Striking Knowledge about How People Learn
Over the years, I never questioned why I remembered little mnemonics that elementary and middle school teachers taught me years ago. Gaining a basic understanding of the anatomy and physiology of the brain and familiarizing myself with the findings from brain-based research changed how I thought about how people learn. I found the information about the brain to be striking. When I consider how the brain’s information processing functions it will benefit me as an instructional designer. Dr. Ormrod (Ormrod, 2011) compares the brain to a computer. Information can be placed in long term memory by relating it to information you already know, some information is in a verbal form, as words or language. Information can also be stored as images. This is a highly effective way to remember information. Encoding information in more than one method, visual and auditory for example, is the most effective way to remember information. I never thought about how the brain stores and retrieves information. This information made me much more aware of differentiating instruction for learners and presenting it in a way which allows the learner to make meaningful connections.
My Personal Learning Process
I’ve learned that most learners have a combination of learning styles. I also have found that learning styles might shift depending on the concept or material being introduced. I learned from reflective constructivist like Piaget and Vygotsky that as learners we construct, through reflection, a personal understanding of relevant structures of meaning derived from our actions in the world (Foley, 2004). Originally I considered myself a visual/tactile learner. I now fall under the constructivist theory of learning as well.
Connection between Learning Theories, Learning Styles, Educational Technology, and Motivation
Learning occurs across all learning styles and theories. A common connection between all theories is previous experience, background knowledge, or interactions and networking. Feedback is the common connection between behaviorists and cognitivists. Environment and cultural impacts influence learning according the social learning theorists, connectivists, and adult learners. Memory plays a very similar role in learning between connectivists, adult learners, constructivists, and social learning theorists. These theorists all note that memories are developed, defined, and recalled by social interactions, patterns, and self construction. Technology is a common connection between all learning theories. Various learning tools meet the needs of each learning style. Online games and quizzes provide immediate feedback to connect learning according to the behaviorists and the cognitivists. Kinesthetic learners appreciate technology as they manipulate the keys to perform functions on screen. Visual learners are engaged by the images, auditory learners by sounds such as a book talks, etc. Motivation is an act of giving somebody a reason or incentive to do something. Keller’s ARCS model addresses motivation through a specific model; ARCS in an acronym that represents attention (A), relevance (R), confidence (C), and satisfaction (S) (Keller, 1999). Behaviorists and cognitivists use extrinsic motivators initially, wean the extrinsic rewards, and stimulate the learner by intrinsic motivators. The primary focus for the other theorists would be intrinsic motivators. A majority of adult learners are self motivated. Capturing the learners’ attention can be achieved using several methods, a video clip, lyrics to a song and the music, graphic organizers, a picture book or story, etc. Class discussions, real world connections, and videos can bring relevance into the lesson. Confidence can be addressed by scaffolding the content, and providing many opportunities for the students to feel successful, (Ormrod, Schunk, & Gredler, 2009). Confidence is directly aligned with satisfaction. When the confidence of the learner is built or improved, satisfaction becomes the outcome of providing the other parts of the ARCS model.
Future as an Instructional Designer
An old cliché says that knowledge is power. I beg to differ with this statement. Power is not attained by knowledge alone. Applied knowledge is power. This course has supplied me with valuable information about how the brain processes, stores, and retrieves information. This course reviewed some and introduced other theorists and their research on learning behaviors. We were presented information on learning styles and multiple intelligences, and Keller’s ARCS model. This information by itself will prove meaningless if I do not apply this information when designing instruction. I plan to build a checklist and using the backwards design of beginning with the end in mind, develop lessons which take into account the needs of the learner, appropriate technological tools, and the ARCS model. Collaborative planning with peers will be able to constructively critique any tweaks which need to be made.
References:
Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education. P. 60 & 189
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning
Ormrod , J. Information Processing and the Brain. Laureate Education, Inc. (Accessed 2011). [Video Program]. Walden University Resources.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
