Reflecting on Learning Theory

Over the last 8 weeks, I have learned much about the different ways in which people learn as well as how that knowledge can and should inform my own instructional design process.  We have looked at constructivism, cognitivism, connectivism, social learning theory and multiple intelligences.   We learned about conditioning form the likes of Skinner and how rewards and penalties could be used in terms of encouraging learning.  Finally, we looked at andragogy, the theory of how adults learn based on their experiences.

                As far as what I found striking as I studied, I believe the thing that struck me the most and has come to have the largest impact upon my instructional design is andragogy.  As an instructional designer that creates courses and learning experiences for adult professionals, having an understanding of how learning takes place within the experience of individual adults is imperative.  As we learned, there must be some need for new information in order for adult learners to engage in learning experiences.  Most often, this takes the form of needing new information in order to perhaps receive a promotion in one’s career or perhaps find a new career altogether.  As a result, adult learners are looking for learning opportunities that speak directly to their experience.  For example, adult learners want to learn what they will need to know in the new position or job.  Anything else may be deemed irrelevant and therefore jettisoned from the student’s overall learning experience.

                As an instructional designer then, it is my job to create courses or training modules that address this need.  How is this done? It can be accomplished in many ways.  Situational learning where students are interacting with some sort of problem they may encounter in their new position or job is an excellent way for adult learners to stay engaged in the process and use their own problem solving knowledge and experience.  Another strategy that can be employed when designing instruction for adult learners is group projects or discussions.  Connectivist theory tells us that much learning occurs through learning nodes that the student connects with and designing experiences that give students the opportunities to connect with other students and experts in their field and glean further knowledge.