As a first online learning experience, I got many surprises, first is the whole experience of being in an online classroom. I found myself in a maze with lots of information that I thought I can take all of it at a go. I later discovered that I have to be very sequential on how I access information. I found myself sometimes lost in the web space, especially the library. I had to ask the instructor how to get my grades, actually I even submitted the wrong assignment and could not undo the submission. I found myself creating a blog; this was a new experience to me. I interacted with participants from the United States of America. I was surprised when the teacher introduced himself as an army commander, I have never interacted with soldiers even in Kenya but at least I know they give commands. That did not turn out to be true; the teacher did not act like a soldier in class. The class spirit was amazing, participants were willing to contribute in encouraging manner and the instructor was amazing and helpful. From an instructional perspective, the class was logically organized starting from more traditional theories to more modern and more inclusive theories, from learning theories to learning styles, strategies and competencies to and then finally the concept of motivation.
The course has deepened my understanding on my personal learning processes. I had not taken thoughts of cognitive information processes that ensure learning is effective such as attention, perception, encoding storage and retrieval of knowledge. This course has provided an in-depth of these processes. some of the key concepts that I learned and that will have implication on my instructional design include the following; first is the role of organization in perception and learning (Koffka 1922, Kohler 1926) This makes me more aware on how I structure my learning both personal and as an instructional designer in relation to proximity, similarity common direction and simplicity. The second concept is the two store (dual-memory) model. This has deepened my understanding on how information enters through the sensory register and stored both in short term memory and long term memory. I also learned the factors that could affect the storage of information such as rehearsal and linking information to related information and encoding to the long term memory through organization, elaboration, meaningfulness and linking with schema structures. This information informs me on how to structure my learning and leaning of my students as an instructional designer for optimum learning. I will also boost my learning processes through metacognitive processes.
I also got a deep understanding of the learning theories, learning styles and learning strategies. I got first to understand the differences in these three concepts. To my understanding a learning theory explains the underlying psychological processes that influence learning while learning strategies are initiatives that people can do or use to help improve their own learning. This could be a cognitive strategy, a metacognitive strategy, or even a behavioral strategy (like time or environmental management). A learning style is the notion that different learners have different preferences for learning such styles includes visual, auditory and Tactile/Kinesthetic Learners.
On the learning theories, it was evident that no one theory which can explain learning independently but all the theories can be used based on the content being taught and the target learners. It was clear that theories the development of learning theories can be explained as a movement in a continuum Ertmer, P. A., & Newby, T. J. (1993). (P.66) The movement is from theories that learners were not active participants to the theories where learners are active participants in the learning process. I was however able to reflect on the types of learning that can be applicable too each of the theories.
My reflection of the types of learning that are applicable to this theories suggested that behaviorism theory will most likely be applied to learning that is prescriptive learning that build and strengthen stimulus-response association such as discrimination (recalling of facts) generalization (defining and illustrating concept) association (applying explanations). Cognitivism theory will most likely be applied to leaning that involves explanations of complex forms of Reasoning, problem-solving, (Schunk, 1991). Constructivism and social constructivism theories will most likely be applied to learning that involves apprenticeships, modeling, coaching a student toward expert performance. Connectivism theory will most likely be applied to learning that is collaborative. Adult learning theories will be applied for learning that involves problem within the environmental context, social and collaborative learning and learning that has immediate application to the learners’ lives. I was especially glad to learn the costructivism theory, connectivism theory and adult learning theories. These theories are more learner directed and they apply to a great extend to my working place since I work with adult learners.
The considerations of the learning styles was seen critical Willingham, 2005, suggest that matching an instructional method to a student’s learning style, teachers can improve classroom (and online) learning, however, Gilbert et. Al (2008) indicated that “Learning styles actually fluctuate within subject or lesson” it is also evident that one cannot embed learning styles that meet the needs of all the learners, therefore I would consider it better to use a variety of models and styles embedded in the content so as not to discriminate a learner by using only one style and further ensure that the learning style(s) selected is appropriate to the content.
Motivation was an important component of the course. I learnt a lot about the motivation especially the Keller motivation model. The model presents a holistic approach to ensuring that the online content captures the attention of learners is relevance to learners and it build their confidence, and satisfy the learners. Motivation is embedded in all the design factors and considerations such as the learner characteristics, Learning task, medium or infrastructure for online learning and the courseware characteristics. The course was managed to bring out various specific motivational tactics for online learners such as easy to navigate interface design, clearly stated objectives and expectations, use of a variety of multimedia forms into the content, ensuring robust support structures for online learners among others.
The course will be very relevant not only in my career advanced but also in my work place. It will inform my instructional. I was assigned a project to carry out the instructional design in my work place and this course is coming in handy to aid this achievement, consequently the course also made be a better teacher both for face to face and online learning.
References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate Custom ed.). New York: Pearson
Gilbert, J., & Swanier, C. (2008). http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
The course has deepened my understanding on my personal learning processes. I had not taken thoughts of cognitive information processes that ensure learning is effective such as attention, perception, encoding storage and retrieval of knowledge. This course has provided an in-depth of these processes. some of the key concepts that I learned and that will have implication on my instructional design include the following; first is the role of organization in perception and learning (Koffka 1922, Kohler 1926) This makes me more aware on how I structure my learning both personal and as an instructional designer in relation to proximity, similarity common direction and simplicity. The second concept is the two store (dual-memory) model. This has deepened my understanding on how information enters through the sensory register and stored both in short term memory and long term memory. I also learned the factors that could affect the storage of information such as rehearsal and linking information to related information and encoding to the long term memory through organization, elaboration, meaningfulness and linking with schema structures. This information informs me on how to structure my learning and leaning of my students as an instructional designer for optimum learning. I will also boost my learning processes through metacognitive processes.
I also got a deep understanding of the learning theories, learning styles and learning strategies. I got first to understand the differences in these three concepts. To my understanding a learning theory explains the underlying psychological processes that influence learning while learning strategies are initiatives that people can do or use to help improve their own learning. This could be a cognitive strategy, a metacognitive strategy, or even a behavioral strategy (like time or environmental management). A learning style is the notion that different learners have different preferences for learning such styles includes visual, auditory and Tactile/Kinesthetic Learners.
On the learning theories, it was evident that no one theory which can explain learning independently but all the theories can be used based on the content being taught and the target learners. It was clear that theories the development of learning theories can be explained as a movement in a continuum Ertmer, P. A., & Newby, T. J. (1993). (P.66) The movement is from theories that learners were not active participants to the theories where learners are active participants in the learning process. I was however able to reflect on the types of learning that can be applicable too each of the theories.
My reflection of the types of learning that are applicable to this theories suggested that behaviorism theory will most likely be applied to learning that is prescriptive learning that build and strengthen stimulus-response association such as discrimination (recalling of facts) generalization (defining and illustrating concept) association (applying explanations). Cognitivism theory will most likely be applied to leaning that involves explanations of complex forms of Reasoning, problem-solving, (Schunk, 1991). Constructivism and social constructivism theories will most likely be applied to learning that involves apprenticeships, modeling, coaching a student toward expert performance. Connectivism theory will most likely be applied to learning that is collaborative. Adult learning theories will be applied for learning that involves problem within the environmental context, social and collaborative learning and learning that has immediate application to the learners’ lives. I was especially glad to learn the costructivism theory, connectivism theory and adult learning theories. These theories are more learner directed and they apply to a great extend to my working place since I work with adult learners.
The considerations of the learning styles was seen critical Willingham, 2005, suggest that matching an instructional method to a student’s learning style, teachers can improve classroom (and online) learning, however, Gilbert et. Al (2008) indicated that “Learning styles actually fluctuate within subject or lesson” it is also evident that one cannot embed learning styles that meet the needs of all the learners, therefore I would consider it better to use a variety of models and styles embedded in the content so as not to discriminate a learner by using only one style and further ensure that the learning style(s) selected is appropriate to the content.
Motivation was an important component of the course. I learnt a lot about the motivation especially the Keller motivation model. The model presents a holistic approach to ensuring that the online content captures the attention of learners is relevance to learners and it build their confidence, and satisfy the learners. Motivation is embedded in all the design factors and considerations such as the learner characteristics, Learning task, medium or infrastructure for online learning and the courseware characteristics. The course was managed to bring out various specific motivational tactics for online learners such as easy to navigate interface design, clearly stated objectives and expectations, use of a variety of multimedia forms into the content, ensuring robust support structures for online learners among others.
The course will be very relevant not only in my career advanced but also in my work place. It will inform my instructional. I was assigned a project to carry out the instructional design in my work place and this course is coming in handy to aid this achievement, consequently the course also made be a better teacher both for face to face and online learning.
References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate Custom ed.). New York: Pearson
Gilbert, J., & Swanier, C. (2008). http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
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