Since week
1 I’ve gained a deeper understanding of the differences in the various learning
theories. I still hold to the general constructivist view, but while I
originally talked about how our brains cause differences in how we learn and perceive
the world, I’m now thinking more about how factors such as our culture, the
symbols we use, and the networks of information we rely upon; all influence our
perceptions of the world and the way we learn.
I don’t yet
put a lot of value on Gardner’s theory of multiple intelligences, in which we
have possibly 8 or more discrete ways in which we can learn or solve problems (Armstrong, 2009, p. 6), but reading about this theory has
made me think more about the value of presenting information, or working on
problems, in a variety of ways that may be preferred by the learner. It’s
also made me think more about the personal benefits of using a secondary method of
information review if I did not gain mastery the first time, as this has been
shown to be more effective than going over the information the same way again
each time (Gilbert & Swanier, 2008).
I’m not
sure I have a preferred learning style in terms of visual or kinesthetic. About
the best I can say is that I have an “impatient” learning style. I want to go
at my own pace, and generally to be self-directed, which is typical for adult
learners (Conlan et al., 2003). I benefit from hearing something described,
but I generally get impatient with the speed of verbal delivery. That said, I
don’ think I've really had enough time yet to absorb and reflect on all we have
learned over the past few weeks. I think if I was able to spend more hands-on
time trying exercises based on the various learning styles, I may gain further
insight into my preferences.
I’ve also
thought more about the change that has occurred in the way I learn from when I
was in school, or even in University. As an adult learner I now depend on
technology for a lot more of my learning. Most of the information still comes
from people, but I access the information in non-human repositories, rather
than directly from a person. I can also see that in the not-to-distant future I
will be relying even more on the ability for technology to help me view data
and relationships in different ways, or even to find patterns, or items of
interest, and present them to me, without my direct prompting.
Currently I
use computers and my phone (which is really a small computer) to access sources
of information on the internet pertaining to my job. This would include
standards, best practices, code examples, design examples, and information on
new hardware and software coming onto the market. I also use computers to
access my course information, to submit assignments, and to carry on asynchronous
discussions with my classmates. To some degree I also use SmartBoards,
printers, scanners, and projectors to access or display information. Technology
also allows me to access manuals, books, articles, and videos, so I can learn
while waiting in line, or at the airport, in ways that were never possible with
just paper. Add in a 3G connection and the possibilities increase even further.
Thinking
about this, and the pace of change in our society, does make me agree with one
of the connectivist propositions, which is that learning about how we learn is
very important (Davis et al., 2008). Connectivists also talk about the “half-life”
of knowledge which is “the span of time between learning something new, being
able to apply it, and finding that it is outdated and no longer useful” (Davis
et al., 2008). Because I work in the technology field, the half-life of my
knowledge is even shorter than average, which is part of why I’m taking this
course! I need to have more skills that don’t become obsolete every 6 months.
References:
Armstrong, T. (2009). Multiple
Intelligences in the Classroom (3rd ed.). Alexandria, VA: Association for
Supervision and Curriculum Development.
Conlan, J., Grabowski, S., & Smith, K.
(2003). Adult learning. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
Davis, C., Edmunds, E., &
Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging
Perspectives on Learning, Teaching, and Technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Gilbert, J., & Swanier, C. (2008).
Learning Styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved from http://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf
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