Fitting the Pieces Together

Originally I considered myself a visual/tactile learner.  Over the past six weeks I have a deeper understanding of the different learning theories and styles and my view has changed.  I now see that I fall under the constructivist theory of learning as well.  Constructivist learners are actively attempting to create meaning. I see now how I attempt to create meaning when learning new concepts. 

I’ve learned that most learners have a combination of learning styles.  According to Karl Kapp, (Kapp, 2007) “All learning theories have a place and all are required for certain tasks.” 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).  Reflections are a powerful tool which allows adult and adolescent learners to concentrate on the objectives set, the frameworks provided, and the connections made.  Cercone states (Cercone, 2008, p. 143) “it is recognized that not all adults are self-directed and that some may need help to become more self-directed. Some students need some type of structure to assist them in becoming more self-directed. “People change behaviors to satisfy the desires they have learned to value” (Standridge, 2001).

Technology plays a paramount role in my learning. Learning Theories and Instruction has challenged and expanded my interaction with technological tools that I had no experience with.  The insightful articles, research, and discussions have reenergized my desire to find engaging and meaningful tools to use with my own students.  The more comfortable I feel with using technology, the more apt I am to teach it, encourage it, and advocate for it.

References:

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, Retrieved July 26, 2011, from AACE Journal, 16(2), 137-159.

Foley, G. (Ed.). (2004). Dimensions of adult learning: Adult education and training in a global era.  McGraw-Hill Education. P. 60 & 189.   

Kerr, B. (2007). Blog. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Standridge, M. (2001). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism