End of Course Reflection

Honestly, as I began this course, I did not I believe that I could find out more about learning than I had already learned in my teacher licensing program.  I was wrong.  My previous training and experiences were primarily focused on K-12 Youth learners, not adult learners.  I did find that some of my past knowledge was applicable to adult learners but I had to first understand the differences between adult learners and youth learners.  The top three differences between adult learners and youth learners that I found are:

1. Content Needs 
2.  Technology Usage
3.  Motivational Strategies

“Content Needs”

Adult learners and youth learners are similar in the identification of learning styles and multiple intelligences.  For both groups an instructor needs to understand their student population and design curriculum that supports the range of learning styles/intelligences in the classroom. My thinking is similar to that of Gardner‘s reminders of multiple intelligences (p.15 – 16):

o   “Each person posses all eight intelligences.”

o   “Most people can adapt each intelligence to an adequate level of competency.”

o   “Intelligences usually work together in complex ways.”

o   “There are many ways to be intelligent in each category.”

This also coincides with Gilbert and Swanier’s research on how students/learners learning style can change and fluctuate within a unit and or lesson.  So I have learned that I strongly believe in creating a classroom environment that supports different learning styles/intelligences even though I am primarily a visual learner and teacher.   I also believe solutions in a balance of extremes have become more of a norm than an anomaly.   Proof of this is found in the newest efforts to promote optimal learning with differentiation, RTI (Response to Instruction), Bloom’s Taxonomy, and all the strategies they come with for teachers to follow.  The entire list of theories and principles see that different learners learn in different ways and not any one tactic will reach all students.

So both adult learners and youth learners have a range of learning styles/intelligences in one classroom setting but will require differing content.  A large difference in content would be in the technology training required for either adult learners or youth learners.

“Technology Usage”

I have learned that there are more adult learners who shy away from technology than youth learners and this difference will require that I add technology training into my curriculum, especially for online learning environments.  As with youth learners, I believe that all types of learning experiences can be created for adults in an online environment, with some creativity from the instructor.  As Fenwick and Tennant expressed, “The answer of course is that there is no one best way to understand learning, just as learners and educators are each very different and constantly changing.”

Yet technology adds so much richness and options for learning that it is critical to have all learners on board with its use in the online classroom.  From my experiences, I believe that adult learners would work on the extremes of either being for or against online learning experiences; the emphasis of these extremes could be detrimental to any type of learning experience created by the instructor.  The adult learners who are against online learning will be very adamant about their disapproval and hard to win over.  These hard to reach adult learners would require user friendly training on the online learning platform and additional support in the use of the platform.  On the other extreme the adult learners who are for online learning may expect more than what they will be offered by the instructor.  In this case the instructor should offer opportunities for these adult learners to contribute to the online content as well as be open to suggestions for changes to the platform.  Yet all of these adult learners will be “highly motivated by intrinsic factors, such as the need for knowledge and the drive to succeed” as Knowles suggested, thus bringing all of these student types together with the willingness to learn.

“Motivational Strategies”

I believe that both adult learners and youth learners would benefit motivationally by some Social Constructivism techniques.  Social Constructivism allows students to be active participants in their learning (Kim 2010) and “transform their experiences based on their knowledge and characteristics.” (Ormrod 2009)  I strongly agree with the theory that social interactions effect and enhance the learning process.  As said in Learning Theories and Instruction (p.184), “Constructivist accounts of learning and development highlight the contributions of individuals to what is learned.”

Yet since adult learners will have different as well as more experiences than youth learners this contribution to their own education may be much more critical, especially in an online classroom.  With an online classroom of adult learners, I believe that the motivational strategies that will need to be implemented will be more intrinsic than extrinsic and will relate more to the applications and relevance of the information.  In addition to finding the personal value in the course students must also have the ability to see the end of requirements and communicate regularly with the instructor and other students.

In conclusion, I feel empowered by the information I learned throughout this course about learning styles, multiple intelligences, technology usage in adult classrooms and motivational strategies.  I still feel more knowledgeable and confident in working with youth learners but in understanding the differences of adult learners I feel ready to add to my experiences with adult learners in an online environment.

My Learning Journey in Review

As my knowledge of learning theories and styles has grown I can now put names to how I learn and the techniques I have observed to work with my students.  Each week I gained a greater understanding of how to recognize my own learning and teaching styles which in turn assists me to recognize the learning styles and requirements of my students.

As I reviewed the last six weeks of learning I see an interesting pattern in my expansion of learning.  Although I consistently utilize my own experiences and perspectives to analyze the presented information, I saw a pattern of transformation of my thinking from self to general education to specific youth students to adult learners.  In addition, I observed how I was able to infuse technology into each of my thinking stages.

The major conclusions I have come to include but are not limited to:

• ·         As a scientist I do believe that we are born with certain parts required for learning and these can differ from person to person but I also recognize the impact culture and environment have on the learning process as well. 

• ·         I strongly believe that knowledge of the brain and learning is critical to creating curriculum and learning environments. 

• ·         By achieving a balance between different learning theories and strategies more students will receive the opportunity to learn in an optimal learning environment.  I believe that by presenting the information in these different forms to all students/learners they will be able to select the best way for them to remember and apply the information.

• ·         As with youth learners, I believe that all types of learning experiences can be created for adults in an online environment, with some creativity from the instructor.  As Fenwick and Tennant expressed, “The answer of course is that there is no one best way to understand learning, just as learners and educators are each very different and constantly changing.”

• ·         Social Constructivism along with Connectivism allows students to be active participants in their learning (Kim 2010) and “transform their experiences based on their knowledge and characteristics.” (Ormrod 2009)  I strongly agree with the theory that social interactions effect and enhance the learning process.  As said in Learning Theories and Instruction (p.184), “Constructivist accounts of learning and development highlight the contributions of individuals to what is learned.”

Connectivism Reflection

While learning about connectivism I began to analyze my own learning connections and how I utilize technology to accomplish my learning goals.  I realized that each of my learning connections had a range of areas that opened me to new knowledge and in turn gave me a way to share my new knowledge with others.  As I prepare to go into the field of Instructional Design I will need to be able to identify and capitalize on the learning connections others display and I must then be able to attach learning resources to those connections to advance learning.  

In analyzing my own learning connections I saw that I have three main areas of learning: experiences, mentors and mistakes.  From these main areas each, expect mistakes, has different, deeper connections to my memory and how I learn.  I then went the extra step and associated the types of technology (in pink on my mind map) that are associated with each of my learning connections.  This activity helped me be aware that there are technology options available for every learning connection and every learning style.

Connectivism opens many doors to resources, techniques and strategies that can be utilized with both youth and adult learners or as Prensky named the “digital immigrants” and the digital natives.”  Connectivism will help me as an instructional designer recognize learning connections and the relevant technology that can enhance learning for students.

I am looking forward to beginning to utilize connectivism and technological advances in my career.

Connectivism

Passing the Buck on Educational Reform

Yesterday (September 23, 2010) Bill Kerr posted a blog on Michelle Rhee, her pitfalls in reforming Washington D.C. urban schools and the continued debate on fixing America’s schools (Superwoman Crashes).  I felt the need to comment on this post as it fits perfectly with my career focus as well as my studies in Instructional Design.

Interestingly complaints about Michelle Rhee’s flawed tactics focused on by Diane Ravitch(Why Michelle Rhee and Adrian Fenty Lost) hover around the same factors other educational reformists believe will be the turnaround for American schools as cited in 5 Ideas to fix America’s Schools by Heather Horn.  These educational reform ideas are:

• ·         Better Teacher Training

• ·         Better Teacher Hiring

• ·         Better Discipline

• ·         Deal with Decentralization

• ·         Listen to the Parents

According to Kerr, Ravitch, and the media Rhee failed most in the area of “Listen(ing) to the Parents” which led to the subsequent loss of the black vote and the loss of the Mayor election for Fenty, Rhee’s strongest backer.   The debate in educational reform has been and continues to be so politically based that it seems we lose sight that it is those who are not yet able to vote that are suffering the most, the students.  Every teacher does not need additional training to be superior.  There are great difficulties in hiring good teachers when there is a dwindling pool of new teachers to choose from for schools.  Student discipline and respect of school/teachers should be foundational at home yet schools are not allowed how to tell parents how to discipline their children.  Decentralization brings further disconnect of a school from its community and thus its students and families, how does anyone just deal with it?  Lastly, is it possible to listen to the parents who are not present and or have nothing to say in regards to their student’s education?  What if none of the solutions presented are a fix all or fix any?  

Shouldn’t the point be that we realize that we are failing our schools and that there is not going to be one clear solution?  This week’s discussion for my Master’s program in Instructional Design (Walden University Online) ended with an agreed conclusion that there has to be a balance between extremes to find a solution that comes closer to solving the overall problem (Bill Kerr contributing Blog; Karl Kapp contributing Blog).  In regards to this conclusion we must also realize that not one group (teachers, parents, students, administration, etc.) will be able to solve the problem alone.  There must be responsibility, leadership, compassion and action from every group on all levels.  

Yes it sounds very idealistic but as a teacher, a parent of students, and active voter I understand my different roles and responsibilities.  Yet I cannot focus on taking action on my part if I am continually focused on what others are not doing or are doing outside of level of my own understanding.  We need to all stop passing the buck on educational reform and prepare to take action in our role(s) alone.

Educational reform is a very complex issue that will not be solved anytime soon and as a result our students move lower and lower on the list of top students in the world.  Who is really suffering?  Who will really have to deal with the consequences of it all?  Who is responsible?  Who will change?

From Biochemistry to Education And Back Again

Throughout most of my high school career I believed that I would go on to college to study neurobiology and psychology.  I have always been fascinated by the brain and its power.  I ended up with a degree in Biochemistry and prepared to teach high school science.

Recently my excitement for the brain has grown again as “brain-based” learning theories and strategies grow in the educational community.  We have always known that the brain and the learning process have been linked but with the surge in research and technology we now have a plethora of applications.  As a teacher I would like to begin to apply some of these applications in my classroom.

On the New Horizons website (www.newhorizons.org) there is an article by Renate Nummela Caine, one of the author’s of 12 Mind/Brain Learning Principals in Action.  In the article Caine speaks about her journey from student to new educator to experienced educator, all the while focused on her interest and passion in the brain and the learning process.  From this journey she and her co-authors have come up with 12 mind/brain learning principals that I believe I would like to learn more about and eventually associate into my own teaching practice. 

BRAIN-MIND LEARNING PRINCIPLES
1. All learning is physiological.
2. The Brain-Mind is social.
3. The search for meaning is innate.
4. The search for meaning occurs through patterning.
5. Emotions are critical to patterning.
6. The Brain-Mind processes parts and wholes simultaneously.
7. Learning involves both focused attention and peripheral perception.
8. Learning always involves conscious and unconscious processes.
9. There are at least two approaches to memory: archiving individual facts or skills or making sense of experience.
10. Learning is developmental.
11. Complex learning is enhanced by challenge and inhibited by threat associated with helplessness.
12. Each brain is uniquely organized

http://www.newhorizons.org/neuro/caine%202.htm

As a biochemist I have found very little recent biochemical research on learning and the learning process.  I believe that we are still on the cutting edge of understanding where learning takes place in the brain and all the different factors that contribute to the learning process.  I am sure that in the next few years there will be more research on specific proteins, RNA, genes and biochemical process that are related to learning.

My journey continues in this new world of Instructional Design and I am very excited from the look of the path.