Refection: Learning Theories and Instruction

 Learning Theories and Instruction

 

Over the past eight weeks, I have taken the plunge to improve my instructional designs by learning more about the history of learning theories and how they can assist and improve my instructional designs. As I furthered my knowledge about how people learn, I found it interesting that educational technology is one of the fastest driving forces behind creating effective learning environments. Whether it increases the odds of a learner’s engagement and overall academic success, incorporating technology is vital to learning in a world where information is developing at a rapid pace daily. Understanding how people learn is a foundation for designing effective instruction (Walden, n.d). As instructional designers use technology to complement and extend learning, I can relate to the notion that self-regulation contributes tremendously to one’s learning process.

Dr. Jeanne Ormrod’s and Dr. Anthony Artino’s written works have helped deepen my understanding of my learning process. Both have enticed me to reflect on how I learn and how that may or may not impact my instructional designs. Taking learning theories and learning styles into consideration when developing learning experiences has given me a reason in the future to refer to vital tools and strategies I learned during this course of study when I consider how I prefer to learn. Learning is a multifaceted process, and in my learning process, I must remember that the capacity for continued learning can contribute to a rich and diverse lifestyle in my immediate future (Ormrod, 2009).

I have learned and created an immense appreciation for the connection between learning theories, learning styles, integration of technology into instructional practices, and motivation (extrinsic and intrinsic). Although others may not agree, I understand that one cannot exist without considering the other when you are creating effective instruction. As learners construct their meanings of complex tasks for themselves throughout their lifespan, as an instructional designer, I am encouraged to use the best information available to create a solid educational experience for learners (Kapp, n.d).

 Utilizing the ARCS (Attention, Relevance, Confidence, and Satisfaction) model as a problem-solving tool to help motivate learners and remind me to synthesize concepts I have learned will be essential to improving my instructional designs and maintaining meaningful engagement with my learners. In conclusion, I will walk away from this course knowing that the teaching and learning environment I create will have a powerful impact on a learner. Therefore, I must generate instruction with modern-day learners in mind.

 

 

Resources

 

Artino, A. (2008). Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. TechTrends, 52(3), 37-45. doi:10.1007/s11528-008-0153-x

 

Out and About: Discussion on Educational Schools of Thought Karl Kapp. (n.d.). Retrieved fromhttp://karlkapp.com/out-and-about-discussion-on-educational/

 

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

 

Walden University, LLC. (Producer). (n.d.). An introduction to learning [Video file]. Baltimore,MD: Author.