As a high school and undergraduate student, I was unaware of learning theories and never paid much attention to the process by which I acquired and applied new information. It was not until I became a teacher and began working on my masters that I really took out the time to focus on my learning style. I later realized that my learning preferences has a profound effect on the lessons that I design for my class.
The way in which I learn best identifies with the Constructivist theory. I learn new concepts based on how I am able to apply it to life experiences or observations. It is rather difficult for me to retain information when it has no relevant value to me. I honestly believe that is why I have struggled with math courses in the past. I simply had a difficult time applying relevant meaning to the content.
I teach English which involves a great deal of literary analysis and composition. One of the strategies I use to get my students attention is to highlight the story's themes that I believe my students can relate to based on personal experiences or observations.
The bulk of my instructional strategies are founded upon Constructivist principles, but I now have a greater understanding of the various learning theories. I have always understood the importance of differentiated instructional strategies, but it was information that I never truely applied. I would utilize different activites, however the basic principles never changed. I have been staying in my Constructivist "comfort zone".
A thorough instructional program relies on a variety of theories. For example, one might utilize cognitive learning process such as metacognition to for oral presentations, reading comprehenion, writing, or problems solving. In an English course this is great for introducing new information. Constructivist learning processes can be used for establishing connections and reinforcing new information.
I have recently taken on the challenge of becoming a virtual teacher, and the bulk of the course's activities are asynchronous. Each section meets once a week for a live class, so course work is independent and students rely heavily on metacognitive learning processes.
I am one of those people who is not necessarily interested in the latest technological advances, and to be honest I'm a bit old fashioned. However, technology has recently taken on a new role in my life. It went from being a resource to being somewhat of a professional "life source". I depend on it save and deliver information to my students and instructors, and it is my primary source of communication. I don't have time to talk on the phone, so I rely on networking sites to communicate with friends and family. I am still skeptical about online research, I prefer books, but that isn't true for the majority. I depend on the web for online oublications, which provides me with support for composing documents and improving instructional programs.
As an instructional designer it is important to understand your learning style and preference, because it is basis upon which most of your products will be designed. Although a thorough knowledge of learning styles is important because it is important to develop instructional activities that are appealing to a variety of learning styles. However, a thorough understanding of your personal learning preference allows the designer to develop effective learning activities for those who share identical preferences.
Tuesday, March 2, 2010
Wednesday, February 10, 2010
Reflections on Mapping Learning Connections
To be honest, I never looked at my daily sources for communicating such as facebook, personal and professional email accounts, and blog feeds as learning resources. However, once I took a look at the information that can be acquired from them, I became aware of the wealth of knowlede that is at my fingertips.
Acquiring a Facebook account exposed me to so much more than a connection with friends and family. I have established relationships with individuals from a variety of professional backgrounds, which is an excellent source for instructional designers because it is a universal field. Additionally, through this site I have made connections with a variety of educators, thus providing an opportunity to discuss strategies and share ideas.
My personal and professional email accounts are excellent resources for sharing as well as recieving information. Both accounts recieve articles, web resources, and training information that increases my knowledge as an educator. I am able to incorporate new information and strategies into my instructional program.
Having earned a M.S. in Education with a focus on content area literacy, my personal library is filled with books and articles that cover such topics as educational theory, content area writing strategies, and school reform. This is perhaps my most valuable source, because the information seems to be infinate. For example, although learning theories are often disputed, the information will always be relevant.
As an instructional designer, My blog subscriptions are a valuable tool because the information found here is both universal and infinate. The blogs I subscribe to are not limited to the field of post secondary or secondary education. The information found in these blogs keeps me abreast of current instructional design trends in the fields of medicine, business, and secondary education.
As I reflect on my learning network, more sources seem to come to mind. Information that can be used to enhance my instructional program and design strategies can be found in so many different aspects of my life. Perhaps that is the key to finding success as an educator and designer, utilizing a variety of tools to design instructional programs that meet the needs of all learners regardless of background or point of reference.
Acquiring a Facebook account exposed me to so much more than a connection with friends and family. I have established relationships with individuals from a variety of professional backgrounds, which is an excellent source for instructional designers because it is a universal field. Additionally, through this site I have made connections with a variety of educators, thus providing an opportunity to discuss strategies and share ideas.
My personal and professional email accounts are excellent resources for sharing as well as recieving information. Both accounts recieve articles, web resources, and training information that increases my knowledge as an educator. I am able to incorporate new information and strategies into my instructional program.
Having earned a M.S. in Education with a focus on content area literacy, my personal library is filled with books and articles that cover such topics as educational theory, content area writing strategies, and school reform. This is perhaps my most valuable source, because the information seems to be infinate. For example, although learning theories are often disputed, the information will always be relevant.
As an instructional designer, My blog subscriptions are a valuable tool because the information found here is both universal and infinate. The blogs I subscribe to are not limited to the field of post secondary or secondary education. The information found in these blogs keeps me abreast of current instructional design trends in the fields of medicine, business, and secondary education.
As I reflect on my learning network, more sources seem to come to mind. Information that can be used to enhance my instructional program and design strategies can be found in so many different aspects of my life. Perhaps that is the key to finding success as an educator and designer, utilizing a variety of tools to design instructional programs that meet the needs of all learners regardless of background or point of reference.
Monday, January 25, 2010
Brain Based Learning? Problem Based Learning? It's All Starting to Run Together.
Studying the learning process has left me somewhat confused and in need of additional examples to illustrate each theory. This confusion has left me questioning the validity of whole learning theories as well as how to go about implementing instructional programs that incorporate key theoretical principles. Sources have both honored and rejected brain based research. Some believe due to its history in animal testing, the results are irrelevant if applied to human learning processes. Other sources embrace the learning theories, as they provide somewhat of a foundation for understanding the human learning process. Ruth Palombo Weiss's, Brain Based Learning: The Wave of the Brain explains why educators should take advantage of the knowledge of how humans learn that can be gained from brain-based research.
The article begins by providing an illustration of how neuron research has proven that no two humans are alike. Every nerve cell serves as a relay station, and the chemical communication that takes place serves as the foundation of all human behavior. This information is relevant to educators and instructional designers simply because it validates the theories that support differentiated instruction. Additionally, this research has helped scientists explore how human brains process memory, emotion, attention, patterning, and context. Although it does not provide definate answers to the remaining questions of brain- based research, it does provide scientists and educators with a firm foundation in the area of brain exploration. Weiss provides an explanation of the elements of brain-based research that if taken into consideration while designing an instructional program will lead to an effective strategy.
Chapter 1 of Problem Based Learning: An Instructional Model and its Cognitive Framework by John R. Savory and Thomas M. Duffy, goal is to establish a connection between the constructivist theory, the practice
of instructional design, and teaching. They begin by clarifying their interpretation of the constructivist theory and what they believe to be the central principles in learning and understanding. They move on to identify and explain eight instructional principles for designing a constructivist learning environment, and an examination of what they consider to be the best elements of the constructivist learning environment. Chapter one concludes with the idea that problem based learning is not a socratic process, nor is it a limited learning environment. The learner has ownership of the problems in such an environment, and instruction is based on metacognitive processes. The link established by Duffy and Savory provides a thorough explanation of a problem based learning environment, as well as highlights the key principles of the constructivist learning theory that are relevant to the fields of instructional design and teaching, thus demonstrating how one should go about applying key elements.
The article begins by providing an illustration of how neuron research has proven that no two humans are alike. Every nerve cell serves as a relay station, and the chemical communication that takes place serves as the foundation of all human behavior. This information is relevant to educators and instructional designers simply because it validates the theories that support differentiated instruction. Additionally, this research has helped scientists explore how human brains process memory, emotion, attention, patterning, and context. Although it does not provide definate answers to the remaining questions of brain- based research, it does provide scientists and educators with a firm foundation in the area of brain exploration. Weiss provides an explanation of the elements of brain-based research that if taken into consideration while designing an instructional program will lead to an effective strategy.
Chapter 1 of Problem Based Learning: An Instructional Model and its Cognitive Framework by John R. Savory and Thomas M. Duffy, goal is to establish a connection between the constructivist theory, the practice
of instructional design, and teaching. They begin by clarifying their interpretation of the constructivist theory and what they believe to be the central principles in learning and understanding. They move on to identify and explain eight instructional principles for designing a constructivist learning environment, and an examination of what they consider to be the best elements of the constructivist learning environment. Chapter one concludes with the idea that problem based learning is not a socratic process, nor is it a limited learning environment. The learner has ownership of the problems in such an environment, and instruction is based on metacognitive processes. The link established by Duffy and Savory provides a thorough explanation of a problem based learning environment, as well as highlights the key principles of the constructivist learning theory that are relevant to the fields of instructional design and teaching, thus demonstrating how one should go about applying key elements.
Monday, January 11, 2010
The Doorway to Professional Learning Communities
As a language arts teacher and lover of words, one might think that I would have been well acquainted with blogging and even have an established blog. Although I have heard of it, I've never taken out the time to read a blog. As I prepare to establish myself as a reputable instructional designer it is imperative that I join professional communities from which I can both acquire as well as contribute knowledge.
The field of instructional design is one that seems to be universal, as designers are needed in nearly every aspect education and corporate training. I began researching blogs specific to K-12 education only to find that I was limiting myself because there is a vast wealth of knowledge within every realm of instructional design.
As a virtual educator and student I was drawn to Ferninand Krauss's, IDEAS: Instructional Design for E-learning Approaches blog (http://ideasblogs.com/) because its primary theme is distance education for professionals. Although in this case, the professionals are in the field of medicine, which is so far removed from my background as an educator. However, it is not the site's target audience that grasped my attention, but its rich content and reflective insights on e-learning and instructional design technology. There is very little information that I will be able to contribute to this site, but it will serve as an excellent resource for supplementing my professional growth.
With research and joining professional learning communities in the field of instructional design being the focus of this task I was drawn to Michele Martin's, The Bamboo Project (http://michelemartin.typepad.com, because its primary focus is career development, technology. and learning strategies for lifelong professional growth. The material found in this blog epitomize the founding principles of professional learning communities. It is dedicated to assisting its subscribers in using the best practices and social media tools to develop both as individuals and organizations. This site offers blogging for knowledge sharing, learning and training, personal learning, productivity, and professional development. Unlike the IDEAS blog, this site is not as specific, so contributing to it does not seem to be so far removed from my future plans, in addition to the knowledge that I anticipate gaining from it.
Christy Tucker's, Experience E-Learning (http://christytucker.wordpress.com) blog, was perhaps the most relevant to my professional needs. This site focuses on instructional design techniques for K-12 learners, design techniques for project-based learning, and instructional design techniques for online learning. As a secondary virtual English teacher, the content offered in this blog seems to address every question and interest that may come about. As a graduate student who has conducted a great deal of research on learning theories and style, I am particularly interested in reading the blogs that both defend and debunk the validity and reliability of learning styles research. Although I have subscribed to and will continue to follow each blog, I believe Experience E-Learning will be the one where I will spend the most time searching for answers and supplemental knowledge, as well as contributing thoughtful posts.
The field of instructional design is one that seems to be universal, as designers are needed in nearly every aspect education and corporate training. I began researching blogs specific to K-12 education only to find that I was limiting myself because there is a vast wealth of knowledge within every realm of instructional design.
As a virtual educator and student I was drawn to Ferninand Krauss's, IDEAS: Instructional Design for E-learning Approaches blog (http://ideasblogs.com/) because its primary theme is distance education for professionals. Although in this case, the professionals are in the field of medicine, which is so far removed from my background as an educator. However, it is not the site's target audience that grasped my attention, but its rich content and reflective insights on e-learning and instructional design technology. There is very little information that I will be able to contribute to this site, but it will serve as an excellent resource for supplementing my professional growth.
With research and joining professional learning communities in the field of instructional design being the focus of this task I was drawn to Michele Martin's, The Bamboo Project (http://michelemartin.typepad.com, because its primary focus is career development, technology. and learning strategies for lifelong professional growth. The material found in this blog epitomize the founding principles of professional learning communities. It is dedicated to assisting its subscribers in using the best practices and social media tools to develop both as individuals and organizations. This site offers blogging for knowledge sharing, learning and training, personal learning, productivity, and professional development. Unlike the IDEAS blog, this site is not as specific, so contributing to it does not seem to be so far removed from my future plans, in addition to the knowledge that I anticipate gaining from it.
Christy Tucker's, Experience E-Learning (http://christytucker.wordpress.com) blog, was perhaps the most relevant to my professional needs. This site focuses on instructional design techniques for K-12 learners, design techniques for project-based learning, and instructional design techniques for online learning. As a secondary virtual English teacher, the content offered in this blog seems to address every question and interest that may come about. As a graduate student who has conducted a great deal of research on learning theories and style, I am particularly interested in reading the blogs that both defend and debunk the validity and reliability of learning styles research. Although I have subscribed to and will continue to follow each blog, I believe Experience E-Learning will be the one where I will spend the most time searching for answers and supplemental knowledge, as well as contributing thoughtful posts.
Subscribe to:
Posts (Atom)
