Motivation & Learning

The course materials provided lots of food for thought! In addition to grappling with the sheer volume of learning styles and their subsets, what perplexed me most was a desire for so many to create "the solution" to how students learn. As bright, gifted, and well intentioned as they all are, I found myself cringing at the inclination some purported in their "god-like" assertion that they solved the ("how people learn") problem and would therefore lead the way. Everyone praising him/herself and losing sight of one key factor, as human beings, we are not alike. Every person has unique strengths and weaknesses. This difference, along with our capacity for learning, motivation, environmental setting, social interactions, and experiences affect learning.

Gardner's theory of Multiple Intelligences offers the best information because it provides descriptions of learning styles. He goes on to state that people utilize several intelligences, all of which change based on the learning tasks. Gardner's theory succeeded in supporting my position that people require variety when learning and that no one style works 100% of the time.

The reading assignments and self-assessment enabled me to construct a framework of how I learn. For example, when learning the use of all three senses (visual, auditory, kinesthethics VAK)) (Gilbert pp31) is ideal although the use of any two senses (visual, auditory) work well. Activities that enable creative expression and elaboration appear most enjoyable. Lastly, reward systems engrained in courses serve to keep me engaged and motivated. Rewards include the receipt of good grades, engaging messages from the instructor and meaningful feedback from cohorts.

Understanding learning styles and processes also lead to a greater understanding of course ware design and instructional methodology. Strengths and weaknesses were revealed. Once identified, a list of tasks was constructed to improve weaknesses. The ADDIE Instructional Model was introduced during a discussion post. Instructional designers use it extensively; the eBook will be read. next, all deliverable software courses will be review and updated to address deficiencies (if any) and include the motivational tactics outlined in the ARCS Model (Keller pp39). Finally, hands-on activities will be examined to ensure task progression flows well and that motivational messages and rewards are inserted at appropriate intervals.

Based on the reading assignments and the Learning Theory Matrix, the following key points are noted.
1) There is a lot of overlap between competing learning theories and styles.
2) A hybrid of techniques is better to use than just one learning theory or style.
3) Creation of course ware targeting all learners is impossible, so we must strive to design for s significant majority.
4) The use of VAK optimizes learning an retention.
5) Information and data about the target audience will serve in the creation of excellent online courses.
6) Learning styles, learning theories, technology, and motivation are all pieces of the learning puzzle. Each piece must be used to compliment and supplement contextual information to the learner's benefit.

This course forced an examination of how I learn, which led to a deeper understanding of how my teaching methodology. The result is improved instructional practices. For example, after a preliminary review of the ADDIE Instructional Model and a comparison to the $MAT Training Model and ARCS Model, computer-based courses will be overhauled. A checklist will be used to ensure that the learner is engaged and kept motivated. Lastly, several questions will be added to the course evaluations. These questions will provide feedback on learner's motivation, course content, pacing, and activities. All information will assist in improving content and delivery.

Fitting the Pieces Together

In the Week 1 post on learning styles, the following statement was made...
"I do not think one style; over the others describe how I learn best. I learn using a compilation of techniques that is strongly influenced by the task." The post also stated..."The behaviorist-cognitive-constructivist continuum and adaptive learners described by Peggy Ertmer in the article Behaviorism, Cognitivism, Constructivism; Comparing Critical Features from an Instructional Design Perspective are the theories best aligned with my views of learning."

The reading resources over the past few weeks resulted in an expansion of ideology to acknowledge that visual-auditory-kinesthetics (VAK) play a significant role in engagement and the retention of information. Additionally the more senses used in learning the better. Learning using at least two senses (visual, auditory) work better than one sense. Using all three senses during learning is optimal.

Of the learning theories and styles, three points made by Howard Gardner in his paper, Multiple Intelligences After Twenty Years resonant with me. The points are summarized below.
COMMENT 1: As a species, human beings are better described as having a set of relatively autonomous intelligences.
COMMENT 2: MI theory should not in and of itself be an educational goal.
COMMENT 3: If one's educational goals encompass disciplinary understanding, then it is possible to mobilize several intelligences to help achieve lofty goals.

These points align with my assessment that learning is sometimes conventional and at other times unconventional because a hybrid of techniques ensure learning. Some techniques are designed to ensure success to keep the learner engaged, while others are designed as challenges that keep the learner motivated.

Technology plays an important role in learning. It provides a venue for the presentation of information and follow-up research. Review, practice and reinforcement of learned concepts are available anytime anywhere. Technology also serves as a storage mechanism. Lastly, it provides a vehicle for the creative expression of learned concepts.

Connectivism - Approach to Learning

There appears to be a symphony going on in my brain! Whenever new data (information) enters, it appears to travel down roads (networks) searching for a friend (similar information). When new data meets old, it immediately performs a compare and contrast and, if the data is the same, the information merges. If the data is different, the information is analyzed, synthesized and then one piece prevails while the other is disregarded. If the data is "authentically new", it appears to move in and take up residence in a neighborhood with similar categories or types of information. All data is continuously evaluated, processed, and either stored or filtered out. An analysis of what is important and what is not is forever present, consistent with Siemen's definition of connectivism (Davis pp 2). The brain like a symphony has different parts and activities, each appearing to work on its own but every part, like every instrument working together in complete harmony to make beautiful music.

Overtime, the network has changed in two important ways. The first way that it changed is in the amount of information stored. The volume has significantly increased over the years based on a rise in the number of resources used. The second change is in the way information appears to be processed and filtered more quickly than ever before. Maturity appears it have increased processing efficiency.

The digital tools that best facilitate learning are computer based multi-media (audio and video). The ability to simultaneously see and hear content enables the receipt of information through two senses (sight and sound). When information is received, it is as if each sense confirms the information received by the other sense. A comparison between what I saw I heard and what I heard I saw.

To gain new knowledge when there is a question, various print and virtual resources are examined first. Afterwards a discussion with atleast two social resources or bloggers may occur. The data is re-evaluated, re-confirmed, and stored with similar information, if applicable.

My personal learning network supports the central tenets of connectivism (Davis pp 2-3) in several ways:

• Diverse sources and opinions are investigated when acquiring new information.
• As a life-long learner; accurate, current information, and knowledge is always desired over the status-quo.
• There is a desire to make connections between information and ideas.
• An assessment of what is and is not important is continuous.