Learners Motivation -- Reflection
When I first started this course, I thought it would be a long drawn out class reading about boring theories and “how-to-teach” concepts. I was truly wrong on all concepts. Understanding the concept of learning is vital for any teacher or instructor. It’s difficult for anyone to comprehend because it’s different for everyone. In my reflection, I will discuss how surprisingly educated I have become on how people and I learned, understand the learning process and its connection to the theories, styles, technology, and motivation.
Learning is all about getting that change in behavior. There may be many kinds of actions, which might count as confirmation of having learned a standard or policy. It comes down to the person doing the instruction and how much of that changed behavior is due to learning, or at what level (Ormond, 2009). I never thought that the learning was such a complex process especially since everyone has some areas that differ from others. Even my principle learning habits have seems to work best of taking the least known fact and showing me either visually or physically, how that fact pertains to whatever subject I might be learning. It makes me feel like I am solving a puzzle or riddle. Also it seems doing activities will help the brain with problem solving. My learning style is to learn how all things are incorporated with everything around it self or how everything is connect to each other. It seems to solve my long term memory best. All of us have an amazing ability to remember what we see, largely in an image form, but in general, visual imagery is a highly effective way of remembering things (Ormrod, 2010). Trying to keep up with the world is very tough especially when you get older and you need to keep your main organ on top shape.
My experiences over the last 19 years in the military have given more experiences that most executives would never have in a lifetime. I do believe what works for you now might not work for you later in life. This is why it’s so important for most of us who want to work as Instructor designers that we must know whether the concepts or ideas will be in work or conflict with the learner. Some instruction must be designed to effect a change in belief and value systems (Conlan, 2003). We must recognize the students thought process so we can decide whether their learning to be problem-oriented, personalized and accepting of their need for self-direction and personal responsibility. This is how we get the connection with all the theories, styles, and motivation. Once we understand their learning process, the others will fall in place.
This course has been a great surprise to me as I thought with all my schooling and work experience; I knew how things work when it came to learning. I was wrong. The concepts and styles allow me as a designer to be able to see and understand whenever I deal with any students. I will be able to know which way I should take the course or class, what questions will get them to open up and what teaching media and instructions will work best for that student. I feel better prepared to run a course and be able to adapt. This is a course that has given me the tools to succeed and now I will in-turn use it to give that same guidance to others.
References
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York. pp53
Ormrod, Jeanne , (Director). (2010) . Information Processing and the Brain. [Motion Picture].
Conlan, J., Grabowski, S., & Smith, K. (2003). Adult learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Adult_Learning
