Mind Map-Distance Learning

by Food for Thought
https://msidtmckinneyc.files.wordpress.com/2021/07/mckinney_distancelearning_mindmap-2.png

Past Experience

Acquiring new knowledge through distance learning has occurred in higher education and professional development. In both academics and corporate learning environments have migrated from in-person facilitation to online instruction through the integration of content management systems, CMS. Understanding of CMS was acquired in my previous degree, which specialized in the design and back-end development of the system. CMS offers instruction in which is accessible using various media viewers and multimedia elements such as audio and video (Simon, 2021). Overall, CMS provides a way to store and retrieve content that is both conveniently accessible and scalable.

In the corporate learning environment, I have seen an increase in online instructional content via eLearning modules. It seems as if eLearning has taking precedent over face-to-face instruction and the new preferred method of facilitation. The scalability and analytical data of a CMS demonstrate ROI through cost, increasing overall company profit (Stauffer, 2021). CMS offers a great solution to provide completion rates and formal assessment rankings; however, much of the learner’s information was not cognitively processed adequately for memory storage. 

Current Experience

Using a CMS system does not ensure instruction is considered to be distance learning. Creating a virtual learning community where human collaboration is required to achieve learning goals within a CMS differentiates online instruction and distance learning. Distance learning is a facilitation method where instructors rely solely on technological advancements to group learners, without geographical restrictions, in a collaborative virtual environment (Simonson et al., 2019, p.33). Distance learning requires collaborative bi-directional communication to include the human aspect of learning, assessments, and feedback. An online eLearning module may yield positive learning assessments; however, the quality of learning and the ability to recall knowledge is negatively impacted if knowledge feedback is generalized or perceived as non-personal. 

Communication tools in conjunction with a CMS, learners are provided with a platform to receive and provide real-time feedback. The amount of personalized feedback and the timeframe the feedback is given creates a humanized approach to online instruction. Humanizing instructional content allows learners to bridge the gap between knowledge and practical implementation and promotes cognitive processing needed for knowledge storage.  

Vision

The current state of remote education has influenced growth in instructional technologies and platforms. More institutions are investing in mobile-friendly CMS to deliver real-time access to fluid content that includes virtual communication platforms. In the current pandemic state, distance learning has been brought to the forefront of facilitation methods. While adult learners are custom to virtual learning environments, challenges with learner engagement and environmental influences hinder younger learners. 

Learning and development programs using distance learning methods must ensure learners are fully engaged in the instruction. Technology such as holograms and virtual reality offer solutions for controlling external environmental influences and engagement levels. Virtual reality offers an immersive learning experience, where each instructional scenario is conducted in a controlled and safe environment. Holograms in distance learning would not focus on the learning environment but a physical three-dimensional object in which learners create stronger connections between the instruction and real-world implementation. Both advancements would help generate engagement and foster motivation and excitement. 

References

Simon, J. (2021, March 5). Distance learning: The complete guide (2020). TechSmith. https://www.techsmith.com/blog/distance-learning/#distance-learning

Simonson, M. R., Smaldino, S. E., & Zvacek, S. (2019). Teaching and learning at a distance: Foundations of distance education (7th ed.). Information Age Publishing. 

Stauffer, B. (2021, April 2). What’s the difference between online learning and distance learning?Applied Educational Systems. https://www.aeseducation.com/blog/online-learning-vs-distance-learning

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Educational Apps-Flipboard

by Food for Thought

Launched in 2010, Flipboard steadily has increased in popularity due to the appealing use of multimedia learning principles combined with a personalized “social news network” (Greenlee, 2020). Flipboard is a unique way for a learner to read news stories generated from a direct learner’s input. The polished, magazine-style layout adapts physical interaction with a traditional printed magazine to modern digital communication tools (Greenlee, 2020). Touch-screen technology has exposed learners with a generalized knowledge of digital interaction, using gestures to generate a common visual effect as a non-digitized magazine. Graphic and layout design is a primary focus of printed material; Flipboard includes the same visually appealing content structure.

I have used various news outlet applications as well as newsfeed applications before Flipboard. Flipboard’s approach to personalizing headlines allows content to be automatically categorized into “magazines” based on the user’s interest discovery questionnaire. What makes this approach stand out from other news or social outlets is how simple it is to categorize knowledge priorities. Individualizing the content to the learner’s preferences keeps users engaged and motivated to take an additional tap of the screen to further knowledge exploration. The non-linear navigation gives the learner control over their learning. Flipboard also incorporates social learning environmental elements, such as hashtags and user feeds, to custom tailor the learning experience (Wilson, 2014). Information is provided by credible anchor news outlets, validating the source of the presented knowledge (Wilson, 2014). The only contrary conclusions I have experienced with the application is rooted in the knowledge source. News outlets such as The New York Times, and The Washington Post, require premium subscriptions to read the article. This could quickly be addressed in the learner’s magazine preferences offering a hide “subscription needed” articles. The second conclusion is there are not enough local news articles displayed in the magazines due to the companies’ current news feed GPS algorithms and low connections with localized media outlets.

The coherence principle, from Mayers principles to reduce cognitive load, is applied throughout the entire application. All of the articles are directly related to the learner’s preference and control. I think a more basic example of the coherence principle is the “magazine” feature image. Unlike most news, RSS feeds, Flipboard highlights their commitment to making digitized news interactions similar to if it is in print. There are no share icons on the feature image, eliminating out any other visuals not needed. Learners who are not social networking savvy may not need the icons at all, and ones that do wouldn’t likely share the article without further exploration of the content where share options are available.

Flipboard has integrated into education as a learning tool since its conception. The foundation, an RSS aggregation, learning can be custom-tailored to fit many different educational environments. Flipboard has magazines set up from excellent sources to engage young learners. Magazines such as National Geographic Kids, The Kid Should See This, Parents Magazine, and Simple Kids Craft, use videos and pictures to highlight knowledge (Flipboard, 2015). The startup preference settings allow user control, which can promote self-awareness (LearningWorks, 2015). Self-awareness in young learners inside Flipboard can collaborate learning through social learning networks. This will help young learners develop an identity and opinion while acknowledging other people’s varied perspectives (LearningWorks, 2015). The integrated social connection aid in learners with disabilities such as autism and ADHD (LearningWorks, 2015; Simpson, 2016). The feature most educators use in what is known as “Flipboard Classroom”. Learners are encouraged to build their magazine as an archival method for learning resources and or course work (Flipboard, 2015; LearningWorks, 2015). Teachers can add articles to their magazine and share it with the students where ever they are through mobile learning.

A similar application to Flipboard that addresses the local news stories is called News Break. Founded in Silicon Valley in 2015, News Break possesses twenty-three million monthly users with a growing network of over ten thousand local and global content providers (Liao, 2020). News Break is an aggregation service, pulling content from more credible news sources, including CBS News, the AP, CNN, ABC, and NBC (Jansen, 2020). The interaction in the application is not as polished, like in Flipboard. The familiarity of interaction with a printed article is not as prevalent. The experience “feels” digital to the learner. Learners with a high level of prior knowledge, and motivation towards a self-directed learning experience do not require an abundance of multimedia interaction. The knowledge presented, in this case, the local news offerings, can out way the visual interaction.

Resources:

Conway, P. (2020, April 21). Flipboard. Common Sense Education. https://www.commonsense.org/education/website/flipboard

Flipboard. (2015, January 21). Flipboard for kids. https://about.flipboard.com/inside-flipboard/flipboard-for-kids/

Flipboard. (2015, June 15). Sparking creativity—And learning—with Flipboard magazines. https://about.flipboard.com/educators/sparking-creativity-and-learning-with-flipboard-magazines/

Greenlee, M. (2020, May 29). ‘What is Flipboard?’: How the social news app and its digital features keep you informed. Business Insider. https://www.businessinsider.com/what-is-flipboard-app

Jansen, M. (2020, August 3). The best news apps for Android and Ios. Digital Trends. https://www.digitaltrends.com/mobile/best-news-apps/

LearningWorks. (2015, June 9). Flipboard. LearningWorks for Kids. https://learningworksforkids.com/apps/flipboard/

Liao, R. (2020, May 27). Meet news break, the news app trending in America founded by a Chinese media veteran – TechCrunch. TechCrunch. https://techcrunch.com/2020/05/27/meet-news-break-the-news-app-trending-in-america-founded-by-a-chinese-media-veteran/

Simpson, M. C. (2016, May 24). Flipboard for the Homeschooler. Medium. https://medium.com/@msimpson63/flipboard-for-the-homeschooler-24bd842be90a 

Wilson, J. L. (2014, November 6). Flipboard (for Android) review. PCMAG. https://www.pcmag.com/reviews/flipboard-for-android

Strategic Approach: Understanding How We Learn

by Food for Thought

Knowledge Acquisition defined is a complex matrix of learning theories, neuroscience, psychology, personal preferences, influenced by motivation, guidance, and technological advancement. Confused, so was I at the beginning of this learning experience. I defined learning, more explicitly designing for learning, a narrow definition where one size fits all. Learning requires the facilitators to use approaches to knowledge acquisition and correlate contextual relevance to maximize positive influence on instruction and motivation. No one method or design is the sole solution for adequate storage in long-term memory, LTE (Kerr, 2007) (Ormrod, Schunk, & Gredler, 2009). 

 Through this course, I often reflected on the role of LTE and working memory, STE, in planning instruction. The influence an instructor has on presenting the stimulus to motivate information processing, in my opinion, is not about LTE. LTE is the product of stored files, saved as experiences and understandings; in my opinion, it cannot change. Once an experience or skill is recalled from LTE, the memory file is then transferred to STE; where it will be processed, organized, and stored as a new LTE file (Ormrod et al., 2009) (Ertmer & Newby, 2013). As an instructional designer, it is the expectation to provide stimulus to STE that expertly guides the re-coding of LTE.

 In a learning environment, the defined learning objectives, behaviors, or skills are small pieces of the learning puzzle. Human beings are only differentiated, in relevance to learning, to other species by cognitively processing and constructing individual interpretations of knowledge for future use (Ormrod et al., 2009). Metaphorically, learning is a human body; everything is connected. The external environment provides humans with direction and stimulus—the internal functions of the body process sensory stimulus to adapt to new environmental changes. Human only can adapt if the human is, in fact, living. Lacking motivation from the learner triggers can be considered the “death” of instruction. Understanding knowledge is only successful when motivation driven learners explore resources in their learning network and learning tools to socially construct understanding. 

 An instructional designer’s primary goal is to present stimuli to learners guiding new experiences to advance an expert level of understanding (Ormrod et al., 2009).  Facilitation, especially in online andragogy, requires an understanding of learning psychology, the environmental stimulus and motivational influence, and cognitive processing, recalling LTE to analyze with current STE. Planning how to transfer knowledge to each individual’s learning preferences has shown no significance in expanding the learner’s zone of potential development (Ormrod et al., 2009). Therefore, learning theories, psychology, and styles provide a framework that matches the knowledge presented with the most efficient approaches to knowledge acquisition. For an instructional designer to successfully transfer knowledge, an understanding of how learners acquire knowledge and what motivates them to learn must be foundational for each learning project. 

References

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism: Comparing Critical Features from an Instructional Design Perspective. Performance Improvement Quarterly, 26, 43-71

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved May 20, 2020, from      http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

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

Learning Reflection

by Food for Thought

In self-reflection, over the last eight weeks, after a deeper dive into the different approaches, strategic styles, and environmental issues that influence an individual’s ability to acquire new knowledge. The basic of learning is a subjective interpretation of the presented experience. This intrinsic synthesizing of information is still considered ongoing research in search of a direct correlation to the brain’s role in information processing through neuroscience (Eric, n.d.). My understanding of learning before analyzing the psychology of learning deemed learning a singular process in which individuals process stimuli. This, however, is proven incorrect by the influence of the environment in which instruction is facilitated. 

The principles of higher education, corporate learning, and overall adult learning, andragogy rely on guided, self-directed learning to promote information processing compared with prior experience or storage files retrieved from long term memory LTE (Conlan, Grabowski & Smith, 2003). There are four main theoretical approaches to define the learning process. Behavioralism, cognitivism, constructivism, and the newer addition connectivism, describe how learners absorb knowledge through an internal/external scaffolding to demonstrates a baseline understanding (Conlan et al, 2003)(Kerr, 2007). Behaviorism and cognitivism rely on guided instruction to synthesize information through direct information processing to replicate skills obtained from the facilitation. Constructivism and connectivism give a high level of influence to the social environment, personal learning network, PLN, to cognitively process, and a personalized view of knowledge (Cercone, 2008). It is important to note that not one learning theory is the sole answer in planning instruction. Learners effectively sort information in working memory, STE, to organize experiences for recall in LTE using dual-coding methods (Gutierrez, 2016). No one theory is the one-stop-shop for understanding. 

Andragogy requires the intrinsic motivation to navigate learning strategies and styles in the most effective way (Huett, Moller, Young, Bray, & Huett, 2008 ). Most often, the facilitation of material is presented online through interactive eLearning. Technology, in a generalized summary applying to instruction, enhances a learner’s PLN through machine-based learning (Conlan et al, 2003). Misconceptions stemmed from technology defined as computer influenced, or automatic information analysis leaves out the importance of interaction. Through simple technological tools such as infographics, gamification, and multi-media, they result in positive influences from diverse cultural backgrounds to advance an expert level of understanding (Cercone, 2008). Learning styles help define intrinsic motivation through prior confidence in knowledge in LTE recalled, and preferred individually. However, the task of tailoring media, resources, and the social environment to a specific learning style is relevant to the amount of time the instructor has to implement ideas and eliminate strategies that induce cognitive overload.

In conclusion, learning is a complex mixture of neuroscience and psychology. In instructional environments, it is vital to provide a framework for the knowledge presented to ensure that emotional responses from stimulus promote motivation and self-directed learning. 

References:

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Eric P. Jensen: A Fresh Look at Brain-Based Education – Teachers.Net Gazette. (n.d.). Retrieved from http://www.teachers.net/gazette/OCT08/jensen/

Gutierrez, K. (2016, June 21). What are personal learning networks? SH!FT eLearning. Retrieved June 8, 2020, from https://www.shiftelearning.com/blog/personal-learning-networks

Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the distant student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113–126.

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved May 20, 2020, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

artificial intelligence – technology driven pedagogy

by Food for ThoughtInstructional DesignLearning Theories

Knowledge acquisition evolves from the environmental and technological influences on the presented information. Artificial intelligence (AI) uses machine-based learning to accomplish tasks and activities that have historically relied on learner’s cognition (Alexander, Ashford-Rowe, Barajas-Murphy, Dobbin, Knott, McCormack, Pomerantz, Seilhamer, & Weber, 2019, p. 27). Like original computer-based learning theories, AI uses computer programming to navigate advanced algorithms to predict and measure human task completions and decision-making (Alexander et al., 2019, p. 27). Learning institutions and change-based organizations have implicated AI into the facilitation of knowledge. AI, a tool to support instructors, has not been well received by the masses, hindered by privacy and ethical concerns (Gimbel, 2018).

AI has increasingly adapted to modern society, with seventy-four percent of Americans’ integration perception being positive (Gimbel, 2018). AI has many promising implications on instructional facilitation, time-constraints, and the ability to scale instruction while maintaining a personalized approach to the Learner (Brooks, 2018). Innovations such as Apple’s iPhone’s FaceID, Amazon’s Alexan, Google Assistant, and many variations of interactive chatbots all exist as commonly used AI advancements (Alexander et al., 2019, p. 27 & Brooks, 2018 ). In correlation to the provided low-educational examples, learner’s engagement level has sparked the need for further exploration or development to validate AI in higher education (McMurtrie, 2018). 

In a poll by Gallup and Northeastern University, seventy-three percent of Americans believe that AI, also referred to as “Robot,” will replace the need for human contributions (Gimbel, 2018). Machine-based learning can personalize instruction using user-influenced learning algorithms and reverse-engineering processes to gain an expert level of understanding through the lens of the learner (Gimbel, 2018). In 2017 the MIT Sloan Management Review found 85% industry professionals agree that AI shows promising competitive advantages to their nitch, however only 20% have shown any indications for planning for AI integration (Alexander et al., 2019, p. 27). Fear of privacy, negativity, and bias algorithms influenced by the learner solidify the argument; AI should be used as a support tool for instructors (Means, 2009). 

AI has demonstrated advanced approaches to feedback based on data analytics, synthesizing unique information processing, and minimizing time concentrating for real-time collaboration (Alexander et al., 2019, p. 27 & Gimbel, 2018). Chatbots are a form of AI widely accepted in learning cultures that have aided in instruction facilitation. In both educational and corporate learning environments, they have a positive influence on the instructor’s ability to challenge learner’s current interpretation, generating a personal learning experience. The learning experience is driven by sorting, assigning, and evaluating the information presented (McMurtrie, 2018). The storage of the AI at an introductory level uses machine-based logic to clone cognitive psychology to sort, organize, and recall information when presented with a stimulus (McMurtrie, 2018).

An illustration of baseline AI integration was demonstrated by Craig Coates, an entomologist at Texas A&M University. Coates faced challenges to facilitate a science course plagued by cheating (McMurtrie, 2018). In this example, Coates used AI to automate the plagiarism check, comparing text strings in a given database of knowledge. This allowed more time for: Coates to inspire an expert level of understanding and learners to process information at their own pace (McMurtrie, 2018). In this example, AI or robot is not the method of instruction but a useful tool when added in an instructional setting. In this context, technology does not demonstrate the driving characteristics to formulate privacy and ethical concerns (McMurtrie, 2018). Instructors use face-to-face interaction or social presence to deliver guidance that is contingent on the learner’s self-efficacy and task value matter (Artino, 2008). In summary, AI effectiveness relies on environmental integration and engagement levels through both the student and instructor lens. 

Facilitating instruction derived from learning theories, strategies, and styles in a blended environment use a combination tailored to the educational content. AI integration focuses on behavioralism, cognitive-constructivism, and connectivism. Behavioralism, as a stimulus-response theory, correlates directly with the AI, as a machine-based learning tool. Through connections, including peers, learning evolves to cognitive constructivism, where learners are considered self-efficient, but open to “construct” their desired understanding level. 

References

Alexander, B., Ashford-Rowe, K., Barajas-Murphy, N., Dobbin, G., Knott, J., McCormack, M., Pomerantz, J., Seilhamer, R., & Weber, N. (2019). Horizon Report 2019 Higher Education Edition. EDUCAUSE. https://library.educause.edu/-/media/files/library/2019/4/2019horizonreport.pdf?la=en&hash=C8E8D444AF372E705FA1BF9D4FF0DD4CC6F0FDD1

Artino Jr. AR. Promoting Academic Motivation and Self-Regulation: Practical Guidelines for Online Instructors. TechTrends: Linking Research & Practice to Improve Learning. 2008;52(3):37-45. doi:10.1007/s11528-008-0153-x.

Brooks, C. (2018, November 2). How artificial intelligence and virtual reality are changing higher ed instruction. Education Dive. https://www.educationdive.com/news/how-artificial-intelligence-and-virtual-reality-are-changing-higher-ed-inst/541247/

Gimbel, E. (2018, August 16). Artificial intelligence is poised to expand in higher education. Technology Solutions That Drive Education. https://edtechmagazine.com/higher/article/2018/08/artificial-intelligence-poised-expand-higher-education

Means, Barbara, 1949-. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies. Washington, DC: U.S. Dept. of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service. Retrieved from http://eric.ed.gov/?id=eD505824

McMurtrie, B. (2018). How Artificial Intelligence Is Changing Teaching. The Chronicle of Higher Education, 40, 14.

Learning Network

Personal Learning Network

by Food for ThoughtInstructional DesignLearning Theories

In high school, the time it took to complete a course was a drawn-out perception. Motivation, extrinsically influenced, relies on a facilitator’s role in direct information processing (Cercone, 2008). As a student, I was more internally motivated to get to the next summer/holiday break. The days went by slow, and the ability to cognitively process knowledge limited by forced engagement resulting in generalized storage of the experience. As we age, the perception of time shortens. “Where has all the time gone” a frequently used saying that directly correlates with this belief. As an adult learner, the processing time for knowledge is shortened; As we have little “time” to commit to the learning process and ability to infer internal and external experiences to reduce overwriting previous LTE storage (Cercone, 2008). Knowledge facilitation evolves to become quick, direct factual information that requires self-direction (Conlan, Grabowski & Smith, 2003). The rise of technology allowed advancements in multi-media facilitation in a virtual environment built to expand one’s learning network. 

Personal Learning Networks (PLN), challenge learning interpretations by engaging in a social presence, both physical and virtual. Connectivism, theorized by George Siemens in 2005, hypothesizes continuous learning using personal informational structures is most effective when looking beyond the traditional settings to support an advanced level of understanding (Andriotis, 2017). Developing a network of learning requires a PLN comprising three elements: connection building, connection maintenance, and connection activation (Gutierrez, 2016). As these three components express similarities in personal learning environments (PLE), PLN is rooted in self-directed learners (Gutierrez, 2016). PLNs focus on adding new people or resources, keeping resources fresh, and activating these connections in the relevant context (Gutierrez, 2016). As demonstrated in many different attempts to solve how learning occurs, a PLN is only a portion of one’s PLE. One’s PLE can be comprised of like-minded peers. However, a PLN requires unique constructivist views that challenge fundamental understandings using active engagement through technological advancements in social and educational platforms (Gutierrez, 2016). In summary, PLNs are self-constructed extensions of one’s PLE (Andriotis, 2017).

The time constraints and changing demands, professional and personal, on an adult learner help define the need for a PLN, especially in the workplace. To address sustainability, and relevant both an employer and employee must develop a learning-centric culture starting with one-on-one interaction. As job expectations advance form generalized stimulus-response, cognitive processing is required to remain at the forefront of learning initiatives. The need for “expert” learning is crucial to stay innovative. PLNs answer concerns with implicating traditional learning approaches in adult learning. Formal education can negatively impact the ability to juggle “life,” the time spent constructing interpretation, and financial obligations (Andriotis, 2017).  

When reflecting on your PLN, you need to understand the benefits. PLNs are self-directed/self-constructed. They offer the learners a choice in what they learn and the resources that create active engagement in the learning process, personalizing the learning experience (Lynch, 2017). Formal and informal resources allow insight from multiple backgrounds and or experience, levels of understanding, technological facilitation methods, i.e., blogs, scholarly articles, discussions, social networks, and internal knowledge reflection (Gutierrez, 2016).  

Final Thoughts:

If the ability to absorb knowledge is infinite, only confined by how the brain processes, store, and retrieves knowledge, can a personal learning network be infinite?

Resources:

Andriotis, N. (2017, October 23). Why and how to create successful personal learning networks. TalentLMS Blog. Retrieved June 8, 2020, from https://www.talentlms.com/blog/why-and-how-to-create-a-personal-learning-network-in-the-workplace/

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Gutierrez, K. (2016, June 21). What are personal learning networks? SH!FT eLearning. Retrieved June 8, 2020, from https://www.shiftelearning.com/blog/personal-learning-networks

Lynch, M. (2017, August 3). What is the importance of a personal learning network? The Edvocate. Retrieved June 8, 2020, from https://www.theedadvocate.org/importance-personal-learning-network/

ANDRAGogY: Adult Learning

by Food for ThoughtInstructional DesignLearning Theories

There are many times we look to relate knowledge we have previously learned to current information presented. I consider this a way for adults to reassure confidence in prior knowledge is still relevant. Previous theories and psychological evaluations of the acquisition of knowledge, and retrieval of knowledge, approach learning as a stimulus-response through a learner’s physical or mental capabilities. Still, these options do not explicitly consider emerging technology implications on an adult’s perception of time. The time needed to process, organize, store, and recall information has decreased, allowing learners to synthesize material and build a more profound understanding in a short time frame (Cercone, 2008). The unique approach to understanding adult learners’ needs and motivation is called andragogy (Conlan, Grabowski & Smith, 2003). Andragogy uses five assumptions to facilitate adult learning effectively (Cercone, 2008). Adult learners are self-directed, internally motivated, problem-centered as it relates to current social roles, and rich in life experiences (Conlan et al, 2003).

Adult learners are often self-directed learners; however, that does not imply facilitation or environmental influences are not needed for absorption. Research has concluded the importance of social interaction as knowledge is presented. Only allowing self-directed learners in one specific environment would not allow the adequate communication needed for the deeper, or expert level of understanding. In expertise theories, adults process information quickly, analyze problems and mistakes more efficiently than novices (Conlan et al, 2003). Experts are assumed after repeated findings maintain and excel learning in their domain (Conlan et al, 2003). In my opinion, expert learners and novice learners can facilitate a better understanding. Novice learners can give different interpreted beliefs that expert levels can explore, thus maximizing both individual’s capacity for learning. However, I feel there is a point in education and or training where a self-directed learning environment would benefit expert level learners, such as a thesis or high-level management training. In these types of situations, the cognitive processing ability is more advanced and requires the application of knowledge concepts in a reflective “self-narrative” where there is no right or wrong.

The best way to reduce juggling “life” and adult education, in my opinion, is the use of online eLearning platforms. Adults are often tight scheduled, and making additional time to continue education is hard. Online learning offers facilitated direction with little face-to-face instruction, opening the pathway for self-driven learning but, more importantly, the internal identification of motivation triggers (Cercone, 2008).

In my opinion, adult learners do cognitively process information the same as children do. If there were no similarities between the two, we would not be able to apply multiple theories to each side. The critical differentiator is going to be in the response. Children are not going to have as many prior experiences to push the organization of memory effectively. In my interpretation of Dr. Anthony Artino’s post concerning the differences in training and education, learning in a child could be referred to as “training” centered education. Responses are often processed as new knowledge, or with little prior situational experience. Adult learners are pushed more into an “educational” centered approach where individuals construct answers to complex problems by applying previous experiences to further cognitive abilities (Artino, 2020). As children, most information learned will be challenged or relevant in future situations generating an implied task time frame. As adult learners, a task can have flourished rapidly; however, the knowledge constructed challenge the “knows” of the presented material. 

In conclusion, In my opinion, there are two main components to consider when designing for andragogy, adult online instruction. The Learner and the means of facilitation coexist to deepen the level of education. The Learner also must be presented with clear, goal-oriented solution that relates to the corresponding social environment (Cercone, 2008). 

Resources

Artino, A. (2020, June 3). Re: Education vs. Training [Comment]. Retrieved from https://class.waldenu.edu/webapps/discussionboard/do/message?action=list_messages&course_id=_16681348_1&nav=discussion_board_entry&conf_id=_3517726_1&forum_id=_7980848_1&message_id=_108663893_1

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M Orey (Ed.), Emerging perspectives on learning, teaching and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Foley, G. (Ed.). 2004. Dimensions of adult learning: Adult education and training in a global era. McGraw-Hill Education.

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Social Enviroments implications on learner

by Food for ThoughtInformation DesignLearning TheoriesPsychology

To address if the element of “social” environments, impact on learning environments is the same, you have to understand the role of social behavior and the implications on learning. Constructivism view humans construct knowledge by adapting meaning from a previous stimulus-response in the current relevant context (Jenkins, 2006). The process of knowledge is interpreted as a “personal world” or by “mind’s adaptations” that is all internally driven (Jenkins, 2006). Piaget furthered constructivist reach by describing biological readiness, life experiences, and structures that play a crucial role in self-constructing information (Jenkins, 2006). Social environments offer the transference of an individual’s prior skills or processes, allowing learners to voice their point of view and influence the organization of information.  

In my opinion, online pedagogy can offer the same “social” environment as a traditional classroom setting but hinder the ability to advance to the next level of understanding. Howard Gardner stated there are three types of learners, native, traditional, and expert, and if the misconceptions are not challenged, the level of understanding will remain the same. The zone of proximal development describes the kind of learning environment that enables effective knowledge transfer and cognitive development (Laureate Education, n.d.). In applying both approaches, one can produce an active learning environment that is conducive to both external experiences and cognitive processing (Ormrod, Schunk, & Gredler, 2009). When looking at learning strategies and styles that each _ism favors, it doesn’t hinder the ability to influence learning, just merely suggestions that favor memory storage and organization. In the Constructivist point of view, a learner can construct their understanding based on the social environment (Ormrod, Schunk, & Gredler, 2009) ; the variable to me would be the learner’s level of understanding. Instructional settings typically viewed as social offer groups, activities, feedback, and open dialogue between leaner that foster intuitive thinking. However, emerging technology now gives us the ability to see them still visually and communicate openly in realtime, creating the same atmospheric factors. To help guide instruction, facilitators must demonstrate the ability to create a social presence, or the ability of learners to project personal characteristics, experiences, and influences into a community presenting as if “real people” (Kilgore, 2016).

Resources:

Jenkins, J. (2006). Constructivism. In Encyclopedia of educational leadership and administration. Retrieved from http://knowledge.sagepub.com.ezp.waldenulibrary.org/view/edleadership/n121.xml

Kilgore, W. (2016, November 14). Social Learning in Online Environments – Humanizing Online Teaching and Learning. Retrieved May 28, 2020, from https://humanmooc.pressbooks.com/chapter/social-learning-in-online-environments/ 

Laureate Education (Producer). (n.d.). Theory of social cognitive development [Video file]. Baltimore, MD: Author.

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

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commentary on “_isms as a Filter, not a blinker”

by Food for ThoughtLearning TheoriesNeurosciencePsychology

The ability to pinpoint how learning occurs is equally complex as the brain itself. We know how the brain receives stimulus through receptors, how the brain processes related sensory triggers in different parts of the lobes, and how transmission of signals increases as the response. While learning has shown no defined link between neuroscience, the brain’s ability to react on sensory response correlates with psychology, and how the mind interprets its environment. The theorist has illustrated many different _isms: constructivism, behaviorism, cognitivism, and a modern approach connectivism (Kerr, 2007). Each theory has beneficial contributions and limitations which help evolve the next theoretical practice. Offering solutions to another’s pitfalls will not always answer how the human brain processes information (Kapp, 2007).

In response, I agree with Kerr’s statement, “_isms are important but use them as a filter, not a blinker” (Kerr, 2007). Using one approach to facilitate learning would pose challenges when recalling information due to the limited relatable situational context needed to organize LTM effectively (Ormrod, Schunk, & Gredler, 2009). Down’s conceptualized the popular behaviorist stimulus and response approach in an analogy of a Los Vegas slot machine about Kerr’s explanation of _isms compared to a nuclear explosion disaster plan. Physically placing the coin into the slot, pulling down the handle, hearing the sounds, seeing the lights, and awareness of the environmental surroundings all play an essential factor in the appeal of the game leading players to try again. When presented with the opportunity to play a slot machine in a similar casino, the player will recall relevant situational knowledge from prior experiences and emotions, leading them to play again (Downs, 2017). Removing the flashing lights and fun sounds will not prevent spending money to play again; however, it removes sensory triggers leaving players with a less emotional connection with the game (Ormrod, Schunk, & Gredler, 2009). In Kerr’s analogy, a nuclear meltdown alert should have a list of procedures when combined with cognitivism that prevents us from being a machine (Kerr, 2007). If we used only situational influences around learning, we wouldn’t have a developed action plan because the stimuli have yet to be presented, just as a player wouldn’t typically sit at a slot machine only to feed it coins. Appling _isms as a filter would allow instructors to apply generalized concepts for information processing, and enable tailoring options to remove unimpactful methods.

Resources

Downes, S. (2017, January 1). Design: Behaviorism Has Its Place Commentary by Stephen Downes. Retrieved May 20, 2020, from https://www.downes.ca/cgi-bin/page.cgi?post=37333

Kapp, K. (2007, January 2). Out and About: Discussion on Educational Schools of Thought « Karl Kapp. Retrieved May 20, 2020, from http://karlkapp.com/out-and-about-discussion-on-educational/

Kerr, B. (2007, January 1). _isms as filter, not blinker. Retrieved May 20, 2020, from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning Theories and Instruction (Laureate custom ed.). New York, NY: Pearson.