I came into teaching some years back from a very technical background and having a degree in education did not matter so much since the course was very technical. I always considered this a handicap and as such, I would read anything that would help me fill that gap so that I could be one of the best for the benefit of my students. After reading quite a number of books, I was quite certain that students typically came with their own learning style and the teacher was responsible for creating opportunities for such students to engage with learning.
Learning about the different learning theories, multiple intelligences and learning styles cleared a major misconception I had. In my mind, I had always questioned such “definites” as having a purely auditory learner or kinesthetic learner or any other of such. I was pleased to find out about the way people learn and very comfortable with the fact that active learning cannot be attributed to only one learning style or intelligence (Gardner, 2003, p. 9).
Not only did I now fully appreciate the nature of the learner and “the nature of specific learners and the fact that different people approach learning tasks in somewhat different ways” (Omrod, 2012), but I now fully appreciated the way I learn with regard to how I store and retrieve information, ways in which I learn different things, how I learn from a learning community and the role of technology. What this awareness has done for me as an individual is that I am now able to capitalize on my strengths while giving myself the opportunity to discover new ways of learning and doing things.
I know better how learning theories, learning styles, educational technology, and motivation are all interconnected. How they complement each other by playing a unique role in the learning experience. For example understanding how individuals learn will and should influence instructional design so in an online learning environment the application of educational technology such as discussion boards and mobile devices makes it possible for students to have an all engaging and rich learning experience. Once learners also feel like they are apply to apply their learning when required and obtain feedback to help consolidate their learn, they will then be satisfied learners (Omrod, 2012, Keller, 1999, p. 39).
Still on my journey to being an effective and efficient instructional designer, I can see how my new learning will influence greatly how I design instruction by taking in my learners needs, applying what I know about how people learn and designing instruction that meets those needs. In this age of technology and particularly in an online environment, it will be useful for the learner to access learning opportunities via technology. I also understand that learners, particularly adult learners, are more intrinsically motivated and thus I understand the need for such opportunities to be available to students.
References:
Gardner, H. (2003, April 21). Multiple intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from http://www.pz.harvard.edu/PIs/HG_MI_after_20_years.pdf
Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).
Ormrod, Jeanne, narr. Learning Styles and Strategies. Walden University, 2012. Web. 28 July 2011
Ormrod, Jeanne (2012), narr. Motivation in Learning. Walden University, 2009. Web. 13 August 2012.