Personal Approach to Applying Learning Theory

 A Personal Perspective on Applying Learning Theory

Introduction

This post will review some of the learning theories and instructional strategies that were gone over in EDP 540- Learning Theories and Instructional Strategies course. One of the key factors that we learned is that learning is a continuous process. As we move through life we are learning through our experiences and cultural practices as we interact with the world around us weather it is professionally or personally. Another important piece of information is that each learning theory offers a unique look into how people retain and recall information and how they stay motivated and engaged during learning experiences (Oyarzun & Conklin, 2021).

Module 1: Behaviorism and Gamification

For module one we were asked to create a learning module that applied the concept of gamification while utilizing the behaviorism learning theories principles. For this module I chose to design a training that allowed learners to choose their initial path. I designed the learning to include positive feedback and points for each correct answer and fun lighthearted images after each section. This supported learners by keeping them engaged and motivated during the learning module.

Module 2: Humanism and Motivational Theories

For module two we were asked to design an infographic on remote work. To make this infographic I referred to Kellers's ARCS Model of Motivation. I designed the infographic to be eye catching and capture both current and potential employees attention. I made sure that the information provided within the infographic was relevant to remote working, and that it inspired confidence in the ability of those looking to work remotely while also achieving satisfaction through remote work. Thus working to meet the four key elements of Keller's ARCS Model of Motivation, attention, relevance, confidence, and satisfaction (Kurt, 2022).

Module 3: Cognitivism and Mayer's 12 Principles of Multimedia

In Module 3 we were asked to design a multimedia training on workplace safety, referencing specifically remote work concerns. While designing the training I adhered to the coherence principle by keeping my slides simple and making sure not to add unnecessary information. I also made sure to follow the signaling principle by including arrows or other directional images to point out specific areas in images. After receiving feedback from my group I went back and added video links to help increase engagement and to better align with the multimedia principle of Meyer's 12 Principles (Mayer, R. E. (2017) 

Module 4: Constructivism and the Community of Inquiry Framework

Module 4 asked that we build an online community for knowledge sharing. My favorite part of this module as creating the names for the slack channels and then determining what each channels purpose was. It was more difficult for me to decide on activities as there were things I felt would be great activities, but I couldn't figure out how to make them work cohesively in an online platform. One area that I did focus on while building the channels was adhering to the Community of Inquiry framework. I wanted to make sure that each slack channel's purpose built a community among its members and supported creating relationships where collaboration and interactions were done in a safe environment. I wanted to make sure that learners were able to build their confidence and their knowledge while also supporting their peers.

Module 5: Social Construct and Its Applications

For module 5 we were asked to create a digital team-building activity. I had a lot of fun while building this activity. It was interesting trying to decide how to break up each section of the activity while still supporting the framework of the requirements. I used the Community of Inquiry framework while building this activity as the goal was team-building. One aspect that was highlighted was the diversity of each team member. Looking at the social implications it was important that the groups for the activity support that diversity and open each team member up to learning and teaching from their own personal knowledge and experiences gained from their social and professional interactions over time. Thus supporting each member as an individual while also helping them build a better team.

Group Project: Quick Pitch for AI-Enhanced Cybersecurity Learning Module

The group project was a great team building activity. We each had our strengths and there were definitely hurdles that we had to over come with time zones and AI knowledge. During our first group meeting we divided up the work based on member preference and skill level. When one of us struggled or time wasn't on our side, someone else on the team would pick up those areas. Over all it was a great experience and fun to learn from others.

Connecting the Dots

One theme that appeared across modules was collaboration and building a community of learning. There were multiple references talking about learning from others lived experience and their knowledge. Learning theories are so much more than just an academic module and are instead a foundation for instructional designers to use for identifying challenges and building effective modules that keep learners engaged and focused throughout. 

Conclusion

This course has helped build my confidence in areas that I was unfamiliar with. While also broadening my understanding of instructional design and its application. As a teacher I already had knowledge of the learning theories reviewed in each module. However, I now understand how to use them in a much broader scope than just academics. Even though I am not working in instructional design at this time, the skills I have gained in this course will also support my becoming a better teacher in my current classroom. 

References:

Kurt, Dr. S. (2022, October 17). Model of motivation: ARCS instructional design. Education Library. https://educationlibrary.org/model-of-motivation-arcs-instructional-design/

Mayer, R. E. (2017) Using multimedia for e-learning. Journal of Computer Assisted Learning, 33: 403–423. https://doi.org/10.1111/jcal.12197.

Oyarzun, B. & Conklin, S. (2021). Learning Theories. In J. K. McDonald & R. E. West (Eds.), Design for Learning: Principles, Processes, and Praxis. EdTech Books. https://edtechbooks.org/id/learning_theories