Fitting the Pieces Together

Over time, I have realized that how I learn is by associating new content with old and by comparing what I think I know with experience and familiarity. How information is structured during my learning process will either hinder or strengthen my mental schemas. When considering learning theories and learning styles, I learn best by being actively engaged with lessons which include moments when I am given explicit opportunities that require me to focus beyond what I thought I could do. Learning then becomes effortful and challenging. My worries of having to have learned specific complex tasks by a certain age were laid to rest when I read Dr. Jeanne Ormrod’s suggestions that learning and mastery of complex tasks can continue throughout a life span (Omrod, 2009).

My preferred learning style is in the context of visual learning.  A visual learner is one that depends on visual thinking, and imagination, and tends to learn from visual representations such as graphs, movies, and pictures (Orey, 2001). Instructional designers helping students like me to learn what we need to know, understand, and do is no easy feat.  As Karl Kapp clearly states in his blog Out and About: Discussion on Educational Schools of Thought, “ learning is not just one thing” (2007). Therefore, as I recognize that learning behavior is directed by visual stimulus, I also acknowledge that when there is no choice of visual learning when attaining information, the task becomes a bit more challenging for me, and I tend to be less motivated. This is when I have to dig deep and regulate my motivation to be organized and strategic when tackling complex content.

When I reflect on how technology has played a role in my learning, it is very fitting to say it has had a tremendous impact on my ability to comprehend information at a faster rate by offering a variety of visually stimulating tools. Some tech tools and resources have provided me with solutions to tailor my preferred way of learning when confronted with specific educational challenges. For example, suppose I am asked to read an article with content I am not familiar with. In that case, I can search Youtube.com for specific mentioned content in which I can watch a video that will explain the concepts I am unfamiliar with. Additionally, I can use tools such as a digital calendar or task organization app such as Trello to help me manage tasks to be completed by color coding them, share collaborative learning assigned tasks with others, and keep track of my due dates in a visual representation.

As I acquire new knowledge and recognize there is no one best way to learn, I am freeing my mind to pursue more knowledge. My perception, conception, and motivation together will help me navigate how I understand and ultimately give me a sense of control over my mind and its inner workings.  The learning journey is never-ending.

 

Have a look at this video on Multiple intelligence and see if you make any connection to the content and your own learning experiences.

 

Resources

Howard Gardner on multiple intelligences. YouTube. (2010, July 9). Retrieved August 17, 2022, from https://youtu.be/iYgO8jZTFuQ

Kapp, K. (2007). “Out and about: Discussion on Educational Schools of Thought.” Out and About: Discussion on Educational Schools of Thought. Retrieved from https://karlkapp.com/out-and-about-discussion-on-educational/

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

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York, NY: Pearson.