Reflections of Learning Theories and Instruction

You Can Teach an Old Dog a New Trick
You can’t teach an old dog new tricks, you are no spring chicken, and you can lead a horse to water but you can’t make him drink; these are all clichés that came to mind at different times throughout the past eight weeks. My mind was opened to a great deal of new learning that by linking to prior knowledge I was able to make sense of the new information. By taking these steps I have been able to place the information in my long term memory so that I will be able to recall quickly as needed. While I had learned this information before, I have never been able to understand the process enough to restate it in this way. In this paper I will even further embed this new knowledge as I share my AHA moments.
It seems that in every education course the foundation is laid with a study of theories. Instructional Design is no different. I was struck by the many theories and how they seemed to all contain much the same information with a different twist. Karl Kapp’s blog “Out and About: discussion on Educational Schools of Thought” was a discussion with Bill Kerr and Stephen Downs; the information provided helped me to organize my thoughts and feelings about all the theories and –isms in education. Karl Kapp wrote, “learning is not one thing…..there are too man levels for one school of thought or model to do it” (Kapp, K., 20070). Another comment is “…concept of taking a little bit from each school of thought, I really believe that is the essence of good educational design” and “What we need to do is take the best from each philosophy and use it wisely to create solid educational experiences for our learners” (2007).
My personal thoughts on all the theories is that because as is human nature there will never be a consensus on one theory be right and therefore there were those who used bits and pieces they agreed with and could find justification for and wrote their own theory. I agree with the discussion from Karl Kapp’s post that we should take the best, at least in our eyes, from each philosophy and use that. The Learning Theory Matrix that we created was a useful tool to keep these six theories straight; I have started a project to make the information more easily accessible.
Adult Education Theory was my favorite and provided me with an understanding of myself that will help me to get more out of my learning. I did not know that there was such a wealth of information on the adult learner. The one idea that is reiterated in virtually all writings on the adult learner is the fact that learners need to connect their new learning with their prior knowledge in order to put it all together to see how it will look in the future. From this I know that my making these connections is a good thing and will help me my learning.
Theories, learning styles, educational technology, and motivation are all words that we read about and wrote about in our discussions and application assignments. Learning styles and learning strategies go together; examples of learning styles are visual and auditory learners. Dr. Jeanne Ormrod talked about learning strategies which anyone can learn to effectively use to become more independent in their learning (Laureate Education, n.d.). One individual can have more than one style of learning that they use therefore, we can say that learning styles are very fluid and a person does not often consciously think about it. Strategies on the other hand are learned and when faced with a problem a person can decide which strategy would be best to use.
Educational technology has become a vital entity in education. The Horizon Report – 2009 gave predictions of technology applications which was being developed and would be in use in one year, two to three years, and four to five years. The report written in 2009 was on target, all the applications they predicted to be in use are. I am in awe of all the technology and the potential for its use in instruction (Johnson, Levine, & Smith, 2009).
Without motivation a person has little chance to learn. This is where the cliché, you can lead a horse to water but not make him drink, comes in. I have had wonderfully planned and in my opinion a very motivating lesson planned but there was just one problem they would fail, I might have hooked them in the beginning but they soon lost interest. In any kind of instruction at any age the instructor must always be aware of the learners and keep the learners interested and motivated. The video presented by Dr. Jeanne Ormroad discussed factors affecting learner motivation and share strategies for motivating learners. The four needs that are relative to learning are; stimulation – people need mental stimulation, need for competence – people need to feel that they can do something well, need for self-determination – sense that we are in control of things, and the need for relatedness – need to interact with other people (Laureate Education, n.d.).
This class has been one of the most beneficial classes that I have ever taken. I know that I am capable of learning and doing a good job, with practice. I am making specific files to keep the information readily available. I have learned more in the last three weeks about how to do different tasks on the computer and most important where to go to get help if needed. Networking has taken on a new meaning for me and I have learned the importance of having a good strong background. I think I have never been challenged and while I rebelled a little at first the challenge has been a learning experience in itself, with some support I was able to complete my assignments and do a good job on them. I know that I need to challenge the learners and then be there to support and guide through.
The cliché, you can’t teach old dog new tricks, has been proven wrong and with well planned and executed instruction you most definitely can teach an old dog new tricks.

References
Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, Texas: The New Media consortium. Retrieved from the Walden University Library.
Kapp, K. (2007, January 4). Out and About: Discussion on Educational Schools of Thought. Retrieved from Kapp Notes: http://www.Kaplaneduneering.com/Kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/
Laureate Education, Inc. (Producer). (n.d.). Learning styles and strategies (Video). Baltimore, MD: Dr. Jeanne Ormroad.
Laureate Education, Inc. (Producer). (n.d.). Motivation in learning (Video). Baltimore, MD: Dr. Jeanne Ormroad.

Learning Style and Learning Theory

Week 7:  Learning Style and Learning Theory

                  

If you read my last blog you are aware of the difficulty I had in getting the mind map to embed in the blog.  I worked for almost two weeks, I viewed and listened to all the help videos that I could search out, I went to the technology store and asked the Geek Squad guy to help me so that I could see how they did it (they did not get it to work either), I even used my stubborn “can not be beaten style”, googled for the answer, and with trial and error I came up with the result I wanted.  This is an example of my cognitivism learning style and the theories having the greatest influence on my learning.

The cognitivism theory is the theory that best describes my method of learning. I believe that the student is responsible for his or her own learning. I have to be able to sort through, categorize, and think about what I am learning. I do well under pressure and if allowed to work through the mess my way I can usually be the most productive.  I made this statement six weeks ago and I have proven it correct several times

 

There is one style that I have not found in any research but I have seen in students and I myself. Perfectionism meets the criteria for a learning style it is an approach to learning that is unique to an individual that allows the individual to learn best (Wikipedia, n.d.). Perfectionism is very important for the learner as well as the instructors to be aware of, many times I have had to force myself to accept what I have completed and to be done with it. Perhaps if perfectionism was acknowledged to be a learning style more studies would be undertaken and perfectionism as a style would be recognized.

Technology plays a vital role in my learning. Since I am taking on-line classes I use technology almost 100 percent of the time.  I can use my favorite search engines or the universities library to research for assignments as well as going beyond when I want more information.  Word takes on a more important role as I learn to use it not only for writing papers as well as other functions, I use the calendar on my computer to keep track of due dates as well as little notes to myself.  I can easily make graphs and tables, and use paint to bring out my creativity.  I have not gotten any of the newer tools such as an iPad or a Kindle; when I learn all I can do with my computer and feel the need to move on I will go on to other technologies.  The satisfaction and pride in knowing that I have accomplished a task or even when I find just what I was looking for is so much more than I experienced in pre-technology learning.

Technology has taken on a much more important role in my learning which one might think is obvious since I have chosen to get my degree on-line.  I am always amazed that within this small notebook computer there is the world.  The new learning resources that I have found are blogs, wikis, Skype, downloads and software that I still have not gotten a chance to play with. Children are growing up with technology but we need to remember we are all different and while the next generation will be technology savvy there are individuals who will prefer not to use technology, and that is alright too.

References

Perfectionism. (n.d.). Wikipedia. Retrieved from http://en.wikipedia.org/wiki/Perfectionism

Connectivism

I have tried to get this image in this blog to stay so bear with same blog hopefully with mind map image.

Connectivism: Network Mind Map

Mind Map Reflections

As the need to learn more increases so does the need to network using new and numerous resources.  With the speed technological advances are continuing to be made, a mind map showing  connectivism network will be very large and complex; or perhaps there will be a way to do “one stop learning” that is unimaginable to the present learners. I will probably still want to print readings so I have a hard copy to manipulate.

When I started my bachelors degree program in 1973, I used little to no technology. The college library was like a second home as I scanned hundreds of card files and volumes of writing to complete my assignments.  As I complete assignments, need information on a subject, want to find the gizmo my grandson wants, or just curious, I can use a variety of search engines and find anything I want in a matter of minutes.  With computers available at public libraries, local community colleges, as well as a variety of other  public places the computer has become a necessity.  As an adult learner taking the responsibility for my own learning makes it necessary for me to find every means available to learn as much as possible, as quickly as possible (Cerone, 2008). 

As I am learning to use new software and learning new techniques I find that viewing a “how-to” video is most helpful.  Although I watched many videos with my latest adventure in learning before searching the pages of my hard copy of “Google Blogger for Dummies” where I found the clues that lead me to view the right video.  This is an example of informal and incidental learning or Self-Deirected Learning which is at the heart o of adult education which lead to Action Learning which is an approach to working with people on a real problem as a way to learn (Conlins, Grabowski, & Smith, 2003).

Learning on-line has been a blessing for me.  I am generally not comfortable physically or emotionally in a classroom.  Without going into great detail I just enjoy sitting in my recliner with my coffee learning at somewhat my own pace at my own time and not feeling uncomfortable when I have to look ten places or more for an answer to a question. Without quality on-line teaching I would not be able or want to continue my education.

When I am working on my Walden assignments or questions from other aspects of my life I automatically go to the computer.  If I am working on an assignment or want to further research a topic I will go to the Walden Library and at times use Yahoo  or google to find what I am looking for.  For other than school work questions I  first  try a Yahoo search, if I can not find an answer or need more information I do a google search.  I have never had a need to look any further.  I my question is on a local situation I find the website, such as the school or church, to find an answer.  If none is there then the newspapers have the local gossip.  If all else fails I call the lady in town that knows everything about everybody and loves to tell it. This information is very often times biased and not based on facts.

My personal learning network supports the tenets of connectivism in a great many areas.  When looking at my mind map you an see that there is both traditional learning methods as well as the computer which support "Connectivism......as a learning theory that integrates technology, social networks, and information" (Laurete Education, n.d.).  Also on my map you will see that there are social groups which is also a tenet of connectivism . In my personal learning I enjoy being a part of groups with my interests in which we work together to solve problems and learn together new information and skills.  In these groups we very often use different forms of technology.  Today there are very few learning evironments that some form of technology is not used.

References: Cerone, K. (2008). Characteristics of adult learners with implications for online learning design. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286, July 25, 2011. Conlan J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technlogy. Retrieved July 25, 2011, http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Connectivism

Connectivism:  Mind Map of Learning Networks - II

Mind Map Reflections

As the need to learn more increases so does the need to network using new and numerous resources.  With the speed technological advances are continuing to be made, a mind map showing  connectivism network will be very large and complex; or perhaps there will be a way to do “one stop learning” that is unimaginable to the present learners. I will probably still want to print readings so I have a hard copy to manipulate.

When I started my bachelors degree program in 1973, I used little to no technology. The college library was like a second home as I scanned hundreds of card files and volumes of writing to complete my assignments.  As I complete assignments, need information on a subject, want to find the gizmo my grandson wants, or just curious, I can use a variety of search engines and find anything I want in a matter of minutes.  With computers available at public libraries, local community colleges, as well as a variety of other  public places the computer has become a necessity.  As an adult learner taking the responsibility for my own learning makes it necessary for me to find every means available to learn as much as possible, as quickly as possible (Cerone, 2008). 

As I am learning to use new software and learning new techniques I find that viewing a “how-to” video is most helpful.  Although I watched many videos with my latest adventure in learning before searching the pages of my hard copy of “Google Blogger for Dummies” where I found the clues that lead me to view the right video.  This is an example of informal and incidental learning or Self-Deirected Learning which is at the heart o of adult education which lead to Action Learning which is an approach to working with people on a real problem as a way to learn (Conlins, Grabowski, & Smith, 2003).

Learning on-line has been a blessing for me.  I am generally not comfortable physically or emotionally in a classroom.  Without going into great detail I just enjoy sitting in my recliner with my coffee learning at somewhat my own pace at my own time and not feeling uncomfortable when I have to look ten places or more for an answer to a question. Without quality on-line teaching I would not be able or want to continue my education.

When I am working on my Walden assignments or questions from other aspects of my life I automatically go to the computer.  If I am working on an assignment or want to further research a topic I will go to the Walden Library and at times use Yahoo  or google to find what I am looking for.  For other than school work questions I  first  try a Yahoo search, if I can not find an answer or need more information I do a google search.  I have never had a need to look any further.  I my question is on a local situation I find the website, such as the school or church, to find an answer.  If none is there then the newspapers have the local gossip.  If all else fails I call the lady in town that knows everything about everybody and loves to tell it. This information is very often times biased and not based on facts.

My personal learning network supports the tenets of connectivism in a great many areas.  When looking at my mind map you an see that there is both traditional learning methods as well as the computer which support "Connectivism......as a learning theory that integrates technology, social networks, and information" (Laurete Education, n.d.).  Also on my map you will see that there are social groups which is also a tenet of connectivism . In my personal learning I enjoy being a part of groups with my interests in which we work together to solve problems and learn together new information and skills.  In these groups we very often use different forms of technology.  Today there are very few learning evironments that some form of technology is not used.

References: Cerone, K. (2008). Characteristics of adult learners with implications for online learning design. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286, July 25, 2011. Conlan J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technlogy. Retrieved July 25, 2011, http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Week 2 Information Processing Theory and Problem Solving Methods

Week 2 – Life Lesson

First I learned an important life lesson this week; I heard a horrible ruckus in my backyard and went to check on what was happening.  My cat was hanging by his hind legs stuck between fence panels.  Without thinking I rushed to help him.  The cat immediately grabbed hold of my wrist with his teeth.  I freed the cat, got my grandkids together and made it to the doctor in time to stop the bleeding.  In spite of the antibiotics I am working with an infected arm.  Life lesson:  Before coming to the aid of an animal have a plan and remember the teeth and claws.

Week 2 – Evaluating Online Resources:  Information Processing Theory and

                Problem Solving Methods

Teaching children with special needs has been my passion for over twenty years.  To find the method or theory that works best for a child provides such a feeling of satisfaction and pride in the child.  I have spent my years of teaching reading and researching different teaching methods.  During these years there has been a great deal of research and theories put into practice, many of which were later found to be invalid.

The web site Wikipedia should be used for research with caution, but I still like Wikipedia to get a snap shot of information on the topic I am searching.  I always look at the references to check on who provided information.  “Humans process the information they receive, rather than merely responding to stimuli” (Wikipedia, May 2011); this statement is a good explanation of the Information Processing theory.  Another statement from Wikipedia is “information processing defines intelligence a processor – the better the processor the smarter the person” (2011).  Also in Wikipedia I found a link to Buzzle.com Intelligent Life on the Web.

http://en.wikipedia.org/wiki/Information_processing_theory

Ishani Chatterjee Shukla published paper “Information Processing Model” appears on this site.  This paper gives a snapshot of the Information Processing Model providing the beliefs that the model is based.  Shukla also relates Information Processing Theory to the Cognitive development theory.   The four pillars of the Information Processing Model, Thinking, Analysis of Stimuli, Situational Modification, and Obstacle Evaluation are briefly explained (Shukla, 2010).

http://www.buzzle.com/articles/information-processing-model.html                             

Just as in the Information Processing Theory and in cognitive psychology is how people solve problems.  There are three different things involved in problem solving: encoding the problem into long-term memory, retrieving information in long-term memory relevant to the problem being solved and metacognitively making sure that everything is gets where you want it to get the results you want (Laureate Education, Inc. no date given).  Problem solving does not come naturally it has to be learned and in Instructional Design knowing how to teach problem solving skills to adults will be very important.

Jim Jozwiak’s paper “Teaching Problem-Solving Skills to Adults” is well worth the time to read and if you are like me reread. Mr. Jozwiak conducted a study to first of all determine the importance of teaching problem solving methods to adult students.  Secondly to summarize available literature on problem solving methods, and lastly to compile methods for teaching problem solving.  It is a rather lengthy paper broken down in three parts.  Part I defines problem solving and explains the importance of teaching it.  Part II summarizes selected problem solving methods. Part III offers recommendations for teaching problem solving skills in vocational/technical classes at the college level (Jozwiak, 2004). 

The study was at the adult level in vocational/technical classes but I think that the information could be used in any teaching situation.

References:

- Laureate Education, Inc. (no date given).  Information processing and problem solving. Baltimore MD: Ormrod, J.

- Jozwiak, J. (2004). Teaching problem solving skills to adults. Journal of Adult Education, 33(9), 19-34. Retrieved from Walden University Library.  Database:  ERIC

- Shukla, I. C. (2010, November 11).  Information processing model. Retrieved from Buzzle.com website: http://www.buzzle.com/articles/information-processing-model.html.                             

- Wikipedia, (May11, 2011).  Information processing theory. Retrieved from http://en.wikipedia.org/wiki/Information_processing_theory.

Week 1: Insructional Design Resources

Week 1:  Instructional Design Resources

This week I am to write a blog entry providing a brief overview of three design blogs or resource sites from the additional resources for this week.  I have written one test blog in my life but so far it seems easy; the test will come in managing the blogs.

 http://edublogs.org/how-does-edublogs-compare/ is a blogging platform devoted to education. This site provides support from teachers, class blog management, and academic functionality.  Provides a very safe and secure environment with no adult content allowed and no exposure to other blogs.  There is limited access to others that limits its usefulness to those in education.

I am glad I checked out this sight after setting up my blogger account or I would still be trying to decide which to choose.  Edublogs is a powerful tool for keeping informed, searching for information, and just collaborating with others in the field of education.  In a primary or secondary school edublog would be ideal for students use.

I hope to continue working in the field of education in instructional design; edublog will be an essential tool for keeping informed of education trends and “news from the trenches”.  Knowing what is going on at all levels of an organization is important as well as keeping abreast of the changes at all levels.

The next site I looked at was http://ideas.blogs.com/ this site is on elearning strategies and instructional designs.  The title of the site is IDEAS: Instructional Design for Elearning Approaches.  I was unable to access the first two links given but when I scrolled down to Learning Object Articles I was able to open these links.

As the author, Ferdinand Krauss, states under the title of the blog this site is for reflections and insights on elearning strategies and instructional technology.  I briefly skimmed several of the links; the papers were a great resource.  I will definitely keep this link bookmarked.  I feel that I will use it a great deal as not only a resource for finding information I can see myself using it to ask questions and get answers from people working I the field of instructional design and technology.

http://en.wordpress.com/tag/instructional-design/ The title of this link is Blogs About: Instructional Design, which is exactly what you find.  A few of the Related Tags are eLearning Education, and Adult Learning.  If you know nothing about Instructional Design this is an excellent place to learn what it is and all the areas that instructional design covers. This is a forum for anyone with an interest in instructional design to share view points, papers they have written or would like to share, get new ideas, and ask questions.

I know that I will use this site a great deal in my studies and then as I start working in the field.  In fact I have gone back to the site twice and will follow one of the bloggers dilemma in her work.

Don’t bother me I’m blogging!

Trial Run

Trial Run

This is a trial run to see if I can actually publish a blog and if it shows up in the RSS.  I am new at this and hope it goes well the first time.

Thanks for your patience with me as I learn.