Learner Motivation

Learning Theory Reflection

Through the Introduction of formal education Instructional Design I have obtained a wealth of knowledge that will be beneficial to my success as a Human Resource Training Director; which is my ultimate goal. While studying the most valuable and striking piece of information I have learned in regarding how people learn is Ertmer & Newby (1993) development in learning a secondary language is difficult because children who have little or no exposure to language in the early years often have trouble acquiring language later on, even with intensive language instruction. In my own learning development struggling to learn a second language has been a mystery up until this course. I now understand how to move forward with learning a second language as an adult. Being a cognitive learner by nature will need to be adjusted to a behavioral learner to successful accomplish learning Spanish. Based on learning how there are barriers that exist for even the most intelligent student due to the topic the approach taken going forward will be to create materials in the simplest form and build upon skill throughout the course as I am able to assess the pace of learning each student has. As stated by (Potter, 2000; Lim, 2001) it is necessary for  the instructor to conduct a “learn how to learn online” session.

As stated by Ertmer & Newby (1993) key elements include the way that learners attend to, code, transform, rehearse, store and retrieve information (p. 52 ). Continuing my education will be a lifelong process as I enjoy learning and growing my knowledge of not only my profession, but also various other topics of interest such as bilingual studies, finance, and operations management. Barriers which once existed causing frustration as to why I was not able to learn one subject as quickly as I was able to learn most are no longer a concern. Multiple resources such as, social interactions; varied learning techniques according to the subject; knowledge of learning theories; networking and social resources will now be a regular addition to my learning process. Ormrod, Schunk, & Gredler (2009) conclude Vygotsky “considered the social environment to be critical for learning and thought that social interactions transformed learning experiences.  Social activity is a phenomenon that helps explain changes in consciousness and establishes a psychological theory that unifies behavior and mind.” (p. 191). Immediately being able to identify the cause of barriers are now able to be controlled through simple analysis of the cause and implementing changing my course of learning techniques. The next goal is to test my learning theory knowledge by attempting to learn Spanish once more utilizing behaviorist learning theories, style and techniques.

Regarding the connection between learning theories, learning styles, educational technology, and motivation I have learned they are all connected. To be a successful Instructional Designer knowledge of all the components must be present. The art of being able to guide others in an profession requires knowledge of the subject matter to fully understand and educate others. Keller, J (1999) Educators can manage learning environments to stimulate and sustain motivation, even though they cannot control it (p. 47). Understanding how a student learns, being able to identify how to apply styles of learning to course design, when to motivate a student and which technology resources are best to deliver for success is what will make a successful Instructional Designer and Trainer.

As I continue mastering developing Instructional Design for my Human Resource employees I will be able to create multiple course materials to assist each learner receive the benefits of continues education. I agree, Ertmer & Newby (1993) we also need adaptive learners who are able to function well when optimal conditions do not exist, when situations are unpredictable and task demands change, when the problems are messy and ill-formed and the solutions depend on inventiveness, improvisation, discussion, and social negotiation (p. 63). Although it is my responsibility as a Instructional Designer and Trainer of professionals there is also a great deal of responsibility employees must take in their own continued education to ensure they are able to grow in their careers. Providing the resources and a variation of course materials is the goal because the success of the student is a direct reflection, in most cases, of the course design.

The characteristics of an intrinsically motivated learner Ormrod, Schunk, Gredler, (2009) are:

  • Maintain attention and focus on the task (cognitively engage)
  • Show creativity
  • Seek more opportunities and challenges related to the task
  • Strive for deeper understanding
  • Frequently evaluate their own progress

Ormrod, Schunk and Gredler (2009) says “students learn effectively and engage in more productive classroom behaviors when they are intrinsically rather than extrinsically motivated to learn and achieve” (p.254). The two above mentioned references to course text are going to be at the forefront of my facilitating and design of course materials for my students. Their success will increased with the knowledge obtained regarding motivational and theoretic learning’s. Both the students and myself will become more successful and retain more to become better subject matter experts.


Cherry, K. Problem-Solving Strategies and Obstacles, About.com. Retrieved from

Cherry, K. What Is Cognitive Psychology?, About.com. Retrieved from



Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.

Keller, J. M. (1999). Using the ARCS motivational process in computer-based instruction and distance education. New Directions for Teaching and Learning (78).

Keller, J. M. “The Systematic Process of Motivational Design.” Performance and Instruction,1987b, 26 (9), 1–8.

Laureate Education (Producer). (n.d.). Information processing and problem solving [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Information processing and the brain [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Motivation in learning [Video file]. Retrieved from https://class.waldenu.edu

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.

Mayer, R., Wittrock, M. (2009) Problem Solving, Education.com Retrieved from

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

Pappas, C. (2015). Instructional Design Models And Theories: Keller’s ARCS Model Of Motivation.  Retrieved from http://elearningindustry.com/instructional-design-models-and-theories

Small, R. V., and Gluck, M. “The Relationship of Motivational Conditions to Effective Instructional Attributes: A Magnitude Scaling Approach.” Educational Technology, 1994, 34 (8), 33–40.

The New Media Consortium Publications: http://www.nmc.org/publications

Visser, L. The Development of Motivational Communication in Distance Education Support. Unpublished doctoral dissertation, Educational Technology Department, University of Twente, the Netherlands, 1998.


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

Fitting the Pieces Together

The study of Learning Theories has definitely provided a wealth of knowledge that will assist me in Instructional Design as well how to become a more successful learner. Appreciation of how others learn is instrumental in the resources I provide in addition to course design for my future classes. Prior to beginning my education of the Learning Theories I would study to learn new materials the exact same method with each course and become frustrated with myself because I was unable to understand why I was not able to retain subjects almost immediately. Under the assumption I was a behaviorist upon the inception of my studies I believe my barriers were based solely on my environment. After the competition of studying Learning Theories, I now understand I am a cognitive learner. Learning is best achieved as I relate new information to existing information to give the new material a value or meaning from what I have encoded and retained.


Various methods of learning are used based on the materials being learned. My natural state of learning is cognitive; however for more difficult learning’s the adult learning theory or social learning theories are more successful . As a result of taking a dive into educating myself on Instructional Design I seek networking, and mentoring opportunities with others in my same profession but in different fields. As I am able to relate to our professional similarities I also gain knowledge specific to their industries. Taking ownership of my own learning experience has greatly increased my ability to learn or and teach my students, mentors and counterparts how to become more successful as well. Upon the competition of my final masters in Instructional Design I anticipate reentering school in attempts to master Spanish with my newly obtained learning theory knowledge and resources.


Active human brain

Accessibility is a is the value technology has presented to me. In an effort to grow and learn more to prepare or promotion I sought the assistance of my superiors; however the assistance I received was not sufficient enough to assure me I would be successful in a new role. Unfortunately once a career enters senior level roles existing knowledge is important when going against completion for a promotion. Through technology of other Instructional Designers I have used blogs, professional groups, and my classmates as a leverage to prepare me for my desk step. Technology affords us the benefits of being able to connect with anyone in the world to build partnerships with other professionals who face the same challenges. Being able share experiences and best practices is just as valuable as classroom knowledge. In the field experience or knowledge of experience where problem solving skills have been used is a prerequisite to move up. I now utilize blogs, professional social websites, case studies, Skype to communicate with professionals outside and inside of my organization, and a mentor. I am confident that I will be successful, supported, equipped with the resources needed to enter management as I continue to build my network.


Johnson, L., Adams Becker, S., Estrada, V., and Freeman, A. (2015). NMC Horizon Report: 2015 Higher Education Edition. Austin, Texas: The New Media Consortium.

The New Media Consortium Publications: http://www.nmc.org/publications

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23.

Edutopia: http://www.edutopia.org/

Stansberry, S., & Kymes, A. (2007). Transformative learning through “Teaching with Technology” electronic portfolios. Journal of Adolescent and Adult Literacy, 50(6), 488–496.

Laureate Education (Producer). (n.d.). Information processing and problem solving [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Information processing and the brain [Video file]. Retrieved from https://class.waldenu.edu

Cherry, K. Problem-Solving Strategies and Obstacles, About.com. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm

Cherry, K. What Is Cognitive Psychology?, About.com. Retrieved from http://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm

Mayer, R., Wittrock, M. (2009) Problem Solving, Education.com Retrieved from


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

Connectivism- Learning Connections of a Human Resources DivaNerd

Connect Learn Educate

As a Human Resource professional continued education is a part of career success as well as being able to perform well. According to the National Center for Education Statistics, almost half of the adult population in the United States (43 percent for men, 49 percent for women) are enrolled in some form of lifelong learning (O’Brien 2015). Having immediate access to my mentor has added a great value to the way I learn. I am not able to call my mentor with to gain expertise on best practices, confirmation of laws and assistance with real life challenges I am facing with real time feedback and guidance. Networking with other professionals in your field as well as associated fields affords the privilege of building your support system as well as creating links to gain knowledge from others who offer various perspectives to aid in decision making. Connecting with others also offers access to future trends and forecasting for the future needs to stay ahead of the competition by developing yourself in advance.

The additional resources I have adapted to increase my learning networks has affording me to learn new skills. Communication, technology, broader perspectives and critcle thinking have increased as a result of welcoming change. Connecting through various portals available is something I now encourage others to seek. There are many resources to aid professionals in their growth. In order to remain competitive it’s important to continue to invest in ourselves as professional qualified to lead in change management.

Subscribing to professional groups such as SHRM Society for Human Resource Management and resource sites such as HR Advisor helps professionals to remain abreast of the activities, latest case studies, updated laws, developments in training and development etc. The learning materials and resources are specific to my career which is valuable because adults are most interested in learning about subjects that have immediate relevance to their job or personal life (Cercone, K. 2008). Adults are invested in their careers for several reason to include growth, merits, and increased status and as such learning which is directly relevant to their careers is most appreciated and absorbed.

Adult Learners are motivated by the opportunity to (Conlan, Smith 2003)

  • Gain new skills, knowledge, and attitudes to improve their work performance
  • Improve family life and health, enjoy the arts and physical recreation, participate in a hobby, or simply increase their intellectual capital

Learning to embrace digital tools such as eLearning tools, web-based training tools as well as blogging have improved my subject matter expert abilities due to being able to reach out to others outside of my office. being able to train and communicate with employees outside of my immediate office has granted exposure which will increase opportunities to promote into other roles. Line of site is imperative within my organization when it comes to promotion. The decision makers who will be able to offer guidance as I strive to become a director are now able to witness the true capabilities I posses. Adjusting to the use of technology has been an uncomfortable transition, however I appreciate the opportunities to learn and grow in hopes that I may grow and assist others to develop as well. A leader has to lead by example. If I become stagnant my team will do the same which will result in a low performing team. I produce high performance teams. We must continue to develop ourselves and welcome change. New trends involve instructional designers and facilitators becoming long-term assets to training departments (Conlan, J., Grabowski, S., and Smith, K. 2015).


Cercone, K. (2008). Characteristics of adult learners with implications for online learning design, AACE Journal, 16(2), 137-159.

The Benefits of Lifelong Learning for Adults 50-plus.  O’Brien, S. (2015) retrieved from: http://seniorliving.about.com/od/lifetransitionsaging/a/lifelonglearnin.htm

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

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=connectivism

Merriam, S. B. (2001). Andragogy and self-directed learning: Pillars of adult learning theory. New Directions for Adult & Continuing Education, v. 89, p. 3-14.

Siemens, G. (2005, January). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, Retrieved November 03, 2008, from http://www.itdl.org/Journal/Jan_05/article01.htm

Culatta, R. 2015. Andragogy (Malcolm Knowles) http://www.instructionaldesign.org/theories/andragogy.html

Evaluating and Identifying Online Resources

As an educator it is imperative to think beyond the minimal requirement for the lesson and awaken additional stimulating thoughts for students. The 2 web article sites I will mention below are amazing resources which contain both general facts and additional information pertaining to problem solving. Additional resources are also contained within the websites with a combination of various sources such as books, websites and journals.

Active human brain
                       Beauty of the Brain

Understanding how the brain works in cognation as it relates to problem solving is the nucleolus of creating effective materials in Instructional Design. Cognition is a term referring to the mental processes involved in gaining knowledge and comprehension. These processes include thinking, knowing, remembering, judging, and problem-solving. These are higher-level functions of the brain and encompass language, imagination, perception, and planning (Cherry)

Educator websites such as Education.com are full of resources to aid in the creation of Instructional Design, teaching tools, activity worksheets and much more. Utilizing resources such as this aid in completing a curriculum for your students and for the more creative instructor it serves as a model for creating your own materials. An article I found specifically useful in understanding the way in which the brain works is titled Problem Solving. The article speaks to other terms such as thinking, reasoning, decision making, critical thinking, and creative thinking (Mayor, R., Whittrock, M. 2009). Developing the problem solving skills of students is important because a metacognitively sophisticated learner is likely to monitor his or her learning. And by that I mean that the learner is constantly checking himself or herself. “Do I understand what I just read? Can I do something with it? Let me explain this to myself, or let me explain it to somebody else. Can I apply this? (Laureate Education). The more a student’s mind is formed into the supreme capability of a metacognative thinker the more the student will be able to own their learning experience and retain more knowledge to reach their goals.

An example of seeking out additional resources to further processing foundational materials, About.com, is an excellent resource providing articles surrounding a multitude of topics for almost all professions. While searching for additional information to stimulate my outside of the box thinking I stubbles across Psychology About.com. What an amazing resource. An interesting article I found was entitled, What Is a Mental Set? An effect of mental set can be when we often tend to fall back on solutions that have worked in the past. In many cases, this is a useful approach that allows us to quickly come up with answers. In some instances, however, this strategy can make it difficult to think of new ways of solving problems (Cherry). An article such as this would be a phenomenal article to create learning materials to stimulate a metacognative thinker immediately preceding their understanding of a cognative basics which is how the brain searches for existing information to make sense of new information.

Week 2- 1

Truth, yes the brain searches for existing information to relate to and grow upon. False, you must use the same information over and over. When we look at learning from the perspective of information processing, we make a distinction between storage and retrieval: storage being when you’re actually acquiring the information and retrieval when you already have it. (Laureate Education) Once the information is retrieved it can be modified to fit the problem solving, creative thinking process correctly in progress. Being innovative is a great skill to posses. Especially in the fast paced technological world we live in.


Laureate Education (Producer). (n.d.). Information processing and problem solving [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Information processing and the brain [Video file]. Retrieved from https://class.waldenu.edu

Cherry, K. Problem-Solving Strategies and Obstacles, About.com. Retrieved fromhttp://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm

Cherry, K. What Is Cognitive Psychology?, About.com. Retrieved fromhttp://psychology.about.com/od/cognitivepsychology/a/problem-solving.htm

Mayer, R., Wittrock, M. (2009) Problem Solving, Education.com Retrieved fromhttp://www.education.com/reference/article/problem-solving1/

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


Doorway to Professional Learning Communities

Human Resource professionals have the opportunity to specialize in career paths ranging from Human Resource Generalist, Training & Development to Employment Law. The variations of career specializations intermingle with almost any career path imaginable which is precisely why I chose a degree in Human Resource Management. As I grow into the specialized function of Training & Development I have taken an interest in Instructional Design & Technology.

Learning Theories & Instruction is the first course in my Master’s program. Creating a blog highlighting 3 blogs I will add to my list to follow and providing a critic of each emphasizing their value is the first assignment. Seems simple enough, right?? Wrong, I have never blogged before or searched for blogs to use as a resource. As a result, I am completely new to this environment and both nervous and excited to add another resource to my list of attributes to my career knowledge.


Reading a few of the articles on Business and Technology from this site has been eye opening to the similarities of issues I face in my position and most importantly offered solutions to begin the path to finding solutions that work for my employees. In an era where innovation, problem solving and both technology and business intelligence is thriving I must stay ahead of the opportunities for improvement within my organization.

With blog articles like:

Business Ideas: Managing People, Developing Employees


this site is sure to improve my knowledge on technology, developing employees and education which will align with the learning theories from my present course. This is going to be an excellent foundation to my success professionally and educationally.

Rachel Matz: Teaching Through Technology https://rachelmatz.wordpress.com/

In my role training is conducted through live and recorded webinars, SKYPE, virtual classrooms and other forms of technology verses in the classroom. I’ve conformed to the tools utilized by my department; however I plan to become a director over the entire organization which means I need to invest in my understanding of technology resources available in the teaching environment. I also must learn the best practices of learning through technology and how to apply learning theories virtually. This blog is from a teacher who is currently teaching through technology which is awesome because she can provide real world examples and case study information for immediate application.

Her blogs consist of:

Learning and Understanding: A Practical Discussion

Innovation: A Wicked Problem that’s Wickedly Important to Solve

Being innovative requires foundational understanding otherwise ideas are created but not useful to the audience.

Pea’s Teaching Blog https://peasteachingblog.wordpress.com/

My final blog website was chosen to learn and challenge the through processes of the teacher who writes for this blog. There is an extensive blog regarding Learning Theories which leads me to assume the writer has done research and is currently applying it when creating her curriculum. The purpose of the blog is “teaching ideas and experiences are shared”. We can challenge each other and test theories together from different angles of teaching. This writer is a teacher in the classroom and I am a trainer in a workplace environment.

I look forward to learning from several bloggers I follow, but these will be my top 3 followed by the blogs my classmate follow.

Hello world!

Welcome to my blog. I have just recently enrolled into Walden University to pursue to second Master’s degree is Instructional Design & Technology to further my career in Human Resources and become a Training Director.
This is my first blog and technology to this point has not been my strong suit. I did not need it before now to this degree. In a world where technology is being used in everything we do from facilitating corporate meetings to ordering pizzas from Domino’s I thought I’d better embrace this change and conquer yet another career challenge.
I look forward to learning from all of the talented bloggers and learning to utilize social media to grow in not only my field but perhaps additional ones as they relate to teaching along my journey.
Welcome to my journey and enjoy the ride,
Beauty and Brains represents the reason for my passion of Instructional Design. Blessing the world with real beauty means designing a plan to attract the world to the path of Brain Beautification one beautiful mind at a time.

Sunburst vector.

Happy blogging!