Linda Cooper - Fitting the Pieces Together

My Views on Learning
As I journey through life, I experience different learning styles that I find attractive and compatible with my personality. My learning journey has consisted of various dimensions representing a unique aspect of various learning styles. Included in these dimensions are many factors such as age, environment, culture, personality and my use of technology. I can add extroverted, sensing, and feelings. Once I know where my preferences lie on each of these dimensions, I can begin to stretch beyond these preferences and develop a more balanced approach to learning.
My learning styles – Multi-faceted

Learning styles are various approaches or ways of learning consisting of educating methods unique to how an individual learn best. As most people prefer an identifiable method associated with how they process information, I still contend that my learning style is multi-faceted. For this reason, I will share my connection with various aspects of learning.

Behavorist: My characteristics in the behaviorist approach is best described by my need to first analyze a task and thereafter creating a strategy that will assist me with step by step procedures that will aid me in mastering the process prior to taking on the task or learning assignment. (Ertmer & Newby, 1993, pp. 56-57).
Cognitivist: As a cognitive learner, I organize and repeatedly change my strategy according to what I think will be most effective to get my point across. I set goals based on the time frame associated with logic or a due date (Ertmer & Newby, 1993, pp. 57-58).
Constructivist: I build personal interpretations of the world based on my individual experiences and interactions. In order for me to learn as a constructivist, I must be able to associate the learning tasks with an actual experience (Ertmer & Newby, 1993, p. 63).
Visual: As a visual learner, I learn through seeing visual displays – illustrations, videos, flipcharts, handouts and I take extensive notes.
Kinesthetic: As a tactile/kinesthetic individual, I learn best through a hands-on approach. I love to write and manipulate the information to allow me a deeper understanding. As a kinesthetic learner, I also learn best through simulations and role playing to gain further understanding of key concepts.
Social Learning: I find social learning to be most effective when I am in a supportive environment as in grief recovery seminar, group and journaling sessions. During these sessions, I am internally motivated and influenced by the transfer of information while we are engaged in various social learning environments. This includes learning as a student of Walden University, professional at Townsend Learning Center and reciprocal teaching, peer collaboration, cognitive apprenticeships, problem-based instruction, webquests, anchored instruction and other methods that involve learning with others (Kim, 2001).
Connectivism: Similar to social learning as a connectivist, I learn through social networking of Walden, Townsend, ASTD, facebook, twitter, blogging, linked-in, and email for this allows room for my growth as a learner and instructor as well. Knowledge transfer occurs in connectivism when “connecting to (adding nodes)” existing networks. (Davis Edmunds & Kelly-Bateman, 2008).
Adult Learner: As an adult learner, I direct my own learning. My learning is accumulated from a reservoir of life experiences during my life span up to this point. The most significant learning factors are referred to as items in the adult learner’s briefcase. Such as life experiences, work experience, positive/negative prior adult learning experiences, performance affectors, including cognitive abilities, time between learning interactions, and aging factors results in my preference as an instructional designer (Conlan, Grabowski, & Smith, 2003).

Whereas my learning varies in association with most styles and theories, I will lay claim to being most affected as a social learner. In hindsight, over my life span, I must admit it is social learning that has improve my learning effectiveness and open up a deeper understanding as to how I learn best. However, having some information relative to the other learning styles, I can evaluate my strengths and weaknesses so as not to go to either extreme of the learning dimensions; this will allow me to establish balance. As I continue to experience in the various aspects of learning I can add to my strengths and subtract my weaknesses while I continue to learn throughout my life. “You live and you learn” – Learning is everlasting.

The role of technology in my learning was realized a few weeks ago as I prepared my mind map. I now see how much I really rely on technology in my personal, professional and academic life. I enjoy the use of technology on all levels as my social learning is enhanced as a result. Furthermore, the ability to connect from others on a professional level through facebook, twitter, linked-in, ASTD has increased my knowledge immensely. Most importantly, as a student, the use of technology through Walden University’s use of discussion board, researching, blogging, videos, etc., has afforded me a wealth of knowledge. The information I received through various media by being connected to my classmates who are so well versed in many fields are absolutely amazing. I am so fascinated at the knowledge I have gained as a result of the use for technology. Technology will continue to play an avid role in ever learning experience.

References:
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instruction Design Perspective. Performance Improvement Quarterly, 50-72.
Kim, B. (2001). Social constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Reflection on connections that facilitate my learning

Once upon a time, I used to learn setting in a face-to-face classroom environment, listening to teachers, interacting with classmates, reading books, newspapers, magazines, watching the local news, communicating with family and friends. As this was the extent of my learning; since then my network has drastically change relative to the way I gain knowledge. Nowadays, new technology forces the 21st century learner to process and apply information in a very different way and at a very different pace from any other time in history (Davis, Edmunds & Kelly-Bateman, 2008.

As a 21st century learner, my network provides me with information and support from different people and the use of various technologies. After creating a very challenging mind map, as a professional and college, it now behooves me to get on board with network connections. I now understand the value of networks for I will not otherwise be successful professionally or academically. Therefore, I can no longer personally use my family/friend circle and local media while trying to learn something new, instead I must create networks which, simply defined, are connections between entities. By using these networks – of people, of technology, of social structures, of systems, of power grids, etc. – learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Davis, Edmunds & Kelly-Bateman, 2008)

To be honest, I was leery about Facebook and Twitter as I heard so much negative talk such as these were gossip sites for people without a life who use them as their daily dose of fame. The internet and local news would report harmful viruses on Facebook which could destroy your computer. On the contrary, during this course, I received a clear understanding of how valuable social networking is to me as a learner and a professional instructional designer. For example, the principles of connectivism includes such facts as learning and knowledge rest in the diversity of opinions, learning is a process of connecting specialized nodes or information sources, learning may reside in non-human appliances, capacity to know more is more critical than what is current known, nurturing and maintaining connections is needed to facilitate continual learning, ability to see connections between fields, ideas, and concepts is a core skill, currency (accurate, up-to-date-knowledge) is the intent of all connectivist learning activities (Davis, Edmunds & Kelly-Bateman, 2008)

With this information, I can increase the use of digital tools to best facilitate my learning. My computer and researching the Internet has been my most influential digital tool as I am able to gather information for personal and professional use at any time. I am an intensive researcher, but Google is the most frequently used cite for me. Other digital tools I have or will use in the near future to facilitate my learning are Email, Facebook and Twitter I can use to communicate with friends, family and exchange quality and important information. As a member of ASTD, I can connect to others websites, email, and Linked-In. We learn a wealth of knowledge from experienced trainers and designers of Subject Matter Experts (SMEs). I find You-tube videos valuable when preparing seminars, viewing as course assignments and researching. At Townsend Learning Center I learn through email, video, Face book and Linked-in along with various forms of technology.

My most recent and very valuable learning tools are through Walden University online learning. When I have questions, I gain new knowledge from online course materials, researching and answering instructor discussion questions, interacting with classmates on discussion boards, blogs feeds, videos, researching through library and internet resources.
My personal learning networks support the central tenets of connectivism because connectivism has expanded my social dimensions of learning and has broaden my learning environments to new heights. I am determined to continue to use social networking as an essential platform for learning and teaching instructional design and technology as it is inevitable for me to stay connected to the virtual world of learning. I will use my network connections as a lifestyle of ever learning to reach and teach others all over the world as I work on mastering the technological skills needed to be a successful instructional designer.

References
APA Citation: Davis, C, Edmunds, E, & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

Connectivism

Here is the link to my mindmap.
www.edrawsoft.com,connectivism. I am having problems connecting this link, so please let me know if it does not come up.

Thanks

Linda's Week 2 blog assignment

Week 2 – Blog Assignment:  Evaluating and Identifying Online Resources.  This assignment request that I locate at least two resources (Web sites and/or online journals) on this week’s topics. 

(1)  The first website I selected is “The business of human learning operates in much the same manner. ...education.calumet.purdue.edu/vockell/.../edpsy6_info.htm”

This article relates to this week’s topic concerning information processing.  It begins by describing how we as humans deal with information in step procedures.  I was attracted to this article because the title interests me as it spoke about the operation of the business of human learning.   Thereafter, the corresponding graph caught my attention.  The model gave me a visual depicting how human information processing involves sensory register, working memory and long-term memory.   This model reinforced my understanding of human information processing. 

Upon further review of this website, I saw the correlation of our weekly readings.   For example, the author explains how the working memory is also known as short-term memory.  Reiterating that our short term memory is limited to only about seven items at a time, therefore, we must take such actions to maintain knowledge by rehearsing, shifting information to long-term memory or simply move it out of the short-term memory by forgetting it.

The article goes on to explain the operation of long-term memory.   Long-term memory stores information for a long-time.  The benefit of long term memory is the amount of information is unlimited and we do not have to constantly practice information in order to keep it stored in our brain.  However, in order to retrieve the information, we must move it back into our working memory.

What was most attractive about this article for me was how the author demonstrated a scenario by way of juxtaposing human learning to the way an executive manages a business.  For example, daily activities such as mail, phone calls, personal interactions and problems that occur in a business environment are similar to short term memory.  Whereas, some of this information is soon to be forgotten, some is filed into what we consider long-term memory.  Therefore, when new information arrives it is integrated with the old information or perhaps the new information is used for the purpose of updating or integrating to address a complicated problem. 

Moreover, once I studied the graphics illustrating this model of how human information is processed this visual help me to understand how working memory is converted to long term memory.   I invite everyone to review this article as it helps an instructional designer by detailing the significant factors relating to teaching learners how to acquire and retain information.

 (2)  My second article is Brain-based learning - Funderstanding . Traditional schooling, however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processes. ... http://www.funderstanding.com/content/brain-based-learning.

What caught my attention is the statement that “Traditional schooling, however, often inhibits learning by discouraging, ignoring, or punishing the brain's natural learning processes.”  As I continue to read, I noticed the relationship pertaining to this week’s reading topic on the brain and learning.  Titled “Brain-based Learning” It starts out defining how learning theory is based on the structure and function of the brain.  As long as the brain is not prohibited from fulfilling its normal processes, learning will occur.

What was so striking about this article is how the author explained that traditional schooling usually hinders the learning process by w ay of discouraging, ignoring, or punishing the brain’s natural learning process. 

Other golden nuggets that the author provides in this article are the breakdown of the core principles of brain-based learning:  learning engages the whole physiology; the search for meaning is innate and come through patterning.  Emotions are critical to patterning.  The brain processes whole and parts simultaneously.  The author further explains how learning involves both attention and peripheral perception along with both conscious and unconscious processes. We have spatial and rote involving two types of memory.  He also informed us that we understand best when facts are embedded in natural, spatial memory. Learning is enhanced by challenge and inhibited by threat.  Moreover, each brain is unique.

This website is of value to me because it provide some great tips and three instructional techniques associated with brain-based learning which are orchestrated immersion, relaxed alertness, active processing.  He goes on to explain how brain-based learning impacts education through curriculum, instruction, and assessment.  Furthermore, how the brain works has a significant impact on what kinds of learning activities are most effective.

Along with this wealth of knowledge, I was informed that designers of educational tools must be artistic in their creation of brain-friendly environments.  Instructors need to realize that the best way to learn is not through lecture, but by participation in realistic environment that let learners try new things safely.

This article was somewhat profound to me in the way the author considered and motivated me as an instructional designer.  I can assure once you review this article, you will be motivated and instructed as well. I really appreciate how the information was broken down into to manageable chunks where I could process, store, and retrieve as well as instructions on what I need to do to help learners with knowledge and innovative opportunities.

Linda Cooper's first blog

I found many interesting blogs relating to the field of instructional design; however I selected three articles I believe will offer us great advice as we enter into the field of instructional design.   

The first article: 3 Graphic Design Principles for Instructional Design Success » http://www.articulate.com/rapid-elearning/3-graphic-design-principles-for-instructional-design.

The reason I selected this blog is because as an instructional designer, the art of placing text and graphics is very critical to success.  This article describes how successful instructional design can be using three graphic design principles to help you build visuals that support your design.  I really appreciate the setup as each principle is demonstrated by using the text and images.  The three principles are: (1) Use layouts to convey meaning and relationships. (2) Use patterns and repetition to organize your content. (3) Use just the right images. No more.

For example, this article explains the importance of knowing how to create the relationships between text and graphics that will guide the learner’s understanding.  Thereafter, a demonstration is displayed associating the significance of proximity and space in correlation to the organization and displacement of images.  As I viewed this article I actually saw how elearning helps the learner through visual elements while viewing the screen and thus enhances the learning experience.

The second article: www.articulate.com/.../what-everybody-ought-to-know-about-instructional-design.  This particular blog describes the role of the instructional designer.  It has an amazing must-see video illustrating some key points pertaining to how an instructional designer should learn and subsequently teach learners as well.   

I appreciate the consideration in how this article was set up with five key factors describing the correlation between the video and the role of the instructional designer.   Just the headers alone caught my attention and after I read the connection, it was fascinating how innovative this blog is for individuals interested in instructional design.  The five key factors are:  (1) Instructional design is more than just putting information in front of learners. (2) Instructional design has clear goals and gets your learners focused on the right things. (3) Instructional design provides context and perspective. (4) Instructional design compress the learning process and saves time. (5) Instructional design engages learners with clear and meaningful content.

The third article:  The eLearning Coach Guidance and advice for people who want to develop online course.theelearning.coach.com/

This article is very helpful for up and coming instructional designers as it assist in selecting an area of concentration.  What is so attractive is the information providing numerous paths one can follow in this field.  This article offers ten of the many twists, turns and directions an instructional designer might want to consider.  The list includes: (1) Designing for different learning experiences such as specializing in a specific media or learning format, educational games, video, television, instructor-led training, etc., (2)Corporate environment, nonprofit, academic or government,(3) Internal, client-based, or commercial products, (4) content specialist, (5) Author specialist, (6) Medial specialist, (7) Project management, (8) Curriculum design, (9) Managing an LMS, (10) Online community managers. 

This article not only provides the different areas of concentration one might be interested in, but gives a description of each career path as well.  Other links can be assessed along with a section to add more comments.  I had no idea that the area of specialty in the field of instructional design was so broad.  This article motivates me with so much promise as to what I have to look forward to once I obtain my master’s degree.  A must read article for everyone.