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.
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