How I Learn - Fitting the Pieces Together

When I started out grasping learning theories, I did not realize that they would provide some insight to how I learn, and for that matter, how everyone else learned. From your basic classroom to your the most complex online classes, all instruction is based on many learning theories that have been tried and tested.

Not giving any thought to how I learned, I noted that on a cursory level that I was a visual learner. And more than that, I was also very interested in learning things that have immediate application for me. My view on that hasn't really changed that much, but it's shed some light for me by putting a name to how I learn. In my case, I understand how I learn as an adult and what engages me as a learner based on where I am in my life. The learning strategies I encountered with adult learning theories allow me to create a road map for my own learning. As I move forward with creating instructional design for others, I am able to filter that particular learning from my own point of view.

I have learned a great deal about various learning theories that help support my own learning. Not a single theory dominates my own personal learning preferences but I can pull ideas from different theories that work for my own personal learning. The first learning theory I find useful or actually inspiring is constructivism. I am given the opportunity to create my own meaning form the learning based on the rich learning environment. I like the idea that a rich learning environment with all the right tools are provided but I as the leaner am able to extract my own meaningful understanding from that environment. Secondly, as an adult, I responded to the tenets behind adult learning theories. Since I do much of my learning on my own, I am self-directed and look to apply that knowledge immediately. Experiential and project-based learning are two learning strategies that I feel I respond to in terms of using my prior life and work experience. Finally, the insight I had the most in was linking Connectivism to my learning. I spend a lot of time online and researching and I realize that this form of learning is very much central to me and the new media age. Through research and exploration and linking many diverse sources, I am able to arrive at my own meaning of the knowledge I am seeking.

Technology plays a huge role in my learning. I would go so far as to say that in many instances, technology motivates me to learn more. Case in point, I purchased an iPad recently and as a consequence seem to be spending more time writing and researching, even finishing my assignments quicker. The technology enables me to respond faster to my learning. As more technological advances occur and effectively assist with supporting learning, I am confident that I will embrace them as I see fit for my own learning.

Rapid E-Learning Blog Review

One of the blogs in instructional design that I really admire and follow is the Articulate - Rapid Learning blog. It strips the practice of instructional design down to its basics and how it should really be the role of the instructional design to create engaging learning. If the learner is not engaged with the material, then it's time re-evaluate your strategies.

One of the most recent posts from the blog is about creating engaging learning called 'Here Are Ten Rules To Create Engaging ELearning'. Written by Tom Kuhlmann, among the rules he cites is that the course needs to be relevant to the leaner. Coming from my readings of learning theories in my Instructional Design graduate-level class, there are some applications that make sense from a theoretical standpoint. Since all learners are not created equal, as Instructional Designers we have to take the time to asses our learner's needs. This segues nicely into the application of learning theories in designing elearning courses. We must take into account the learning task at hand as well as the proficiency of the learner before we select any instructional strategy approach. For instance, constructivism would work well as a strategy for a problem solving course because the learner uses higher level cognitive processes.

Also, the learner needs to be an active learner in the process, so don't just design courses that allow a ;earner to interact passively with the content. Kuhlmann has a point here since most learners need to employ certain strategies to allow transfer of knowledge to be permanent in their long term memory. To make that successful, one might design elearning to be placed and used in the context of the learner;s environment. How would they apply that knowledge in their workplace or their specific job role?

Kuhlmann mentions giving the learner the opportunity to reflect on the content. Reflecting for the learner can come in the form of self-regulating processes such as elaboration (providing examples in context), rehearsal (learning through repetition)l and organizing (grouping information). Reflecting through some of these strategies aids in more active learning and can aid in the recall of information from one's long term memory.

A final interesting aspect of Kuhlmann's engaging thesis for elearning involves problem solving, which is to let the learner find their way to the information and content through solving a problem. The learner will know what information to pull form the available content to solve the problem. It's a subtle form of active learning. Through trial and error, it's very possible for the learner to arrive at insights that have a lasting impact on the transfer of knowledge.

Recommended Instructional Design Blogs

As a helpful resource toward understanding instructional design, I have done some research to bookmark a few blogs that can shed insights into current instructional design issues and point me in the direction of new strategies.

The first blog I checked out was the Rapid E-Learning Blog from Articulate. It's run by Tom Kuhlmann, an e-learning expert with 15 years in the industry. What he does in this blog is to give very practical tips to achieve instructional design fast and quick - hence, the term 'rapid' in his blog title. There are quick tips and tutorials on using graphics, Powerpoint templates, audio and visual ideas to spice up instructional design. Tom's focus here is on e-learning though, as mostly everything is software-based creation. Articulate is an e-learning software with many applications.

The next blog I found helpful and useful is Christy Tucker's Blog. She bookmarks a lot of excellent resources from around the web and is fairly well updated on a regular basis. Christy is an instructional designer herself with a focus on blended and e-learning. One of her most visited articles is What does an instructional designer do? - it's an excellent introduction to the field from a current practitioner.

Finally, there's a very lively blog called Making Change. This blog belongs to Cathy Moore who is an elearning designer based in Bloomington, Indiana. There are many practical ideas in her blog that begin with 'how-to'. She makes it easy and very accessible to the lay person to understand how to design learner-friendly e-courses. A strong aspect of instructional design in her blog is her focus on business practices when working with clients. She gives techniques on how to deliver for clients in the real world.

Please bookmark these blogs as I hope these blogs prove to be very helpful in helping us instructional designers create powerful and effective instructional design.