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.

 

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.

References:

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

http://www.education.com/reference/article/problem-solving1/

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).

References:

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