The past 7 weeks of my Learning Theories and Instruction class has been learning about the various learning theories and styles and how each contributes to the learning process. We have had to reflect on which of the theories related to our own learning style and how, as instructional designers, we can develop instructional programs that will meet the needs of all learners.
We will never be able to have a full assessment of all our learners’ style of learning nor will we be able to develop individual instruction to meet the needs of each learner. However, it is important that we understand that not all learners learn the same and I agree with Howard Gardner’s theory of Multiple Intelligence. It is true that we all possess and utilize the 8 intelligences that Gardner references (Armstrong, T., pgs 6 & 7). We may not use all of them at the same time and some of these intelligences will be our more dominant; however, it is the dominant intelligence that develops our learning style.
During my first week of class I had to look at which learning theory I thought defined my style of learning. I chose constructivism because it supports learning from meaningful experiences and as Ertmer & Newby states “it is critical that learning occur in realistic settings and the selected learning tasks be relevant to the student’s lived experiences.” While I still feel constructivism supports my learning style I have also learned that connectivism is the style that best fits my learning. If you look at my Mind Map blog you will see the various resources that I use for learning. While as an adult I enjoy a learning experience that supports constructivism, it is all the resources referenced in my Mind Map that enables my learning. I also think that connectivism is a puzzle and that all the other theories are the pieces of that puzzle.
What I have learned most from studying the various learning theories and styles is that they all play a role in our learning process at some point and at times will go back to one particular theory depending on what is being learned. When we look at behaviorism, the first theory, it is based on reward, punishment and stimuli (potty training, time-outs, etc.). As we grow and develop we begin to utilize the cognitive theory which is more task based, rehearsal, etc. (learning to count, the alphabet, etc.) Then we move into the constructivist theory (learners begin to take ownership in developing their own learning, experience based) and social learning (we use our social environment for learning); and finally we move to connectivism which supports and utilizes pieces from each of the other theories and can encompass the use of all the multiple intelligences to provide a meaningful learning experiences which is essential to the adult learner.
In looking at my personal learning process overall, I am amazed at how much technology has become a part of that process. This is really interesting considering I am from a generation where calculators were not even allowed to be used in school, except for when I took Accounting in high school. Yet here I am taking courses online with students from all over the world, I don’t have to go to the library as I use the school’s online library, blogs, etc. When I need to research something my first attempt is always a “Google” search. Even at work I no longer have to go to live “in-services” as we do many of those online.
Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed). Alexandria, VA: Association for Supervision and Curriculum Development
Ertmer, P. A., & Newby, T. J. (1993). Behavorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), pg. 63
