I cannot say that I was surprised or struck by what I had learned this quarter. Now, that does not mean that I did not broaden by learning horizons. What the materials for this course did do is help me look at the things through different eyes. I also did learn that when people hear about change or adaptation he/she become afraid of change. I did embrace the increase and mixture of theories and concepts associated how people learn. I did learn that people have a fear of the unknown and that there is not always a willingness to learn about a different learning styles and methodology.
I realize that my learning process makes me a mutt. I chose the term mutt because, I have learned to merge processes and realize that people learn from mixed methods. For, example a traditional auditory leaner in a classroom environment may begin to embrace visual and auditory learning practices because the use of online technology. My personal leaning processed has been broadened I am no longer a “one trick pony”. I find myself to be a sponge wanting to know about learning processes for myself so that I can design for others with an open mind.
I have also admitted that during this course I was introduced to a leaning theory that I was unaware of connectivisim. The term was new to me but, I liked that the theory because it bridged other theories together. Leaning that there are chain links that create a cause an effect outcome when discussing the connection between learning theories, learning styles, educational technology, and motivation has helped my apply what I have learned to the type of instructional designer I plan to become.
This course is the base of my instructional design layer cake and I plan to become not just a designer I want to enhance the learning process as a whole. I will be able to become an educational powerhouse because I have clarity on how people learn and now it is my belief that I can merge that with new technology, infuse a gumbo of theories, and meet the needs of my future clients successfully.
So, I have read quite a bit in the past 7 weeks about learning and learning styles and as a psych major I am in theory overload. I now have understanding of the theorist that I adored and subscribed to in Psych 101 and my view hasn’t been changed but, it has been enhanced. The enhancement comes from merging theories with learning processes and technology. My view has now become multifaceted in a sense. My new challenge is to now apply theory to design and address the needs of several individuals and withdrawing self out of that process (self being how I learn and my theorist/theory preference).
My learning preference can now be described a connectivadultbehavsocio theory. Simply put I have no learning preference. However, I have learned that a clear understanding is needed for all of theories when taking on the role of instructional designer to ensure that the needs of all of the learners are met as well as the needs of the client and classroom.
Technology plays a large role in my learning…I am hybrid of source both a Mac (iPad and iPod) and a PC my (netbook, blackberry ,notebook, and desktop) so my data for my Apple products are stored on/in cloud and my other data are stored on jump drives (please insert laughter here). As I increase my knowledge base from novice to advance in the near future ( I know that sound farfetched but I find myself to be an over achiever most of the time ) I will develop a loyalty and more definitive answer to how technology plays a role in my life.
My network has caused me to merge ideologies of cognitive and learning theorists’ theories together to streamline my learning processes. Since I was introduced to psychology I have always loved the cognitive theorist Bandura and his theory of behaviorism. But is there a disconnect with connectivisim, cognition and behaviorism or is the key ingredients in the instructional design “gumbo”?
When using tools in my network including blogs, online research resources, and wiki’ in some cases. In the article by George Siemens Connectivism: A Learning Theory for the Digital Age
http://www.elearnspace.org/Articles/connectivism.htm it provides a merging of my theories with my network preferences.
Often I feel like Arnold Horshack when I need to know the answer to questions. I listen and seek out answers from my peers when I am in the online classroom, the course tools, and the internet.
Support to or not support is the question? The website http://connectivism.ca/about.html clearly answers if my personal learning network support or refute the central tenets of connectivism? I am neutral in some instances I know enough to understand the concept of connectivism but, not to take a stance on how it matches up with my ideologies.
About — Connectivism. (n.d.). Connectivism. Retrieved July 29, 2012, from http://connectivism.ca/about.html
Siemens, G. (2004, December 12). elearnspace. Connectivism: A Learning Theory for the Digital Age. index. Retrieved July 29, 2012, from http://www.elearnspace.org/Articles/connectivism
This weeks information was a pleasure to read and share with others for many reasons. I find that understanding the physiology of the brain and theory application are essential when teaching and designing course work for others in any capacity. The articles that I read for this week helped me develop a different thought process as I enter the world of instructional design.
In the article The Brain’s Learning and Control Architecture by Chein and Schneider they discussed that the “brain research has revealed patterns of experience-dependent change (or plasticity) that occur in the brain over the course of learning” (2012, p.78). When designing instructional materials it is important to focus upon the dependent changes as well as cognitive learning styles. Having this understand will be great to a novice and experienced ID professional.
The second article Information Processing Theory and Learning Disabilities: An Overview by Swanson, shares information with the reader about the information processing theory as it applies to individuals with learning disabilities. Because of the ADA requirements I believe that it is important that an instructional designer. Swanson shared that “three general components that underlie information processing theory are (a) a constraint or structural component, akin to the hardware of a computer that defines parameters within which information can be processed at a particular stage…”(1987, p. 4). It is necessary in my opinion to have an understanding of the needs of those that may have disability issues when designing a course. I highly recommend this article.
Chein, J., & Schneider, W. (2012). The Brain’s Learning and Control Architecture. Psychological Science, 21(April), 78-84.
Swanson, L. (1987). Information Processing Theory and Learning Disabilities: An Overview. . Journal of Learning Disabilities, 20(1), 3-5. Retrieved July 8, 2012, from http://web.ebscohost.com.ezp.waldenulibrary.org/ehost/detail?sid=18f107a5-fa72-4319-b5b4-0c4fc7c33c1d%40sessionmgr13&vid=1&hid=14&bdata=JnNpdGU9ZWhvc3QtbGl2ZSZzY29wZT1zaXRl
During week one I have become overwhelmed with the fear of blogging and sharing my thoughts and ideologies with my peers and the world at large. During week 1 I have been required to share with you three blogs or news letters that I have found to be relevant to my exploration of instructional design.
The three links that I would like to share are
I carefully reviewed each blog for content, relevancy, and application to my future work and contribution to the field as a whole. In the blog written by Christy Tucker she provides an overview into what instructional designers do and how to enter the field. It was quite insightful because there were many responses from IT professionals wanting to merge their current skill set with designing learning materials. In the next article Dr. Tony Karrer shared the issues of using stock photos when designing a course. We have all done that when designing a PowerPoint presentation. He is providing how to use the stock photos and how they enhance course design. My final blog selection was pinned by Connie Malamed. Malamed shared her ideas of the top 10 qualities of the ideal instructional designer. She shared the following;
The successful instructional designer should:
She laid out an excellent roadmap for novice instructional designers like myself to apply the technical principles to my knowledge of learning theories and ideologies.