Home > Walden 6115 > Fitting the Pieces Together

Fitting the Pieces Together

I initially wrote my learning style reflected behaviorist, cognitive, and constructivist theories. I have a deeper understanding of each of the afore-mentioned theories, however, I don’t think my core styles have changed.

In fact I believe Bill Kerr (2007) supported my notion of subscribing to multiple theories when he said learning theories or “isms” evolve. They don’t stand still. Ideally, people grow and expand also.

Finally, I still believe learning objectives can help instructional designers determine the best applied theory to guide instruction.

I mentioned earlier that my understanding of learning theories and styles had grown over the past seven weeks. When it comes to my personal learning preferences, I must say I was surprised when realized I respond to connectivism and embraced adult learning theory. For example, I’m an introvert. I am reluctant to chat with peers in face-to-face environments. Yet, my education online is facilitated by technology and social networks. (Laureate Education, Inc., n.d.) I’d like to share a true scenario of connectivist learning. My textbooks for another Walden course have not arrived. I reached out to the professor for advice. She said, I shouldn’t wait for the books to be delivered. Instead she suggested I contact other students in the lounge and ask them to copy the chapter and send it to me or better yet, we could read it together via Skype or Google Hang Out. Again, I want to emphasize the speed. Fed Ex can deliver my learning materials quickly, but today’s technology is even more agile and flexible. (Laureate Education, Inc., n.d.)

As an adult learner, I appreciate activities that require us to share our actual experiences as they relate to instruction. (Conlan, Grabowski & Smith, 2008)

Concluding, I’d like to discuss technology’s impact on my overall learning. I mentioned technology above with regard to connectivism but the pace of this course and the amount of data we received forced me to embrace technology in new ways. (Laureate Education, Inc., n.d.) I will outline two.

First, I’ve had to expand my personal knowledge of learning possibilities and technology tools. I had never heard of an “eBrary” and experienced the concept of borrowing books for eReaders prior to studying at Walden.

Second, I had one course application that allowed students to use a range of tools e.g. PowerPoint or Flash to create a product. I used the tools I knew, but the exercise of having to review the products of my peers exposed me even more. The process also expanded my zone of proximal developments – whereas I knew how to create a PowerPoint, but my more technically-savvy peers showed me how to put the PowerPoint on YouTube.

Works cited:

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

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

Siemens, G. (nd) Connectivism.” Laureate Inc. Baltimore, MD

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Categories: Walden 6115
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