76077/lyrics/harrychapin/circle.html obtained on January 21, 2011

Learning tips

The modern business world is transforming daily causing the need to learn new ideas and information quickly and reliably.  In corporate training ID professionals know the elements that aid in rapid learning and retention.  Factors that help learning (encoding) are: meaningfulness, elaboration, and organization.

 

For example a lesson can be linked to prior knowledge or problems in the workplace to get the student attention.  Information should be presented in the form of a problem and then backed up by factual knowledge.  Learning can be facilitated by teaching with cues.  for example, when teaching nurses to treat Unstable tachycardia in pediatric patient the scenario should include cues “The patient is unstable, experiencing low blood pressure and disoriented.”  This type of cue helps the student categorize the patient and select the correct treatment choice.  The use of the learning design  elements can be used in any industry during teaching.

I found a web site: Improving your memory: Tips and techniques for improving your memory http://helpguide.org/life/improving_memory.htm which gives practical solutions for employee’s or students who want to increase their memory and learning ability.  These are some common and sensible suggestions which can aid in the retention of new information.

Instructional Design

My road to improving my teaching ability has led me through classroom basics, presentations, lesson plans, conference and now at the doorstep of Instructional Design (ID).  Being  a health care provider who is dovetailing a teaching career into my resume of experiences I am looking froward to learning some educational theories and how to refine my recipe for education to produce reliable outcomes in my students.

I was introduced to ID by a teaching Mentor JB.  I know some rudimentary teaching methods and have lectured many times.  I realize that learning is first accelerated by a mentor who points us in the right direction and motivates us to learn more.

Instructional design is a field with several areas of specialization.  I took the time to conduct a review of Blogs in the area of ID.  This  literature review of the available resources and introduction into the various sub-specialties.  Let me discuss what I found on blogs and provide you with a review of the material.

Explorations in Learning & Instruction:   The Theory Into Practice (TIP) Database

This blog offers a no-nonsense list of educational theories, learning domains and suggestions for good instructional design.  The author, Mr. Greg Kearsley has a wealth of experience in software engineering, training consulting and in college level instruction.   The information listed seems to be trustworthy and the web site is not a funnel type site designed to sell products.

This is a web site I will probably refer to many times in the near future and recommend based on my initial evaluation.

The Rapid E-Learning Blog

The second site I reviewed was authored by Articulate who produces software to used to author learning management system modules used by professionals.  This web site offers salient tips on how to construct distance learning lessons and e-mail offers.  This web site does sell software but the information on the web site is still useful and unbiased.  Rather than a web site trying to sell you software by giving information this site is by a manufacturer of a quality software product making a genuine effort to help customers use their product to the fullest.   The suggestions do pertain to Instructional Design in general as well as specifically to Articulate.

I would recommend this Blog based on the reputation of the manufacturer and quality of the educational tools they produce as evidenced by presentations I have seen in conferences by Articulate.

Teaching with Technology @ Tufts

This blog is a simple once a week post by a professor from Tufts university who teaches social Media.  This site includes some information for the beginner on social media tools like second life, Web 2.o and how digital access is limited in Africa causing a “Digital Disconnect.”

This site seems less technology oriented with a social influence that would be appealing to a new student interested in an overview of ID or considering attending Tufts University.

I would use this site to give a interested student an introduction to ID.