Reflective Journey

At the beginning of this course, I already understood how I learn best. However, I was not au fait with the learning theories and had a hard time discovering the learning theory under which I operated. Initially, I considered myself a behavioral and cognitive learner. Over time I realized that I align best with the cognitive learning theory. The cognitive learner processes information through thinking, perceiving, and problem-solving. This type of learner is interested in understanding concepts and relationships between ideas. (Atkisson, 2010)

 One surprising aspect of how people learn is that everyone has a unique learning style. While I am a visual, auditory, and kinesthetic learner, some individuals are visual learners and absorb information best through pictures or diagrams. In contrast, others are auditory learners and prefer to hear information presented in lectures or discussions. Additionally, research suggests that incorporating physical movement into the learning process can enhance memory retention and overall learning outcomes, so kinesthetic learners prefer to learn through hands-on activities and physical experiences. Furthermore, individuals tend to learn better when actively engaged in the learning process rather than just passively receiving information, which aligns with the principles of the cognitive learning theory.

Learning theories provide a framework for how individuals learn and can be used to inform instructional design. Learning styles are a way to categorize how individuals prefer to learn, and educational technology can enhance the learning experience. (Strauss, 2013). Motivation is an essential factor in learning, and instructional designers can use knowledge of motivation to create engaging learning experiences. (Ormrod, 2009)

Understanding the learning theories is vital for me as an instructional designer because it helps me create compelling learning experiences that meet the needs of my learners. By understanding how individuals process information, I can create content that is easy to understand and remember. Additionally, by understanding different learning styles, I can create content tailored to the learner's individual needs.

 Educational technology can enhance the learning experience by providing interactive content, simulations, and other types of multimedia. As an instructional designer, I can use technology to create engaging and interactive learning experiences that promote active learning. While researching Edutopia (Mauro, 2022) and the Horizon Report (Freeman et al., 2017), I learned that with virtual reality (VR) simulations, learners could immerse themselves in realistic, interactive environments that simulate real-world scenarios. They can practice skills and procedures in a safe and controlled environment, without the risk of harm or mistakes, that can be tailored to the specific needs of individual learners, allowing for personalized learning experiences that can increase engagement and retention.

 Motivation is an essential factor in learning, and instructional designers must understand how motivation works to create effective learning experiences. By understanding what motivates learners, I can create content that is engaging and relevant to the learner's interests. (Keller, 2008). Keller's ARCS model is a popular framework for designing effective learning experiences that motivate learners. The model identifies four key elements contributing to motivation: attention, relevance, confidence, and satisfaction. I must capture learners' attention, make the content relevant, boost their confidence, and ensure satisfaction by offering opportunities for them to apply what they have learned, recognize their achievements, and provide a positive learning experience.  (Keller, 1999). I like to use Quizizz to test my students while engaging them in a game against each other. They compete to see who gets first place on the leaderboard.

 In conclusion, knowledge of learning theories, learning styles, educational technology, and motivation can help me to engage my learners in practical experiences. By understanding how they learn and what motivates them, I can create content that is engaging, interactive, and tailored to their needs.

References

Atkisson, M. (2010). Behaviorism vs. cognitivism. Ways of Knowing. https://woknowing.wordpress.com/2010/10/12/behaviorism-vs-cognitivisim/

Cheenath, D. J. & Gupta, A. (2015). Quizizz. [Web, iOS, Google Play]. https://quizizz.com/join/

Freeman, A., Adams Becker, S., Cummins, M., Davis, A., & Hall Giesinger, C. (2017). Virtual Reality. NMC/CoSN Horizon Report: 2017 K–12 Edition (p.46). Austin, Texas: The New Media Consortium. https://library.educause.edu/~/media/files/library/2017/11/2017hrk12EN.pdf

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning, 1999(78), 37–47. https://doi.org/10.1002/tl.7804

Keller, J. M. (2008). First principles of motivation to learn and e3‐learning. Distance Education, 29(2), 175-185. https://doi.org/10.1080/01587910802154970  

Mauro, K. (2022). Immersive VR experiences for middle and high school students. Edutopia. https://www.edutopia.org/article/immersive-vr-experiences-for-middle-and-high-school-students

Ormrod, J., Schunk, D., & Gredler, M. (2009). Motivation and affect. Learning Theories and Instruction (Laureate custom edition) Chapter 7, pp 241-262. New York, NY: Pearson.

Strauss, V. (2013). Howard Gardner: ‘Multiple intelligences’ are not ‘learning styles.’ The Washington Post. https://www.washingtonpost.com/news/answer-sheet/wp/2013/10/16/howard-gardner-multiple-intelligences-are-not-learning-styles/