Thoughts on Learning theories and technology.

 Learning is still much of a complex process. For me to say I have gained new knowledge, know how, and when to use this knowledge and use it effectively relies mainly on the use of a mix of learning theories, learning styles, and in some instances, assistance from technology. Again, understanding, retaining, and retrieving information is a process that involves complex scientific elements involving the human brain (Walden University, LLC., n.d). In my understanding, this cognitive dimension of learning seems to sit at the central point of learning. When applied or used in learning, all learning theories and styles require the brain to process, retain, and retrieve the needed information using varied methods, speed, and comprehension. Confidently, I can say I learn by using various learning theories and styles.

As an adult learner, I tend to learn best when making decisions about what I learn and determining a reason to answer the ‘why’ the choice of a particular course or subject (Cercone, 2008).  This intrinsic motivation(Cercone, 2008) awakens attention and interest in participating in social interactions with guided topics of discussion. As (Ormrod, 2009) mentioned, not all social interaction necessarily leads to learning. Based on the notion of constructivism theory (Kim, 2001), I tend to for new knowledge for myself; connecting new information to prior knowledge and constructing ideas to form a new understanding of situations and events individually or through negotiations in a social setting (Walden University, LLC, n.d). 

The idea of multiple intelligences (MI), as suggested by (Gardner, 2003), provides a deep insight into how I seem to get some concepts easily compared to others. For example, logical content seems easy for me to grasp than when I need to be creative (Gardner, 2003). Knowledge of my intelligence strengths has set me up to work out the weaker bits of intelligence intentionally.

Learning and instruction have never been easy without automation, whether it simply involved multiplying copies of textbooks or printing and multiplying assessment sheets. Today there is unlimited availability of various technological tools, resources, and platforms to support learning. With the presence of search engine tools such as Google, one gains access to various information from different sources. Although it is time-consuming to stream down to relevant and authentic sources, these varied sources present varied views that are used to construct new information for me. As a learner, receiving feedback is an essential part of learning. Gehr(2022) suggested that using tools such as google drive is effective in recording, giving, and receiving feedback. Learners improve based on constructive feedback. Adaptive learning tools such as comments in google docs provide helpful feedback used to tailor my learning and project and inform guidance from an expert.

Finally, it is essential to note that learning is a continuous process. Self-directed or instructor-directed learning, irrespective of the learning theory or style used, is more accessible and achievable within limited cost and time when supported with technological tools, resources, and platforms. Hence, an increase in the use of technology to support learning and instruction.

 

References.

Cercone, K. (2008). Characteristics of adult learners with implications for online learning design. AACE Journal, 16(2), 137–159. Retrieved from http://www.editlib.org/index.cfm?fuseaction=Reader.ViewAbstract&paper_id=24286

Gardner, H. (2003). Multiple Intelligences after 20 years. Paper presented to the American Educational Research Association, Chicago, IL. Retrieved from https://www.academia.edu/29311105/Multiple_Intelligences_After_Twenty_Years 

Gehr, L. (2022). Tech Tools That Help Teachers and Students Exchange Feedback. Retrieved from: https://www.edutopia.org/

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. http-//textbookequity.org/Textbooks/Orey_Emerging_Perspectives_Learning

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

Walden University, LLC. (Producer). (n.d.). Information processing and the brain [Video file].

Walden University, LLC. (Producer). (n.d.). Theory of social cognitive development [Video file].