Reflection: On Learning Theories and Instruction (EDUC 6115)

                This week wraps up my first foray into the Instructional Design course and I was actually pleasantly surprised. I had no real idea what I was getting into, other than that everything I read about it fit exactly where I wanted to go in the realm of teaching and the use of online and multi-media resources and tool to achieve it. Though this first eight weeks did concentrate on Learning Theory (and how it specifically relates to instruction), and anyone who knows me also knows I love a good theory, I thought it was the best start I could ask for before learning and doing the actual hard work of putting together an actual Online course. I am a strong believer in having a solid grounding in theory and the fundamental principles behind any action or methodology, and I am happy to say that, once I go over the rough bits of understanding how to actually do the course material and assignments given to me, this course provided all the necessary material I needed to get started. Admittedly, I am far from versed in the theory provided, realizing that this was more of an introduction to some deep and meaningful discussions and articles that truly only whetted my appetite to learn more. Don’t worry; I save all the interesting links. 

What I found most striking about the subject of learning Theory was the depth and information, and variation in the theories of how people learn. Though I always had a general understanding of how I personally learned things, and a little more on how to teach to others so that the majority could “get it” during their instruction, it was a bit daunting to discover how many theories have been developed by psychologists, psychiatrists, physiologists, neurologists and educators that have created and published their own understanding of cognitive development. Oh, a little bit from the computer science department too. It was all very enlightening, if not sometimes a bit overwhelming. When first introduced to the most commonly used and attributed theories I was prepared to understand each on its own individual merits, but here at the end of it I am not so sure that this is possible. Though each theory like Behaviorism, Cognitivism, Connectivism, Constructionism (all of the “-isms”), etc., have certain elements in definition all their own, there is also much overlap and no one theory stands out as a perfect example that answers every question related to the theory of learning as a whole. The real answer, apparently, is that which theory has relevance it is dependent on the subject one is learning and the individual learner themselves. This in itself was remarkable, not in that I didn’t know it, but in the confirmation of my own observation in life that everyone has their own learning style and method. When it comes to how each and everyone one of us learns anything, from the very young to the mature, no one unifying Learning Theory cracks the code. The Teach Thought staff rightly commented that, “How people learn is complex, and any unifying theory on how it all happens that’s entirely accurate would likely be too vague to be helpful. In that way, each “theory” is more of a way to describe one truth out of many” (Teach Thought, 2013), and their infographic on these various theories makes a nice visual comparison: http://www.teachthought.com/learning/a-visual-primer-o-learning-theory/ .Another thing that has, I believe, added some complexity to the equation is that learning in an online environment completely turns how I grew up understanding education on its head. By that I mean, instead of the old way of the class being together and collaborating on the lecture and subject introduction portion, then doing the work alone, the online environment has made the lecture and introduction portion an individual effort and the work itself is now the collaboration. 

The irony of my taking an Online course to learn how to create Online courses is not lost on me, and in reflection has allowed me to look at not only how I would change or make such a course better, but also in how to make such a course more interesting and more collaborative. The fact that there are many possible ways to envision the needs of a course with the needs of the learner lends me hope that my time here is not wasted. Taking into consideration the many learning theories, styles, technology issues and motivational challenges, it also occurs to me that instruction can use the same technology that Computer Mediated Communications has used for basic social and business interaction, which is “Any form of communication between two or more individual people who interact and/or influence each other via separate computers” (Daniels & Pethel, 2005). The application of Computer Mediated Communication to education and instruction has to some degree been around for a long time, but emerging technology provides new and innovative tools to the instructor in an online environment that has not been fully explored. I like the idea that I can be part of exploring this venue. The largest challenge ahead, as I see it, is to balance the learner’s needs with advances in technology such that the technology does not override the delivery of important instruction and information. “ELearning is the marriage of technology and education, and most often, the instructional designer's greatest role is that of "bridging" concepts between the two worlds” (Siemens, 2002). Taking that a step further, the online environment should mimic what the learner expects to some extent or a course design could easily create more problems than they help. The environment of an online course does not negate the possible need to design based on the same criteria as a “live” classroom, as todays technological advances allow for a virtual classroom that bears many of the hallmarks of a standard classroom we are all familiar with. “The greatest objective of ID (Instructional Design) is to serve the learning needs and success of students through effective presentation of content and fostering of interaction” (Siemens, 2002). It should also do so in a way that is seamless, painless, and unobtrusive. 

Reflecting on what I have learned during this class was a little difficult for me as I personally do not believe I’m done with understanding the subject of Learning Theory and how it applies to developing good, well designed online instruction. And yet I can safely say that the process till now has provided me some much need reference and terminology, at the very least, in assisting me to craft worthy courses. I continue to explore the use and possible implementation of multi-media to that environment, especially with (my personal interest) video production. Though today’s economic situation makes any educational endeavor such as my own, in reinventing myself and my career, a questionable act akin to a roll of the dice, I am confident that this knowledge will help my make me a better teacher at the very least, and an awesome Instructional Designer at best. So, regardless of where this class takes me, whether or not it even leads to employment, it has lead me to my heart’s desire; to learn and understand how to help learner’s learn better.

References:

J.Ormrod, D. Shrunk, M. Gredler. (2009). Learning Theories and Instruction. (Custom ed.). New York: Pearson Custom Publishing.

Siemens, G. (2002). Instructional Design in Elearning. Online article. Retrieved 3-3-2013 from http://www.elearnspace.org/Articles/InstructionalDesign.htm

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 2-6-2013, from: http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning

Daniels, T. & Pethel, M.. (2005). Computer Mediated Communications. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 3-3-2013 from http://projects.coe.uga.edu/epltt/index.php?title=Computer_Mediated_Instruction