Reflection on Learning Theories and Instruction

Reflection of Learning Theory and Instruction

Jane Halstead

Walden University

Dr. Anthony Artino Jr.

Learning Theories and Instruction EDUC 6115

August 23, 2015

Reflection of Learning Theory and Instruction

As this course began, I was apprehensive in attending a Theories class. I did not think much had changed in the learning theory picture. I have been working as an adult instructor for the past twenty years so “what could be ‘new’?” I did learn that there are many new twists on theories of learning, many of which start with the tried and true theories that were introduced many years ago. My knowledge of behaviorism and cognitive learning were reviewed in this class. I did learn many new things concerning learning. The manual for the class, Learning Theories and Instruction, cited many many theorists throughout the entire publication.

I have a better understanding of the need to investigate the historical influences of the learners. In order to connect with the learners it is important for instructional designers to keep in mind the factors that allow the learners to retain the lessons. The focus is “the construction by the learner of schemes that are coherent and useful to them” (Drier 1995, p. 387) (Ormrod, J., Schunk, D., & Gredler, M. 2009, p.18). Much of the time I also bring in my own learning preferences and try to add that into my designs. As I was learning I needed to understand the information as it pertained to my own situation. It is important for me to be aware of others learning preferences so the information transfer can happen.

I knew the theories and motivation were important to creating effective learning. The materials in the course enhanced my knowledge of leaning. I feel it is important to enhance retention of knowledge by rehearsal and the resources reinforced that belief. “If your goal is to create enduring long-term memories of the material, then it is best to semantically encode the material. z memory codes are produced through elaborative rehearsal — a type of encoding that links new information to information already in the long-term store” (Ricker, n.d.). Technology enhances this by allowing learning to take place through simulation and repetition. When creating learning using technology, we need to make sure the learning is intuitive. The learner will not be able to retain the information if the technology is complex to use. It is also important to keep the theories and learning styles in mind when creating learning no matter if it is through the use of technology or through instructor led classes.

I also found the flipped classroom a very interesting concept and would like to design a project around this concept. I am working on a multi-faceted program that will need to meet the needs of many diverse colleagues. We have a program that will need to be delivered to people in many different states in order to save money for the organization. I would like to see this be a successful program that keeps the learners motivated to learn all they can possibly learn.

Finally, this class has allowed me to change the way I deliver learning and I intend on using the topics learned in this class to create more effective learning in my position as an instructional designer. This is a position that I just started a month ago. I am excited to take this learning into the my new career and strive to produce the best learning possible for the leaders I am creating learning for.


 

References

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.

Ricker, J. (n.d.). Working Memory & Elaborative Rehearsal in Introduction to Psychology. Retrieved from: http://sccpsy101.com/home/chapter-5/section-10/

NMC, Horizon Report: 2015 Higher Education Edition The New Media Consortium Publications: http://www.nmc.org/publications

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.

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