Reflections

My reflections of Bridging Learning Theory, Instruction, and Technology have allowed me an opportunity to see the relevance and benefits of well-constructed lessons that facilitate best practices for all students.  Prior to this class, I didn't implement instructional strategies that were reflective of various learning theories.  However, this class has allowed me to understand the correlation of learning strategies to the methods and manner in which students learn.  "To understand learning, we must understand how it works in the brain."  (Laureate Education, Inc., 2011)  Dr. Wolfe's research allowed me to understand how the brain receives and processes information.   

There are lots of different learning theories that can be used to help facilitate the learning process. Educational technology can play a role in each of these Gardner's theory of Multiple Intelligences which suggests that people possess several intelligences that are used to process and apply information.  The original seven learning styles include: linguistic, logical–mathematical, spatial, musical, bodily–kinesthetic, interpersonal, and intrapersonal. (Gardner, 2006)

My newly acquired knowledge will be immediately implemented as I design lessons that integrate Webquests, Virtual Field Trips, and other visual/audio modalities. This cognitive theory instructional strategy, known as Dual Coding, was discussed by Dr. Michael Orey.  (Laureate Education, Inc, 2011).  Dr. Orey explained how Piavio’s  Dual Coding Hypothesis suggests that people remember images better than they remember text (Laureate, 2011).  In addition, I plan to use concept maps as an instructional learning tool for introductions.  Also, as a cognitive learning tool by engaging students in a learning environment that will allow them an opportunity to construct the maps on the Activboard.  Concept maps are graphical tools used to help organize and connect information on a concept (Novak & Canas, 2008).  Cross-links help us see how a concept in one domain of knowledge represented on the map is related to a concept in another domain shown on the map” (Novak, & Cañas, 2008). 

This course has increased my knowledge base of various learning theories and instructional strategies that will allow me to transfer knowledge through strategically-designed engaging environments that will allow students to use technology as learning tools that assist in their construction of knowledge.  Exploration through social, cooperative, inquiry-based environments create an authentic learning environment that will help students acquire the skills needed to survive in this global digital era.  

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf