Looking back at the first week I relived the positive experience constructivism has given me and how I have only seen the tip of an iceberg. On this journey I was able to understand about how the brain works, learning styles, learning theories, strategies to engage students in learning activities in an online environment, and different schools of thought that helped me self-assessed my learning process.
In my readings for the first week I referred to an article from Robert Sternberg with a different learning process school of classifying. Sternberg, et al. (2008) explained how cognitive and personalities abilities have much to do about the learning process and I remember categorizing myself as a practical monarchic learner; which means that I like to apply knowledge when is needed while focusing on one activity until finished. Focusing on this learning approach and reflecting on my personality, I realized that I am more of a free spirit than sticking to one activity at a time. I enjoy flexibility when I am studying or learning something, what Sternberg would categorize as an anarchic learner. Then thinking about my cognitive ability, I labeled myself as practical. If I “enjoy flexibility” as I do, being practical gives me the freedom I need to apply my knowledge as it is needed.
As weeks went by a new chapter of this book of knowing my learning style showed me how my brain works when I am learning, and I remember wishing I could peek through a whole inside my brain as I learn to see all the parts that are involved in my learning. Something that surprised me was the fact I always thought that if I am a “right handed person”, my strongest side would be my left side, Dr. Ormond explained (Ormond , et al.,2009) in the textbook how we cannot “take sides”, but that information processing happens all over the brain. So that was another perspective that changed, I really use my brain to learn, and I will consider an insult if someone tells me that I use half a brain.
Then we started studying different learning theories and styles and a new door was opened. The difference between all these schools of thought was making me think if I should change my major to educational psychology, but quickly I change my mind, I want to pursue this Instructional Design and Technology degree. So in looking at my personality, I discover that I am an ISFP (Introverted Sensing Feeling Perceiving), I like to study alone, so I can process the information the best I can at my own pace without feeling pressure by someone’s competitive behavior. I like my space, something that has changed from I was in college and I needed to study with a group to understand concepts. I needed my fellow students to process the information and put it in terms that I can understand. Regarding learning theory to kept me motivated, I still believe constructivism leads me because of that ability to apply prior knowledge and experience, but also behaviorism has helped me understand, not only as a learner but as an instructional designer, what Dr. Ormond (2009) refers to “terminal behavior” or I translate as the ultimate goal, where do I want to be, what is the expected result from the learners, but of all approaches the one that astounded me the most was knowing about connectivism, a new concept for me, yet something that I have been using for more than 20 years in my life.
I have been connected, I am connected, and I will remain connected. There is a lot of technology to discover and education is the field that will benefit the most of it. Technology in the classroom is building the future society and already establishing a high technological standards and demand of future workers. Technology is one tool that I cannot be without, it is my ultimate source to create, search and update information, to keep me connected with family out of the country, for my job- I live in Florida and work in Baltimore- connections with clients in India, Amsterdam, California, Texas, Chile and Mexico. I have had virtual high school reunions, and even reenacted a commencement ceremony virtually, for social interaction I think a phone call or a visit could be more personable once in a while, so my social activity is limited.
References
Connectivism (2009, September 11). Utah state opencourseware, lowriders, and system design [Blog post]. Retrieved from http://www.connectivism.ca/
Frisby, C. L. (2005). Learning styles. In S. W. Lee (Ed.), Encyclopedia of school psychology. Retrieved from Sage Reference Online database.
Glenn, D (December 15, 2009) "Matching Teaching styles to Learning Styles May not Help students". The Chronicle of higher Education.
Johnson, L., Levine, A., & Smith, R. (2009). The Horizon Report (2009 ed.). Austin, TX: The New Media Consortium. Retrieved from http://wp.nmc.org/horizon2009/
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
Kerr, B. (2007, January 1). _isms as filter, not blinker [Blog post]. Retrieved from http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking research and practice to improve learning, 48(4), 16–23.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.
Ormond, J. (200*) “Behaviorism and Instructional Design” [Video] Laureate Education: Baltimore
Sternberg R J., Grigorenko E. L., & Zhang L. (2008), Styles of Learning and Thinking Matter in Instruction and Assessment. Perspectives on Psychological Science November 2008 3: 486-506, doi:10.1111/j.1745-6924.2008.00095. Retrieved from pps.sagepub.com at WALDEN.