Final Wk 8 Reflections

Reflection Ashan R. Hampton December 27, 2009
Before taking this course, I never considered the intricate process the brain follows in absorbing, storing and recalling information. Once data gets lodged into the brain’s long-term memory, the ease of recalling the information depends on the associative structures that were used to get it there from short-term memory. This is why mnemonics have been very useful to me over the years.
One thing that has stood out to me during this course is the many different ways that some learners prefer to or are inclined to learn new information. Whether or not learners prefer visuals or auditory instructional elements will affect how they navigate a course and instructional designers have to be sensitive to all the myriad ways that learners process new information in order to develop successful training materials.
I have always considered myself to be low on the need to associate with people face to face while taking classes, but this online experience has shown me that I actually do like the social aspects of being in a physical classroom. I feel more motivated to fully participate in class in more traditional settings, but in the online environment, I am less motivated by my peers and more so by the need to get the work done to receive a good grade. Although my course performance has not suffered due to a lack of face to face contact, it is interesting for me to feel a desire to learn in a traditional classroom environment.
I have also learned that theories are truly theoretical and are not always relevant in actual classroom teaching, although some elements of all the theories are helpful in gaining an overall understanding of how students learn. I lean toward the behavioral and cognitive learning theories because I am focused on students receiving feedback from the practical application of new knowledge. Regardless of the theories used to develop course content, the content has to satisfy the basic ways in which students like to learn. The educational technology used to develop course content also limits the scope of what elements can be incorporated to keep students motivated throughout the course.
The things I have learned in this course will help me as I progress throughout the instructional design program. I will refer back to the chapter on motivation as I consider how to effectively develop content, because if the users are dissatisfied with the material and not completing the courses then I have failed to deliver materials that will facilitate the learning process. I will also be more mindful of the different learning styles that some students lean toward while developing content so that everyone has the opportunity to successfully navigate the course.

Week 7 Learning Theory Reflections

Earlier in the course I mentioned that I value self-directed learning. I like to delve into subjects on my own to gain an understanding of the material before listening to someone else impose meaning for me. That has not necessarily changed, but I am now more attuned to my need for social interactions during the learning process. Although physical classrooms can be distracting, I miss the sensory aspects of learning from others through body language and non-verbal cues. Before, I didn’t think that was a very important aspect of learning to me. I can function without it, but I have come to understand that I prefer some physical interaction in learning environments.

Although I still do not particularly enjoy blogging or social networks as a mode of learning, I can now appreciate the connectivist viewpoint about the meaningful nature of interpersonal learning exchanges. I prefer to gain information from experts and more authoritative sources, but I have found tutorials that some have posted to blog sites very helpful in my attempts to learn more advanced graphic design techniques.

I use the internet as a primary mode of research, because I do not always have time to go to a nearby library to conduct research, now that I am employed full-time. During my unemployment days, I frequented local public libraries a lot to find new books to read. Using computer technology like the internet is one thing, but I still cannot fathom using a mobile to conduct academic work, as we have learned about through resources like the Horizon Report. I am still very much a traditional learner and not inclined to use all the new fancy gadgets available for personal or business use. ( I still don’t have a BlackBerry and can’t imagine ever buying an I-phone).

Overall, I have a deeper understanding of the intricacies and arguments of learning theories. As an instructional designer, I am still inclined to create materials based on some aspects of the behaviorist and cognitive theories because I still prefer reinforcement activities with immediate feedback, like online quizzes, as I mentioned in the Week One post.

Connectivism

George Siemens’ theory of connectivism attempts to explain the means by which learners use technology to form social networks to assist in acquiring knowledge at a faster pace. Davis and Kelly-Bateman’s web article on connectivism offers this paraphrase of the importance of networks, according to Siemens’ theory:

According to Siemens, “considering technology and meaning-making as learning activities begins to move learning into the digital age” (2005, para. 15). Inherent to this new viewpoint on learning is the idea that we can no longer personally experience everything there is to experience as we try to learn something new. We must create networks which, simply defined, are connections between entities. By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para. 21).

Outside of taking formal university classes for instructional design, I spend a lot of time teaching myself to create multimedia applications and to build websites. It seems that once I have mastered one technique that I am already behind on the latest multimedia features and effects that are used on flash or dynamic websites.

However, my first line of defense in broadening my skillsets is to go to the library or Barnes & Noble to find visual quick guide books. I need screenshots and clean, concise text written in instructional, how-to format in order to feel comfortable teaching myself CSS, Flash techniques or whatever multimedia skill I am trying to learn at that moment. I do not look for blog groups or join forums to build a network of knowledge as connectivism suggests.

I do spend quite a bit of time surfing the net for well written tutorials on Fireworks, or other software that I might be unfamiliar with. Many of tutorials are posted to Wordpress blog sites or other types of social networking message boards, but I do not join groups or ask for information in the forums, although I benefit from others that do utilize them. I prefer to figure things out myself or to look for people in my area who are already proficient in the skill I am trying to gain. I have met these people at social events or through friends who have employed their services.

Although I use Facebook and MySpace frequently to promote my goods or services or exchange other kinds of information, I do not really use social networks to acquire new knowledge. Therefore, my online and face to face networks have not changed the way I learn. I still rely on books, tutorial print outs and videos to learn new information.

Taking online classes has, however, forced me to adjust the way I gain new knowledge in this situation, because instead of grabbing a book first or a printed syllabus, I must log on to the class to download and view multimedia related to the course.
So, to recap, my networks have not changed my personal learning preferences. I still like to at least scan printed materials about a subject I have no prior experience with. However, my participation in online classes has prompted me to adjust those learning preferences based on the way the course is set up, not because I favor virtual approaches to learning as opposed to traditional techniques. The digital tools that help facilitate learning for me include flash based quizzes with immediate feedback, screencasts or videos.

When I have questions, I Google the subject matter first then seek people in my area that I can ask for assistance. My learning network refutes the social networking aspect of connectivism, because I don’t join online forums to gain new information or participate in ongoing conversations about the subject matter I am interested in, but I use technology to learn and retain new knowledge.



Source: Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism