Reflecting back on the last 8 weeks

Learning Theories & Instruction

What did you find surprising or striking as you further your knowledge about how people learn?

Before starting the class Learning Theories & Instructions here at Walden, I knew several different learning theories come into play with instructional designing but what surprised me the most is multiple learning theories are used in different learning. So, for example, as an Instructional Designer, you have different types of training you will create material for and depending on the kind of training, and the participants will decide which learning theory would work best for all learners. Once instructional Designers understand learning methods and how to apply them, they will be able to meet the requirements of their participants and training needs as set forth by the stakeholders.

How has this course deepened your understanding of your learning process?

Something else I found considerably interesting is that there are three primary or base Learning Theories. All other learning theories are a spin-off or variation of one of the main approaches. I didn’t understand how much each theory plays a role in another theory. Learning theories are a framework for your material (Armstrong, 2000). Often you can deliver the same content in different ways using different learning theories. 

I now have a deeper understanding of learning theories and know that one learning theories framework will not be a one size fits all solution. More often than not learning strategies promoted by different theories would inevitably overlap (Ormrod & Gredler, 2009). As an Instructional Designer, you can pick from a multitude of learning theories and strategies to get the best possible results for your students and organization. Finally, I do understand now why some material I can learn easier and remember more because I can make a connection to prior learning  (Fenwick & Tennant, 2004) building my knowledge through the constructivism learning theory. I also understand how I can be as good in school at my age since I have a better understanding of adult learning and the role my motivations play in education.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?

I had heard the term ARCS before starting this class, but I didn’t have an excellent understanding of the concepts, however, after last week and learning more about ARCS and how to motivate student learning. I would say the learning theories, styles, strategies, motivation, and technology are like building blocks they are all connected in some form or fashion. You cant make a tower with just one specific type of block. Well, the same with the curriculum you cant create material for one individual learning style it will take a multitude of strategies, techniques, and theories to grab your students attention and make the content relevant (Keller, 1999). Now the motivation is building you can continue with growing confidence and creating satisfaction through the learning. No Instructional designer can produce content for each student but what they can do is carefully consider who their target audience is and build in flexibility (Armstrong, 2000).

How will your learning in this course help you as you further your career in the field of instructional design? 

             I work in an organization which has several different remote sites across five states. Our training teams have been working to figure out how we can start moving our training from face to face learning to online and remote e-learning. Now that I have taken this course, I will be able to share the different learning theories, strategies, and styles with my team so we can start moving into the e-learning phase. Without having the base knowledge of instructional design and how people learn I would not be able to create useful training material that will allow my trainees to acquire the necessary job duties required (Fenwick & Tennant, 2004).

References

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandra, VA: Association for Supervision and Curriculum Development.

Fenwick, T., & Tennant, M. (2004). "Understanding Adult Learners.” In G. Foley, Dimensions of adult learning: Adult education and training in a global era (p. Chapter 4). McGraw-Hill Education.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning,, 78.

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