How the human brain process information is always a fascinating subject. Learning Theories Instruction EDUC 6115, sure gave me the opportunity not only to learn how human brain process information, but also to understand reactions of what happens to that information during the learning process. This course also gave me the opportunity to gain knowledge of learning theories, learning styles, learning strategies, motivation. Most important, I gained the knowledge to understand how participants learn and how to apply learning theories and strategies into designing instruction effectively.
I found striking how amazingly effective and successful we can maximize designing instruction, when we gain knowledge about learning styles, learning strategies and be able to understand the way learners actually learn. In Learning Styles and Strategies (Laureate Education, Inc., n.d.), Dr. Ormrod explains her preference for learning strategies (collaboration, comprehension monitoring and mnemonics), rather than learning styles to be applied when designing instruction. Collaboration is a learning strategy, we learned during this course. I am already applying it while designing a training tool. A great example, I just finish a destination presentation to share with colleagues about, Punta Cana. Since, I know the key factors needed related to work, that will assist my colleagues. I created the presentation with an activity for participants to elaborate while the presentation is running. After the presentation, we would share what we elaborated on with a game to make it fun and easy to remember. Consequently, due to relatedness among colleagues, we would be able to retrieve the information learned and apply it when needed.
This course deepened my understanding about my personal learning process. I knew I was a visual learner before I began EDUC 6115. However, as I deepened my understanding about information processing, problem solving, learning theories. I realized I apply cognitive theory combined with constructivism during the learning process. In Information Processing and Problem Solving (Laureate Education, Inc., n.d.), Dr. Ormrod discusses the main pieces of information while solving a problem are encoding, retrieving and metacognition. Furthermore, I understood by nature I am metacognitively astute, and practice self-regulation, creating strategies in relation to learning and problem solving. It was great to learn and understand how my brain process information while problem solving.
All learning theories, learning styles, educational technologies and motivation, connect as they are all about the human brain learning experiences. As we deepened into the study of how human brain processes information and the reaction while problem solving. We can clearly see all theories are interconnected. On the other hand, we can also see that learning is a fascinating subject which studies will continue for many years to come.
I am not able to apply this course in the field of Instructional design at this time. However, this course will help me to further my career to enter into training. In the near future, as I enter into the training and performance development field, I am sure I will look back into my notes, book and resources to review and apply the information learned. As a learner and a scholar, I am already applying learning strategies such as collaboration and comprehension monitoring, when creating training tools to share with my peers.
Indeed, Learning Theories Instruction EDUC 6115 is a great foundation for designing effective instruction by understanding the way people learn. The ability to assist participants to be able to develop learning strategies, so they can retrieve the information learned when needed, is priceless. Also, understanding how participants learn and be able to motivate them to keep focus during the learning process is key for them to feel self-achieved and masters of the task at hand. I am truly happy as well to be able to understand my leaning style and be able to grow by developing strategies to assist me in the learning process and design instruction.
Laureate Publication, Inc. [Producer]. (n.d.). Information Processing and Problem Solving. Retrieved
from Walden course EDUC 6115.
Laureate Publication, Inc. [Producer]. (n.d.). Learning Styles and Strategies. Retrieved from Walden
course EDUC 6115.
A few months ago, I began EDUC 6115, Learning Theories Instructions. I thought, I was a visual learner and did not think about it much, until I began to deepen more into the understanding of learning theories, styles and strategies. Today, I realize, yes I remember by visualizing but I also practice metacognition and self-regulation during the learning process. I supervise my reactions to problems and how I am retrieving the information while trying to resolve the problem. In this case is not only visual imaging but also writing the information or drawing it in a piece of paper or my ipad notebook, while I learned. If I have an emotional reaction to the information presented than is more likely, I will easily retrieve the information, when is needed.
Over the past few weeks, I have learned my own personal learning preferences. I learned and use elaboration learning strategy, to be able to have a more effective way to retrieve the information when I needed. Comprehension monitoring, is a natural learning strategy I have always use. On the other hand, technology plays a very important part in my learning process. Many years ago, I used to go to the library and take books in reference to subjects needed for my studies. Today, I can visit many libraries online from Barry University Library, to Walden E-library. To record the information, I have fun using my iphone or ipad. However, when I need to create a post, a project that includes videos and photos, I use my tablet computer.
In a matter of weeks, not only have I learned so much about my own learning preferences. But I also have, the great feeling of when you can define and understand the way you learn. Indeed, in a more exciting way, I learned, effective ways to create instruction by understanding target learners’ styles. Indeed, the past few weeks of Learning Theories Instructions, have been enlightening and fun!
Laureate Publication, Inc. [Laureate Education]. (n.d.). An Introduction to Learning. Retrieved from Walden course EDUC 6115.
Laureate Publication, Inc. [Laureate Education]. (n.d.). Information Processing and the Brain. Retrieved from Walden course EDUC 6115.
Laureate Publication, Inc. [Laureate Education]. (n.d.). Information Processing and Problem Solving. Retrieved from Walden course EDUC 6115.
Laureate Publication, Inc. [Laureate Education]. (n.d.). Learning Styles and Strategies. Retrieved from Walden course EDUC 6115
Technology has certainly revolutionized the way we think, the way we communicate, the way we learn. I never realized how virtual my life has become. I work from home, so I communicate with my colleagues by instant messaging, blogging, emails and video conferencing. My husband travels a lot, so we literally live on Skype. My twenty four year old daughter studies abroad, so to communicate with her, we text, Skype or Facebook. My twenty two year old moved out to her own place, she never picks up the phone but will text all day. I can track what they are doing in Facebook, Twitter or Instagram. Being a member of many organizations, blogging, emailing, texting and instant messaging, video or phone conferencing seem to be the only way to balance my work, personal and social life. Furthermore, not only I work from home, but as I enjoy my online program at Walden University, for my Master in Instructional Design in Technology with a concentration in Training and Performance Development, technology certainly feeds my hunger to learn more about the most updated information in the industry.
In Connectivism, (Laureate Education, n.d.), George Siemens, discusses Connectivism as a learning theory that integrates social networks, technology and information. Siemens also discusses, how the abundance of information makes learning more complex for adult learners. As an adult learner, I find difficult to limit the boundaries of technology in relation to learning. The central tenets of Connectivism is that people learn through the networks they construct to obtain knowledge.
Creating this mind map, I reflected on how my connections facilitate learning. How has my network change the way I learn? In relation to instructional Design, WaldenU is amazingly rich from, Walden Library, to Tech resources, Course group chats, iGrad, Blog Links Board and much more. I have to say as well, this word press blog among other blogs, has given me the opportunity to learn from so many professionals and organizations in field. I continue appreciating their work in a daily basis. In relation to work, Travel & Tourism, my other learning love, I am blessed to say I work for a global travel related company who is technology rich in resources to provide learning in so many ways, from e-learning destinations, to virtual webminars and conferences to work global network blogging and much more.
In relation to personal interest, I have always being very interested in charitable work helping children around the globe. Having a missionary nun, as my favorite aunt and being part of organizations, such as Catholic Council of Women, who has an International Council in my local church, I have being privileged to continue my work. If I were to evaluate what digital tools best facilitate learning for me, I personally have to say, Skype is amazing, learning with my husband as he travel the world sharing ideas and videos about different destinations. WaldenU tools are the best, in Instructional Design theory learning, in practice Youtube, itunesU and organizations found in Word Press and other blogs facilitated by my colleagues have been amazing learning resources. Consequently, when I have questions, I gain new knowledge by researching on mentioned resources. Indeed, as you can imagine, my personal learning network supports fully the central tenets of Connectivism.
Laureate Publication, Inc. [Producer]. (n.d.). Connectivism. Retrieved from Walden course EDUC 6115.
After discerning in two very unique and inter-related readings concerning information processing and problem solving, my interest to the brain in relation to learning increased so much more. Connell (2009), defines Brain Based Learning (BBL), as a way in which instructors create an environment where learners feel comfortable learning. She explains, Howard Gardner’s BBL theory, which states, we have multiple intelligences. A theory, which professionals, neurologists, educators, psychologists, parents from all around the world came together, to learn and discover an efficient way of instruction. A way of instruction, still applied to all children and adults alike. Children with disabilities are in special class, where they can still learn. While learning, we all process the information differently.
Putnam (2001) enhances Howard Gardner’s BBL theory developed as problem-based learning or PBL. Putnam discussed Howard Barrow’s dimensions of PBL as an instructional approach to real life problems. He discussed PBL six dimensional approaches to effective instruction in relation to facing real life problems, learning and necessary skills. In an amazing way, the PBL dimensions instructions content cover from the need to foster knowledge, skills, wisdom to the need to create strategies for learning.
Two different readings but inter-related in Howard Gardner’s theory of Brain Based Learning completed in a very effective way by Howard Barrows’ Problem Base Learning Dimensions.
Educational Horizon Education, Inc. (Educational Horizon). (2009). The Global Aspect of Brain Based Learning. Retrieved from WaldenU Library.
Department of Workforce Education and Development. (Southern Illinois University Carbondale). (2001). Problem Teaching and Learning in Technology Education. Retrieved from WaldenU Library.