This serves as my reflection on the past eight weeks of studying Learning theories and allied subjects. While studying learning styles, as well as having discussions with colleagues on the discussion boards, I identified various techniques. Dr. Keller’s ARCS model merged seamlessly with the foundations in learning theory, thus making application easy. Provided reference materials were very useful, but not as accessible as they had been in previous course weeks. And, based on what I learned about scaffolding and the use of increasing complexity of learning modules to stretch cognition, I believe that the course designers have used this strategy well to help students gain skills and techniques which will help the Instructional Design career as we move forward.
Introduced to Blogs and RSS feeds early in the course, I was able to design and publish this blog site (Design4intelligence). It is blog directed at Instructional designers, focusing on design methodologies, design tools, and best practices. Within these eight weeks, Design4intelligence has had seven new posts and various constructive comments from readers. I have also subscribed to six RSS feeds from allied blogs, and I am glad I was introduced to blogging as a tool for engaging my professional world as well as a constructivist learning tool employing Connectivist methodologies. I have also enjoyed using mindmap designs in my publications.
The materials which dealt with Andragogy as a different science when compared to Pedagogy, helped me understand the usefulness and focus of both areas of study (Pew, S. 2007). I think the Instructional Designer of today’s Online class modules needs to be well aware of the principles in both. Due to the diversity of today’s classroom, separation may not be as easy as theory suggests, therefore, I see a merged approach being the most feasible choice. I proposed in one of my Discussion posts, an andra-pedagogical approach. Also, I came across a term: Heutagogy, in the process of my studies, and it will probably be the focus of some of my research in the future. (Hase & Kenyon, 2000)
I was quite excited when in the final weeks of this course, we started on the subject of motivation. Having had challenges with motivation many years ago as a newcomer to the virtual classroom, I was glad that a pet interest of mine which developed into a capstone paper last year, could receive the boost that came with my learnings in this class on ‘Motivation’. I am absolutely convinced of the tremendous impact that Instructional Designers can bring to bear on student engagement, motivation, learning and success through the application of resourceful and focused design strategies. (Huett, Moller, Young, Bray & Huett, 2008) (Huett, Kalinowski, Moller & Huett, 2008).
Hase, S., & Kenyon, C. (2000). From andragogy to heutagogy. Ultibase Articles, 5(3), 1-10.
Huett, J., Kalinowski, K., Moller, L., & Huett, K. (2008). Improving the motivation and retention of online students through the use of ARCS-based E-mails. American Journal of Distance Education, 22(3), 159–176.
Huett, J., Moller, L., Young, J., Bray, M., & Huett, K. (2008). Supporting the distant student: The effect of ARCS-based strategies on confidence and performance. Quarterly Review of Distance Education, 9(2), 113–126.
Pew, S. (2007). Andragogy and pedagogy as foundational theory for student motivation in higher education. Insight: A Journal of Scholarly Teaching, 2, 14–25.