Adult Learning: A Puzzle of Life

My initial response to understanding my learning style(s) was that I found from my previous and recent experiences that I primarily learn through cognitive and constructivist methods. Yet after reading and reviewing the materials presented throughout this course and other references, I have come to a better understanding that I embrace various learning theories and styles. For instance, the behaviorist in me is revealed in how I pace myself in reading, writing and how I approach time management on relation to completing my assignments. The cognitive aspect of my learning comes into play when I find myself analyzing the information I have previously read and how it correlates to what I am currently doing to date and potentially the future. Constructivism, social learning and connectivism each are apparent in my ongoing and/or daily interactions with my peers, whether co-workers or Walden colleagues which allow further engagement in discussions that challenge and enhance my knowledge.

Today, technology plays a huge and continuous role in our learning whether we are directly or indirectly impacted by its presence. The most obvious is my enrollment with Walden University. Yet there are various aspects in which technology plays a major role in my ongoing learning and/or development. In relation to education (school), I utilize technology as a search engine to obtain access to varying resources and views. Although not all finds through technology are considered scholarly references, each may be considered extensions of such sources and may force us to want to discover its true birth place in turn trigger the desire to learn and the continuous outreach for knowledge. In relation to the workplace, technology is utilized on a daily basis to ensure ongoing connectivity to the internal, as well as, at times, the external activities that are relative to the business (e.g. healthcare). Regardless of the intent of use, technology has become readily accessible and a touch-point to many, if not all, and has been a useful supplement to educational and occupational growth. For me, such growth comes in the form of online courses (eLearning), search engines (e.g. Google), video montages (e.g. YouTube), interactive media (e.g. Flash media sites) and online social networking (e.g. blogs).

I am certain there are many more learning theories and styles that I and others embrace which we may not be aware; yet as I continue to learn about these various theories and styles I unlock a different aspect of myself. As an adult learner, I know that my approach to learning must be direct and to the point. I have discovered I am least likely to learn or attempt to learn something that appears to be overly convoluted or lack some form of structure. The introduction of technology bridges some of the gaps in concepts that maybe in the past we, as educators, were not able to convey. For instance, my determination to learn Spanish has been strong since high school, yet I have been challenged with understanding concepts, inflexion and grammar. During my undergraduate years I enrolled in a Spanish course to reach my desired goal. Although I was able to comprehend the grammatical aspect of the language, I still was unable to apply it to concepts. Today, I have revisited my goal and have turned to the option of utilizing technology (Rosetta Stone) as a possible learning tool. This choice reinforces my learning style and as the use of technology in a benefiting manner.

Which Apple Do You Choose?

In MI Theory and Personal Development (2009) Armstrong states "efore applying any model of learning in a classroom environment, we should first apply it to ourselves as educators and adult learners, for unless we have an experiential understanding of the theory and have personalized its content, we are unlikely to be committed to using it with students"(pp. 20). And I could not agree more. I think as role models, educators, directors and the like, we tend to forget that others may not always understand our intent in the manner in which we are attempting to convey or deliver an instruction, lesson, goal, etc. In order to understand how I can best facilitate learning for other as well as myself, I have to first get over the fear of knowing myself. Although I have already entered such a journey, this week’s assignment solidified my cause.

Of Gardner’s multiple intelligences (Armstrong, 2009; Gardner, 2003), I tend to embody and use six (6) of the eight: spatial, interpersonal, intrapersonal, naturalist, bodily-kinesthetic, logical-mathematical. As an artist at heart, I tend to utilize my artistic skills to convey messages primarily through spatial intelligence, yet each of the other noted intelligences aid me in my quest in delivery or learning. For instance, inter- and intra- personal intelligence is something that remains as a constant for me. Whether it is on the job as a Call Quality Monitor & Training Professional or while I am taking time for self-reflection, I find that such intelligence is pivotal to not only my own growth but others as well. The linguistic intelligence tends to suit well as a substitute to, if not complimentary of, my spatial intelligence. When I am lacking the words to express a concept, notion or idea, I am able to provide an image. Yet at times, I am able to use both effectively to convey a point to ensure comprehension. For example, to understand my learning growth cycle, based upon this week’s readings, attached is my learning tree and the fruits that I tend to grasp for more often to boost my learning health (intelligence).

In regards to the naturalist intelligence, although I am able to adapt well in unfamiliar surroundings, I am in agreement that to be within a familiar and comfortable environment enhances the ability for one to learn as well as teach. From a learning style and strategy perspective, comprehension monitoring allows me to gauge what I must do when I am reading or I will find myself literally lost in translation. However, if I am relating the information to a real life situation, when warranted, such as through elaboration, I am able to comprehend the concepts as well as retain the information for future reference. Although in the Laureate Education, Inc. video program, “Learning Styles and Strategies”, Dr. Ormrod found them as useful learning tools, however I find at times the use of mnemonics may cause more confusion than necessary. With the attempts to abbreviate a vast majority of concepts, phrases and the like, mnemonics rank on the lower portion of the learning decision tree for me much like memorization, rehearsal or recall.

Keeping this in mind, I think that Dr. Ormrod and Gardner brought forth one of the most critical messages to remind us of our course as Instructional Designers and our primary focus: that we must acknowledge that no two people are alike in learning or their approach to learning. Yet Gilbert and Swainer (2008) offer us a deeper perspective or different view as they want us to consider the fluctuation of learning styles within a set course or study. So, I ask how does this equate or coincide with multi-intelligences. Is it possible to fluctuate in intelligences as well as learning styles while attempting to take a course? Is such a shift recognizable, or does it occur in a flash?

Connectivism

In Connectivism, Davis, Edmunds & Kelly-Bateman (2008) quote Siemens's (2005)definition on connectivism as follows:

...connectivism is driven by the understanding that decisions are based on rapidly altering foundations. New information is continually being acquired and the ability to draw distinctions between important and unimportant information is vital. Also critical is the ability to recognize when new information alters the landscape based on decisions made yesterday.

At times, we may not even realize that it only takes a moment to attain knowledge or learn something new or build on something you already know from someone else. Based upon this small snap shot of my network, or “mind map”, it confirms that I, like many, have access to various methods and means of knowledge attainment and/or learning. From previous learning experiences, I have found that the best way for me to learn is kinesthetically or visually. Some virtual tools to facilitate my learning are those that allow self-pacing (e.g. online courses, untimed eLearning courses) and are interactive. However, at times, asking questions is the most upfront method, yet it may not always be to most effective or efficient.

With this respect, I find that building from the feedback or information provided or attained from others enables me to branch off on my own to investigate or research further. From this method I tend to attain additional knowledge then what was initially intended. For instance, I may refer to a fellow colleague or a peer regarding a specific topic of interest (e.g. social intelligence). In approaching my colleague it is made apparent to me that the questions I am posing are being met with lack of enthusiasm in the responses unmasked by simple phrases such as “I’m not certain”. If minimal information is being provided, I tend to utilize the minimal information as a stepping stone and move forward onto researching the topic of interest through other facets or branches of my network, or mind map. In this particular scenario, I may pull from my higher education and web-based community branches generating interest around how to obtain the information (whether by hardcopy or online references).

If not for these very connections created within my network, I may not be at the level of knowledge attainment I am at today. The following are highlights of each aspect of my mind map and how it relates to the greater connection of networking, learning and knowledge attainment:

Social Impacts: Co-Educational Organization

This aspect allowed for diversity in relationships in turn building diversity in thought and expression. As I continue to build diverse relationships the expansion of my knowledge grows. Such relationships aid in my growth professionally, socially, and most importantly personally which opens the door to more networking.

Institutionalized Learning: Higher Education

For some, higher education provides a gateway to knowledge that was untapped or unforeseen. Yet, for me, the realm of higher education paved the way to additional avenues that were not planned through a curriculum. A majority of my knowledge base was derived primarily through the face-to-face relationships created within various social settings or surroundings. The high educational institution was the key to unlock such a door of opportunity to a “group think” community.

Higher education also provides an arena to allow focus on a particular interest of study (e.g. major or minor). As an undergraduate, Sociology was my selected choice of study. Since Sociology focused on the study of people and the various social microcosms, it sharpened my observational and analytical skills making it an easier transition in understanding or applying psychological concepts to the sociological world, and now the Instructional Design realm.

Connection to web-based communities

The introduction to web-based communities has been extremely revolutionary. Such tools as Facebook, YouTube, Wikipedia and other social networking online environments provide additional avenues to knowledge-based information or circuits. For instance, Google.com provides the opportunity for an online user to express their thoughts and intermingle with others on the same or similar platform through RSS (Real Simple Syndication) feeds. Through such a venture personal connections may be created to enhance the learning experience or enable additional methods or modes of knowledge attainment. This, also, aids in additional networking and ongoing connectivism.

Professional World: Corporate Training Professional

With the previously noted in mind, I am able to face and tackle various instructional design challenges in regards to training and development in the work place. At times, I pull from each aspect of my mind map to gain a better perspective on how to best meet a goal or handle a situation. When focusing on training and development, the utilization of my knowledge in the web-based communities and higher education areas compliments my creativity and innovation to ensure I am presenting the best solution for the adult learner.

Overall, I have come to a greater understanding of and respect for the varying learning theories and concepts and how they may apply to my role as an Instructional Designer and a continuous learner. I am allowing myself to learn more and more each day as I continue my journey with Walden University; a journey that I am happy to be able to add to my mind map of connectivism.

What are your thoughts? What does your mind map reveal about you and your learning style, approach or knowledge attainment? Do you think through this brief overview we would be linked by one another's networks? Much like 6 degrees of Kevin Bacon, I would think we would be and if not it would only be a short period of time before we crossed one another's paths.