Learning Theories Course Reflection

How do people learn?  

This is a short four-word question, which should be for a knowledgeable person easy to answer.  The many theories and wide array of complex answers to this question, is what I found most interesting and surprising about this course.   What works, when is the right time or situation and how to use one theory verses another is perplexing. The old debate still exists that learning is based on nature (Plato) or nurture (Aristotle). This heated debate is just the tip of the iceberg and lays the foundation for new learning theories, strategies and answers to this perplexing question. (Ormrod, Schunk & Gredler, 2009)

When Sputnik launched, the US was behind the eight-ball and there was a huge emphasis and focus on curriculum reform and a new thirst for learning theories.  Many folks jumped into the learning theory arena to try to guide and propel the US education system forward.  The documentary movie “Waiting for Superman”, directed by Davis Guggenheim, highlights the importance of teachers, engagement, motivation and student learning. The director recalls: "In the 10th grade. I had a teacher who changed my life — he was hilarious and fun and, even though I was a C-Minus student at the time, he saw great tings in me. If I didn't have a teacher like that, I wouldn't be a filmmaker now, I wouldn't be a storyteller, I wouldn't be invested in the world or care so much about our public schools." (Guggenheim, 2010)

My understanding and appreciation of the multiple learning theory perspectives, ranging from behaviorism, cognitivism, constructivism, connectivism and adult learning now has a framework. All theories have strengths and weaknesses, but can be easily combined and mixed and matched to meet the needs of the learner and learning objectives. Bloom’s taxonomy is a wonderful approach to move learning from teacher center to student centered focused on problem solving and the highest order critical thinking and application.

Using a cooking analogy, one often cooks what they like best for dinner, even though their guests may have different tastes or dietary needs.   I love ice cream for dessert and my husband and boys love chocolate. My understanding of how I learn best has been heightened and I realize that I prefer both visual and auditory learning environments, and tend to lean more toward constructivism and connectivism approaches. With this in mind, similar to what one makes for dinner, I need to be cognizant that I include additional side dishes or chocolate desserts on the dinner menu and be sure that I support the learning styles and preferences of ALL learners.  Each learner has unique multiple intelligences which can be leveraged for success of each learner and the entire class. (Armstrong, 2009)

As instructional designers we need be able to address the technology and motivation needs of both digital natives and digital immigrants.  Different things motivate an elementary school, middle school, high school and adult student. Understanding what motivates learners and increasing engagement is key to positive outcomes.  Connectivism provides the ability to infuse new technology platforms such as blogs, Google reader, Web 2.0, cloud computing and social media to connect pertinent information in a mode that is fun and current. (Johnson, Levine & Smith, 2009)

Our goal as instructional designers is to be just like a doctor and be able to diagnose and prescribe the right approach that incorporates the right modes of delivery, learning styles, motivation and provides supports to ensure that learning outcomes are achieved and the student is successful.

-Michelle Cosner

Resources

Armstrong, T. (2009). Multiple intelligences in the classroom (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.

Guggenheim, D. (2010). Waiting for Superman, Retrieved from www.WaitingforSuperman.com .

Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/

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

Fitting the Pieces Together

Over the past few weeks my perspective on how one learns and what are the best ways to teach others has evolved from a two to a five on a ten point scale. I now have a learning theory and learning styles framework that can serve as a guide.  However, there is much more to learn and it would be beneficial for me to gain a deeper awareness of all the learning theories, styles and strategies. I always knew that there were different theories, but didn’t realize the extent of them and how they can be mixed and matched to meet the needs of the individual learner and specific learning objectives.  In my week one post, I theorized I was a constructivist, but have come to realize that most of my learning utilizes connectivism and adult learning theories.  My self-motivation to learn aligns perfectly with andragogy as I learn best with connections that are relevant. I prefer flexible self-directed learning environments that are action oriented and have projects and small group instruction. (Conlan, Grabowski, & Smith, 2003)

After reading more about modality of learning, my perceptions of my preferred learning style has changed. At first I thought I was just a visual learner but have discovered when I can hear and see and use the strategy of comprehensive monitoring, my learning is greatly enhanced. (Ormrod, 2011)  Working with students in grades K-12, it is critical to incorporate instruction that connects with their multiple intelligences and learning styles. Our readings highlight the benefits of using the strength of the learner to connect and pair with other students and that this can foster peer collaboration, differentiated instruction and increase student achievement. (Gardner, 2003)

Technology has many dimensions that can be viewed as good and bad. The strengths and weaknesses of technology combine to directly impact learning and instruction. Google reader can sift and sort RSS feeds by the thousands which is amazing, however do adult learners juggling work and home responsibilities really have time to make meaningful connections from the deluge of information? Exploring blogs, YouTube videos and experiencing the power of connectivism shed a new light for me on how to leverage technology to connect with others and areas of interest.  Connectivism provides a filter to access meaningful information. Search engine technology evolves every second and through Google one can typically locate the exact piece of information one is seeking combining new searches that offer more and more specificity.

In summary, I like to highlight Pennsylvania’s Classroom of the Future reform project that captures how I envision the role of technology in K-12 classrooms and highlights how I learn best.   The Classrooms of the Future are teaching 21^st century skills and strategies that move instruction from teacher centered to student centered, from memorization to high order thinking and creativity, from learning content to learning how to learn and from learning isolated skills to completing authentic projects. (Classrooms of the Future, 2011)

-Michelle Cosner

Resources

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf

Classrooms of the Future, Pennsylvania Department of Education, (2011). Retrieved from

http://www.portal.state.pa.us/portal/server.pt/community/classrooms_for_the_future_(ed_hub)/8911.

Ormrod, J. (2011). Learning Styles and Strategies. [Transcript].

Twenty-Five Year Reflection on Learning - Connectivism

Twenty-five years ago, I was an undergraduate at Bucknell University in Lewisburg, PA. Bucknell, which is a small liberal arts university, nestled along the Susquehanna in the middle of bucolic rural Pennsylvania. When I was at Bucknell, I used to study for hours, day after day, in a very special nook in the university library, the same place, the same chair, the same circle of fellow students.  No ipod, no laptop, no interruptions. I would study with great focus by reviewing my notes, textbook and projects.  Before mid-terms and finals we formed small study groups of 5-10 folks, often with a Teacher Assistant, and met in classrooms late into the night to discuss and strategize on what questions would be on the exam.   This study group was our “social” and “learning” network.

Twenty-five years later how things have changed for me. My network is no longer just a group of my classmates on my college campus. When I have questions, I now have a group of colleagues, classmates and professors connected via world-wide internet resources and online learning portals.   One click, one email and I am connected to almost any resource I seek.  Seeing the power and ability to dialog and collaborate based on personalized set of questions, interests and needs is unbelievable. If you asked me 25 years earlier if this was possible, I would of thought this was from a movie scene from “Back to the Future”.

Connectivism theories are in alignment with the way I learn and process new information. This theory helps me sift through all the information and leverage technology to learn and chunk the information in real-time. Learning management systems, online learning classes, and discussion boards are so powerful. These combine to make my online adult learning experiences information rich and flexible to meet my schedule and interests. No longer am I in my library nook learning solo. My favorite websites and resources are booked marked on my browser bar. Youtube, Google, and Google reader now feed RSS information that I find relevant 24/7 into my MacBook for my mind to absorb and attempt to process each day.

A wealth of resources, research and knowledge is at my fingertips. My challenge is how to vet all these sources and sift through the mountains of information bombarding me like an uncapped fire hydrant and juggle all my home, work and school responsibilities.  Connectivism can help adults battle the challenges of this digital age and leverage technology to enhance learning experiences and information exchange. If only connectivism could help walk the dog, cook dinner and do the dishes each day….maybe it will in the future?

-Michelle Cosner