I chose to enroll
in the Instructional Design degree program with Walden University because I was
promoted to a training position within my company. I liked presenting to my
coworkers and thought that developing new modules for classroom instruction was
interesting. I had no idea that when I started learning more about educational
theories and curriculum development, that I would fall in love with
Instructional Design. As I reflect on the past eight weeks of my Learning
Theories and Instruction course, I realize what surprises me is how much I love
learning about learning.
Over the course of
this class, my knowledge of and experience with learning theories and design
has grown. We have studied how the brain processes information and various
learning theories that influence how we design curriculum. I was very excited
to learn more about cognition and the various brain processes associated with
learning. My understanding of memory and how information proceeds from
experience into long term, usable memory has grown tremendously. Now, when I
teach students, I love that I understand the various strategies they are using
to process information (Ormrod, Schunk & Gredler, 2009). I was struck by
the amount of learning theories used to explain how individuals learn. While
working on my bachelor’s degree in Sociology, I frequently used theories to
help guide research on different topics. However, in Instructional Design we
use theories to help us create the different types of curriculum used to teach
our students. For example, Social Learning theories stress the importance of
using contextual based, social interaction as the medium for learning (Kim,
2001). A better understanding of social learning has already helped me at work.
I will be training a group of individuals in a new course starting next month,
previously we were going to have them individually go through the course.
However, a social environment will be more effective with the type of class and
material.
I enjoyed learning
more about the learning process because I now understand more about how I
learn. I see that individuals may have
different learning styles (like visual, auditory or kinesthetic) (Gilbert & Swanier, 2008). I also now
have several learning strategies that I can use (and teach to my students) to
help me learn more effectively. For example, Dr. Jean Ormrod suggests
elaboration to help remember an idea. This means I take information and do
something with it mentally. For example, I could make a model or apply the
information to a real-world scenario. I have already started working
elaboration techniques into my personal learning style and my curriculum design
(Ormrod, accessed 2011).
Another aspect of
this course that was very helpful was the focus on how to use technology in the
classroom. I believe that online learning is the future of education. While it
will not replace all classroom education the resources, connections and
innovative tools available online create a rich learning environment. For
example, instructors without a lot of experience in certain areas can use
social networking sites and other media resources to connect students with
experts around the world. This is useful to me, as my training team has started
developing a set of professional development courses. We may not have experts
on things like stress management or networking, but we can connect with various
resources online (Walsh, 2011).
While I enjoyed
learning everything in this course, the focus of our last week resonated with
me the most. Motivating students is a topic heavy on my mind. At the moment, I
work for an organizational training team. We design operations training
(training to teach people how to do their job) and professional development
courses. Our classes on conflict management, resume creation, performance
management, goal setting, professional email, effective meetings, etc. are
wonderful opportunities for our coworkers to expand their professional
knowledge. However, it is hard to get them to leave their work to attend
training. They are not motivated to attend the course, participate or complete
the class. Therefore, the deeper understanding I have of student motivation is
very helpful. I hope to use the ARCS model of Attention, Relevance, Confidence
and Satisfaction to structure marketing and training activities to gather attendees
and keep them coming back. One idea already is to create several real life
scenarios and practice situations that are relevant to my student’s current
positions (Kaller, 1999).
If I learned one
thing from the various learning theories we studied, it is that no, one tool is
the answer to a learning situation. Educators must have a training tool belt
full of ideas. By using their own internal resources, those available online
and our connections to other individuals, instructors today can educate and motivate
their students. If we take a look at our curriculum through multiple different
theoretical lenses, consider the learning styles and abilities of our students,
integrate technology when possible and remember to be personable with our
students, we will succeed as Instructional Designers.
References
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. (Accessed 2008). Learning Styles and Strategies. [Video Program]. Walden
University Resources
Ormrod,
J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction
(Laureate custom edition). New York: Pearson
