REFLECTION

The unique make-up of how we are created also interprets over to one’s individual learning style.  Processing information is affected by numerous intrinsic and extrinsic factors. For instructors to be on the same page with students differences, it is an effective strategy to be versed in all learning theories. “…Teaching is a multifaceted entity…” (Kapp, 2007).   Though learning theories have the same basic principle, the outcome, they can come across as polar opposites.  As Bill Kerr states, “…each _ism is offering something useful without any of them being complete or stand alone in their own right” (Kerr, 2007).  No specific theory is a catch-all for each and every person’s learning style.

I came to the realization that what I thought I knew about my learning styles isn’t quite the case.  I am not any smarter than anyone else; if something comes easily it is due to prior knowledge and making connections (Ormrod, Schunk, & Gredler, 2009).  I have been able to label styles and theories which has enhanced my personal learning.  The Adult Learning Theory states that adults “are motivated by internal rather than external factors” (Conlan, Grabowski, & Smith, 2003).  This explains how my learning style is accentuated by internal motivation.

The ability to deliver the most effective material is centered on learning theories with learning styles being an approach to how the student will approach the material. Educational technology is a means on how to deliver the effective instruction; especially in an online environment where keeping students engaged and motivate is imperative for a successful course. This foundational course has given me a solid platform on how to infuse technology and motivational techniques into design and the importance of using differentiated instruction as a way to reach all learner types. One the most applicable piece of information I take away from this course is using the systematic approach offered by the ACRS model. This model will help me, as a designer, create more effective learning programs by tapping into the learners existing knowledge to make learning relevant. The technology piece of this course i.e. blogging, was new to me and something I found entertaining, not only writing my own but researching and reviewing others.

References

Kapp, K. (2007, January 2). Out and About: Discussion on educational schools of thought [Blog post]. Retrieved from http://www.uleduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, fromhttp://projects.coe.uga.edu/epltt/