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.