Reflections on Learning

The most exciting aspect of life is embracing learning as a lifelong process.   When we address challenges more as opportunities for growth rather than real stumbling blocks and look for ways to improve and grow, we are acutely aware of just how interesting our world is.  As a result, I am never bored.

Despite my enthusiasm, I do not always learn what I need to learn when I need to learn it.  I realize that for me to learn, there are some requirements.  I need to want “it”.  I need to have the tools to get “it”.  I need to feel safe taking the risks necessary to learn while I am in pursuit of “it”.  I need to find “it” relevant and have opportunities to use “it”.  And, I need to reflect and refine “it” often.  “It”, by now you have probably guessed, refers to that which I need to learn.  This basic understanding of my own learning processes has forced me to revisit my approach to teaching and instruction.

I need to WANT it.

Learners must be motivated to learn.  Whether we are motivated by grades, a pay raise or simply learning something we are interested in, motivation is key.  Although motivation may be primarily the responsibility of the learner, there are some things the learning facilitator can do to encourage motivation.    These include but are by no means limited to the following:  relating what is to be learned to something the learner knows about and can use, use of  storytelling to make the subject relatable and interesting, posing a problem that needs to be solved, using cognitive dissonance to enable the learner to question his/her own preconceived ideas (Ormrod, Schunk, Gredler, p. 246), or allowing emotions to affect cognitive processes in what is sometimes referred to as hot cognition (p. 248).

I need to have the TOOLS to GET it.

Even when we truly desire learning, if we do not have the tools necessary to learn the skill, knowledge, attitude, etc, we will not learn.  Understanding learning theory can be quite useful in the development of tools necessary for learning.   “As one moves along the behaviorist-cognitivist-constructivist continuum, the focus of instruction shifts from teaching to learning, from the passive transfer of facts and routines to the active application of ideas to problems” (Ertmer & Newby, 1993, p.62).   Therefore the focus is not what the best theory is, but rather what is the most effective theory for this particular learner at this time (Ertmer & Newby, 1993, p. 64).

The Russian learning theorist, Lev Semenovich Vygotsky focused on the role of the social environment as a facilitator to learning.  An important concept of his is the Zone of Proximal Development (ZDP).  ZDP is defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers” (Vygotsky as quoted in Ormrod,, 2009).  If we do not have the tools to learn what we need to and want to, collaboration can facilitate the process.

Instructional strategies that work are numerous.  Some important points to remember include using metacognition when solving problems or reaching conclusions, front ending the task, enabling the connections that learners can make with existing schema and building key skills in technology and multimedia fluency so necessary in an age of information surplus. 

I need to feel safe taking the RISKS necessary to learn while I am in pursuit of it.

Learning requires the ability to take risks and to sometimes be wrong.  I taught an intelligent young woman last year who was not prepared to ever be wrong.  She struggled with the complexities more rigorous courses because of her unwillingness to extend herself.  Risks are important to learning.   

John Keller’s ARCS model of motivation touches on the need to feel confident when learning.   The learner should be confident that they can learn. 
Diane Laufenberg does a great job of describing the importance of risk-taking in her TED talk video, How to learn? From mistakes.   She reminds us of the importance of experiential learning, empowering student voice and embracing failure to learning in the 21^st century (Laufenberg, 2010).

I need to find it RELEVANT and have opportunities to USE it.

Today, students learn and demonstrate their learning most often through technology.  George Siemens’ concept of connectivism addresses the changing learning processes of our students due to the revolution in technology. Students learn differently today than they did just a few years ago due to the dramatic changes in social networking, information retrieval on line, blogs, webcast, podcasts, etc. We are learning by using a multitude of resources and through exposure to endless ideas and information. Connectivism acknowledges the complexity of learning and attempts to describe learning through the integration of technology, social networks and information (Siemens, 2004).  

I need to REFLECT and REFINE it often.

“The creation of something new is not accomplished by the intellect alone but by the play instinct.  The creative mind plays with the objects it loves” (Robinson, 2001, p. 133).   Learning never ends and reflection and refinement continue. 

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Laufenberg, D. (2010). How to Learn? From mistakes. TED: Ideas Worth Spreading.  Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach.html.

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

Robinson, K. (2001), Out of Our Minds: Learning to be Creative. West Sussex, England: Capstone Publishing.

Siemens, G. Connectivism (Video). Walden University: Laureate Edition.

What do we know about learning?

In the spider-web of facts, many a truth is strangled.  ~Paul Eldridge

Of all of the definitions of learning I’ve seen recently, I’ve connected with the following one most.

“Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes “ (Cobb, 2009).

The complexities of learning

There are numerous definitions for learning reflecting the complex nature of the subject.  What does it mean to have learned something?  Does it mean that we can do something that we could not do before? That we understand a concept or an idea more fully?  That we can create a product, an outcome based on this learning?  Ultimately, learning is reflected in a multitude of ways.  Not only do we demonstrate what we have learned in a variety of ways, but the actual process of learning is complex as well.  We can learn by seeing, hearing, doing, interacting, collaborating, reflecting, etc.  one day, and learn a different subject in a different manner the next. 

Importance of Skills and Flexibility

Therefore, the most important thing is to be open to different ways of learning.  It is essential to have a variety of learning skills at your disposal, which can be interchanged depending on the situation.  Teaching your students learning skills such as metacognition, reflection, mind mapping, repetition, seeking and using feedback, and collaboration, for example, and allowing them to choose between their preferred repertoire of techniques gives learners the much needed flexibility that enhances the learning experience, remembering never to keep the repertoire stagnant. 

Disposition and Approach to Learning

Learning is fluid and essential to life.  All too often as adults we get stuck on a particular way of doing things.   I agree with Jacob Bronowski, the creator of the BBC series The Ascent of Man, when he said,  “It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” To exemplify the importance of play and of maintaining our childish curiosity, let me share a quote by Richard Feynmann, a Nobel physicist, as he describes how he came to win the Nobel Prize for physics:

“I decided I was only going to do things for the fun of it and only that afternoon as I was taking lunch some kid threw up a plate in the cafeteria.  There was a blue medallion on the plate, the Cornell sign.  As the plate came down it wobbled.  It seemed to me that the blue thing went round faster than the wobble and I wondered what the relationship was between the two.  I was just playing, no importance at all.  So I played around with the equations of motion of rotating things and I found out that if the wobble is small, the blue thing goes around twice as fast as the wobble.  I tried to figure out why that was, just for the fun of it, and this led me to the similar problems in the spin of an electron and that led me back into quantum electrodynamics which is the problem I’d been working on.  I continued to play with it in this relaxed fashion and it was like letting a cork out of a bottle.  Everything just poured out and in very short order I worked the things out for which I later won the Nobel Prize.” (as quoted in Robinson, pg. 134)

Importance of making Connections and Prior Knowledge

Richard Feynmann may have been just playing but it is clear that he had already acquired knowledge and skills from which he could draw on and make connections.  Most learning theories acknowledge the importance of prior knowledge and already acquired skills as the foundations for further learning.  Cognitivist theorist focus on the internal processes of the mind and the building of connections based on prior learning experiences (Learning Theories and Instruction, 2008).  Similarly, constructivists believe that learners construct their learning through the building up on prior knowledge (Learning Theories and Instruction, 2008).

Learning from learning theories

No learning theory contains the key to unlocking the mystery of how we all learn but together they have a great deal to offer those of us focused on improving learning.   For example, from behaviorists we learn the importance of repetition and feedback.  We all seem to benefit from learning new things in a variety of ways, not solely in our preferred manner and thrive on feedback and constructive commentary.  Cognitivist theorists reinforce the importance of internal processes such as reflection and metacognition in addition to the formation of schema.  Constructionists stray away from standardized tests and multiple-choice assessments and focus on outcomes and products of learning.  Social learning theorists remind us that we are essentially social beings and that learning is demonstrated and enhanced by its impact on others.  Collaboration and cooperation are at the forefront of 21^st century learning.  Connectivism deals with the dynamics of learning in the midst of the current technological revolution, using technology effectively, making connections and discerning between the endless choices of our age.  The implications of all of these are numerous and can enable the development of rich learning environments.

Using Technology to Enhance Learning

We are preparing our students for a future we ourselves do not fully understand.  Yet, it is clear that technology fluency and multimedia literacy will be at the forefront (Prensky,2010).  The new generation of digital natives will embrace learning through these mediums they are already so familiar with.  Below are some examples of how to use technology to enhance learning according to the tenants of the different learning theories. 

Learning Theories	Technology Applications
Behaviorist Theory	Use of numerous games and interactive educational sites for problem solving and critical thinking. Use of websites such as Turn It In, which facilitate input and feedback from the teacher. Testing done through computers such as MAP  (Measure of Academic Progress) where learners get immediate feedback.
Cognitive Theory	Sharpen metacognitive skills by making videos teaching other learners. Opportunities for reflection through blogs, social networks, texting. Use of games and interactive educational sites for problem solving and critical thinking. Self publishing opportunities.
Constructivist Theory	Learners can create, do and interact through the use of technology.  From brainstorming through Webspiration and other graphic organizers, to creating videos, websites, publish ideas on blogs. Learners can communicate ideas/projects with other learners from all over the world.  Community service projects can be global through technology.
Social Learning Theory	Interactions and collaboration are facilitated through the use of technology.  Social networking (facebook, twitter, myspace) and cloud technologies enable students to communicate ideas and collaborate on projects easily.  Google docs, wiki spaces, mobile learning, etc.
Connectivism	Connectivism is based on learning through the use of all technological tools.  From using basic search engines to databases like Ebsco and Questia, to YouTube and iMovie. Mobile learning, social networking sites…  The possibilities are seemingly endless.  The key is to understand how to best organize and use technology to create and understand patters and to effectively facilitate learning.

So often we get caught up in the so-called certainties about learning and learning theories.  Information is fluid and forever changing.  We can choose to apply what we learn about learning in a thoughtful way with a common sense approach. The illiterate of the technological age are not those who cannot read or write but rather those that have trouble adapting to the changing times.
 

References

Cobb, J. (2009) Mission to Learn: A Definition of Learning.  Retrieved from http://www.missiontolearn.com/2009/05/definition-of-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

Omrod,J. (n.d.) Behaviorism and instruction. [Video podcast]. Retrieved from www.waldenu.edu

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

Prensky, M. (2010). Teaching Digital Natives: Partnering for real learning.  Thousand Oaks, CA: Sage Publishing.

Robinson, K. (2001). Out of Our Minds: Learning to be creative.  West Sussex, England: Capstone Publishing.

Siemens, G. (2004). Elearnspace: everything elearning.  Connectivism: A Learning Theory for the Digital Age.  Retrieved from http://www.elearnspace.org/