Only a few short weeks ago I
started my studies in Instructional Design to hopefully earn a certification,
and subsequently a job, in Online Instruction. At that time I wrote what I
believed was my own personal learning style, and what particular Learning
Theory best fit my understanding of learning. I gravitated toward Constructivism, though my heart was not settled on it by any means. At the time I was very conscious
of how I personally learned things, and how that might differ from how others
learned, in order to best find the theories and styles that would help me to
define the systems and methods I might have to use to design good,
comprehensive online lessons. My goal at the time was, as I wrote, to find “the
appropriate system to design instruction is critical to help facilitate
learning that works for a greater number of students in a more efficient, simplified
and interesting manner”, and this has not altered in any way. “The goal of
education should be human development and personal growth (as opposed to higher
test scores)” (Andrew, 2012). This was always my goal and my goal remains the
same, but now I feel I am much closer to that goal overall. I must say that my
understanding of the various possibilities for designing instructional material
has grown considerably and I now realize that the options are much more comprehensive
and intricate than I thought possible. At the very least, I am now aware in
more detail of the ways in which I learn myself and reflection on these has
helped me to better understand how I might serve others in finding the
knowledge they are looking for.
Because there are so many theories
on learning and identified styles of acquiring knowledge, I might easily be
overwhelmed by the choices to be made among them. I almost was overwhelmed,
until I realized that these were actually compartmentalized ways of viewing how
the mind learns, theories on how the mind works in relation to its environment
and sensory inputs, and methods used to find the answers we all need to
navigate and survive in the world around us. The truth was actually simpler
than that, in that a lesson, no matter how devised, delivered, or related to,
are parts of a whole, and that regardless of my understanding of specific
theory or style or trait, my approach should be to use as many as possible
given the nature of the subject and the resources available.
At first I assumed that there must
be only one Learning Theory that best fits me, one best Learning Style that
best defines me, or that would be found to best fit any student or learner in
and educational program. Each of the various theories and styles I have learned
about this week, from Behaviorism to Cognitivism, from Constructivism to
Connectivism, from Social to Adult Learning, and every shade in between, all
have many things in common and overlap each other in ways that really has to be
considered in light of defining individual characteristics of learners. The
truth is that there really is no unifying theory of learning. Perhaps the best
answer is that all learning theories are right, but represent their own
strengths and weaknesses to understanding how people learn and, more than
anything, is better applied as subject, environment, and goal specific. In this
I view all of the theories I’ve learned this quarter in a holistic light, but
since I am an Adult, long in tooth, the theory that perhaps best fits me today
is Adult Learning. “The basic premise of this theory is that the 'individual
personality consists of many elements ... specifically ... the intellect,
emotions, the body impulse (or desire), intuition and imagination (Laird, 1985,
p.121) that all require activation if learning is to be more effective.” (Dunn, 2000). And wouldn’t you know it, Adult
Learning Theory is actually a holistic way of viewing learning, minus the
obvious roadblocks for falling behind on technological advances. Another theory
closely related to Adult Learning I found that sounds intriguing and deserves
some more research is something called Humanistic/Holistic Learning Theory
where a holistic (revisiting the theory of Gestalt learning but applied to a
body, mind, spirit aspect) approach is being developed. Another is Experiential
Learning Theory, but this seems more geared toward the management learning
research. Seems everyone is jumping on the Learning Theory band-wagon.
I also found it fascinating to
review how technology itself is playing a role in my own education, and how
technology is uses to educate me on technology. In self-reflection I also find
it fascinating how the technology I am using this instant to do my online
lessons has become invisible to me as the extremely complex tool that it is. I
am using technology to learn about the technology I am using to learn it.
Another interesting fact is that the role of technology in this effort to
design online lessons is, as I have discovered, much greater even than the
online lesson I am personally taking today, and this encourages me in that what
I perceive, as perhaps a design flaw in a current online course, should be seen
more as a challenge to create a better, more dynamic instructional design.
Because I utilize a fairly high degree of technology in my own online learning
and day-to-day work, and because I take the notion of Adult Learning theory as
my own personal template, I can see a potential for me to use what I know and
have experience in as a guide to creating some of the best Instructional
Designs available. I see the potential, now I need to find my way to
implementing it. My only regret now is
that I can only afford to take the Instructional Design Certification program
as further study offered by a full Master’s program has completely entranced
me.
References:
Dunn, Lee (2000). Theories
of learning. Oxford Brookes University, online article. Retrieved 2-24-2013
from: http://www.brookes.ac.uk/services/ocsld/resources/theories.html
Johnson, Andrew P. Ph.D. (June 13, 2012). Humanistic and Holistic Learning Theory.
Minnesota State University, online article. Retrieved 2-24-2013 from: http://www.opdt-johnson.com/Ch_9_humanistic_holistic__1_.pdf
Yang, Baiyin. (2004). Holistic
learning theory and implications for human resource development. Advances
for Developing Human Resources, 6(2), 241-262. Retrieved 2-24-2013 from: http://carlosalbornoz.files.wordpress.com/2008/06/yang.pdf
Kolb, A. & Kolb, D. (2008). Experiential Learning Theory: A Dynamic, Holistic Approach to
Management Learning, Education and Development. (abstract). Retrieved
2-24-2013 from: http://learningfromexperience.com/media/2010/08/ELT-Hbk-MLED-LFE-website-2-10-08.pdf
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