Learning theories, Learning styles, and the Impact of Technology

In my initial posting, I stated, “The learning methods that lead me to the most success in learning are those that allow me to access knowledge at a time of my choosing and in an environment that is less stressful and more conducive to learning.” After investigating the various learning styles and theories over the past several weeks, I can clearly identify that myself in the adult learning theory that acknowledges that adults draw on their life and career experiences to construct new knowledge. I find that the technology available in the learning environment contributes to my success as a learner because it allows me to function independently, collaborate with others to discuss information when needed, and incorporate my coursework into my daily schedule when and where it is convenient for me. In addition, I am able to develop my knowledge by accessing information on the Internet to answer questions as they arise.

I exhibit the properties of a learner in the constructivist assumptions of self-regulation described by Ormrod (2009) as:

§         And intrinsic motivation to seek information

§         Understanding goes beyond the information given

§         Mental representations change with development

§         Progressive refinements in levels of understanding

§         Developmental constraints on learning

§         Reflection and reconstruction stimulate learning

I have a better understanding of the concepts of learning styles. My learning has always been enhanced by visual and auditory presentation through video, television, and PowerPoint presentation. These multiple methods of delivery, in conjunction with discussion and reflection, have helped me process and transfer knowledge into my long-term memory in a way that allows it to be recalled when needed.

Technology has grown to assist me in the learning process. I have always been curious and anxious to learn new things. I find that the Internet has become a common source for me to research information and find answers to questions that students or I have as we elaborate on the topics we discuss in class. I enjoy the social networking sites, and link to various science sites as a means of locating resources and materials for teaching. My participation in Listservs supports my development of technology in my classroom. Blogs allow me to interact with other professionals to discuss relevant topics in education and technology. Taking online courses has allowed me to continue my education and participate in professional development in a manner that fits into my schedule. Whether it is part of a structured curriculum, such as the coursework through Walden University, or an independent video course on a topic I am seeking information on, I enjoy learning and find the audio and visual material on the Internet engaging and informative.

Ormrod, J.,  Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Reflection on Connectivism

George Siemens’ Theory of Connectivism stresses the importance of networks in providing us a tool for continuous learning. We cannot possibly experience everything, and there are never enough hours in the day to prepare every lesson to be the best and adjust every lesson to accommodate the needs of all students. To provide lessons that are engaging and current, I have established a network of sources for information and materials that allow me to continue to develop as a teacher and to offer my students well planned and tested approaches for learning content.
The use of networks allows information to come to me instead of me spending time researching for the newest and latest methods for teaching students. Many of the sources I rely on provide me opportunities to learn new teaching techniques, to hear about other teachers experiences, and to expand my knowledge of technology and science content. By participating in blogs and discussion groups, I am able to get insight from my peers and other professionals. Their perspective and experiences assist me in my development and ability to problem solve.
I find the most useful digital tools to be the web pages that provide experiential lesson for high school science. These plans allow me to have a general format for my lesson, and allow me more time to modify the lesson to accommodate the special needs of my specific students. The Internet is also very useful for locating resources such as video clips or virtual demonstrations to use in the classroom.
When I have a question about the technology or science concept I am covering, I am able to use a search engine such as Google to search for the answer, I am also able to email experts on web pages or my peers for assistance, or I can locate a blog for users of that technology and read how others are using it or how they have resolved issues.
My personal learning network supports the theory of connectivism. I gain perspective and knowledge that allows me to adjust the way I work as I prepare to teach every day. My network has organized itself. I have Google Reader to track postings on blogs I follow, email to receive and store information that comes through email connections, and Delicious to organize my bookmarks for easy access to the web sites I find most useful. By utilizing a network of resources, I am learning on a continuous basis.

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Connectivism

Brain-based Education

In the article A Fresh Look at Brain-based Education, Eric Jenson discusses how brain research evidence can help educators do their job better. Brain research can help educators answer the question “Why I do what I do?” and give a level of professionalism to their teaching by making the connection to methods proven to be effective by current brain research.

The current theory on learning connects multiple disciplines of brain research. It is believed that the brain, mind, emotions, body health, nutrition, social contacts, and the environment all affect the ability to be successful. Jensen states that, “Such issues as stress, exercise, nutrition, and social conditions are all relevant, brain-based issues that affect cognition, attention, classroom discipline, attendance, and memory.” In other words, the conditions that a learner faces vary each day, and so does their ability to learn.

Educators should not consider brain research as definitive proof, but rather that it contains valuable information to assist in developing affective approaches to teaching. Understanding that the brain is involved with, and affected by, everything we do allows a multidisciplinary approach to teaching.

Dr. Michael Merzenich’s article Lessons from The Hand and Mind Symposium guides the participants to make stronger connections between brain-based research and education. One presenter at the symposium, Richard Christen, explains the connection between physical movement and thought explaining that we have long understood the brain resources both activities share.

This article summarizes the conclusions of the participants on how hands-on learning can contribute to a learner’s success as this:

1. Multimodal sources of reference or affirmation actually directly impact semantic development and ideation.
2. The use of the hands in fine motor control is an important neurological prelude to reading.
3. Daniel Duford provided a wonderful description about how visceral (non-cerebral) drawing can be….We call this ‘synergism’!! Getting those hands in play is going to amp up learning rates!
4. Neurologically, hand gestures in communication provide a good way of alerting students because they represent a convergence of information reinforced in 3  modes: visual; hand; verbal instruction… and, picture = idea-in-your-head connection

In summary, these concepts help us understand that a hands-ON approach is a key to achieving that learning with high efficiency.

On the Future of Learning and Instructional Design

Blogs allow people to share ideas in an open environment. The articles published in a blog can be located through searches, allowing readers to quickly identify information on topics that are of specific interest to them. The use of blogs provides each of us the opportunity to post information and opinions on topics that are important to us, and to share that information with others in an open forum.


Shelley Gable’s blog, , contains a recent article discussing Using eLearning in a Blended Approach to improve instruction in various settings. The information provided includes examples of scenarios in which Ms. Gable has used elearning and experienced a benefit to the individual learners. Another recent article written by Shelley Gable outlines 7 Techniques to Capture Attention in eLearning.

Dianne Rees’s blog “Supporting Self-Directed Learning” discusses the use of scaffolds to support self-directed learners. Dianne’s work includes the use of technology for self-directed learners in the fields of biotechnology and healthcare. Dianne discusses the work done by Lang (2000) in describing the possible steps taken to reinforce learning and to promote learners ability to function independently.

In addition to this article, some of Dianne’s recent posts include her Ten-Plus-One Must-Read Books for Instructional Designers . These books cover a range of material that cover a range of concepts including learning theory, instructional design, and ways to apply these in various learning environments.

Looking for ideas that will lead us well into the future, I located the blog Instructional Design: on the Road to Learning . Michel Cartier covers the topic of Personal Knowledge Management and how knowledge will be attained in the workplace. He discusses how the use of technology is causing a reorganization of our society. Education systems are looking at a major reform as learners control what, when, and how they obtain knowledge.