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
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