Personal Development Plan

Competencies

Technical abilities utilizing software

Management skills

Confident

Motivator

Persistent

Customer focus

Team oriented

 

Improvement Opportunities

Lack of expertise in field

Lack of experience/never held position in ID

Lack of required certification

 

Development Goals

Job Experiences – Promotion- Attain in Learning and Development role – A position within the L&D department in my organization will enable me to enter the field and have the opportunity to begin gaining experience in the field.  I have already applied for a specialist role within my organization.

Interpersonal Relationships -Coaching – Through coaching within the L&D team, I will enhance my current knowledge and gain expertise in the L&D role. I will request the coaching and feedback of my manager and peers to attain this goal.

Mentoring – I will partner with a professional in the L&D field under a mentorship program. This will assist me in developing my skills and obtain support from an experienced individual whom can not only offer me growth opportunities in learning but also provide feedback and insight as to the areas in which I would need to focus to achieve my goals. According to Noe (2013), “a mentor is an experience, productive senior employee who helps develop a less experienced employee (the protégé)”. As such, as part of my search for a mentor, I will ensure that the individual whom I select as a mentor, possesses the experienced required to be an effective model for me.

Formal Education – I will pursue certification in PHR through additional training and preparation course. I will also pursue additional training within the L & D field through seminars and trainings offered by ASTD through which I am a member.

Training and Development Needs

Obtain hands-on, on the job experience in training and development, designing and facilitating training

Required experience to qualify for PHR assessment

Reference

•       Noe, R. A. (2013). Employee Training and Development. (6th ed.). New York, NY: McGraw Hill.

Technological Advances used Today for Training

Some of the technology advances which were discussed in our resources and ones which have caught my attention are webcasts/webinars, computer-based training, blended learning, and wikis. An additional resource I discovered during my research was the use of video games to provide video games for training Army soldiers. Webcasts have enabled training to be delivered to multiple areas at the same time and different places. I have used webcasts and learning when learning about new features for programs at work. These allow the material to be presented and usually provide opportunities to ask questions to the facilitator. I have used computer-based training to complete compliance training required. CBT makes training possible by providing several methods such as training through the web, cds or dvds. CBT has enabled me to complete my training sessions on my own time; it has provided flexibility. I discovered blended learning when I was attending a community college and it was interesting for me because it was my first exposure to it. I was unsure if I could do online learning so I decided to try this approach and must say that I enjoyed it. It was convenient for me to have time with the teacher and be able to do some of my work on my own on the computer.

I learned about Wikis during one of the courses for the current program I am pursuing. I believe Wikis are such a great tool. We currently use Wikis at work as our shared drive. It is convenient because you are able to share documents, create and edit and make it accessible to multiple users. One other interesting tool I found which is used for training is video games. According to Tracy K. Robillard, AMC, (2011), "Picatinny recently received a patent for a process to safely train Soldiers how to operate a variety of robots used in Iraq and Afghanistan to detonate improvised explosive devices, or IEDs. The Robotic Vehicle Trainer is a realistic video game that simulates combat environments and uses the same controls as actual robots used in Explosive Ordnance Disposal. "The virtual environment inserts the student into hazardous environments enabling familiarization with the robotic vehicle and EOD (explosive ordnance disposal) bomb disposal tools". This method is interesting because it provides soldiers a simulated environment out of harm's way and provides them with an example of what they may encounter.

I believe all of the technologies above will continue developing and becoming more refined to serve a bigger purpose than what they are currently serving. I believe; however, that the use of cds and dvds may severely be reduced or will completely disappear because it provides limitations just as it does benefits. I believe that in the future we will rely more in flexible instruction presented with technological tools and advances.

References

Noe, R. E. (2013). Employee Training and Development. (6th ed.). New York, NY: McGraw Hill.

Robillard, T. K. (2011).  Picatinny advances EOD training with video game technology. Retrieved December 5, 2013, from: http://www.army.mil/article/53259/.

Stolovitch, H. D. & Keeps, E. J. (2011). Telling ain’t Training. Alexandria, VA: ASTD Press.

Needs Assessment

I was employed by an organization which provides public health services in the city I reside. This opportunity was my first job within a governmental agency and it allowed me to learn about governmental policies, processes and limitations, to say the least. This organization experienced two rounds of personnel reduction within a year’s time and subsequently, the staff that was retained was required to inherit additional duties. Unfortunately, the loss of personnel created efficiency issues. It seemed that the personnel who worked at the clinics suddenly forgot the tasks they were required to do on a daily basis and this created a backlog of work in the clerical area. Billing became backlogged, faxes were not being addressed as required, and referrals were not being processed. No one realized what was happening until a problem arose.

 

Until today, this issue continues happening and no one has been able to find a solution. In performing a needs assessment at this organization, I would first obtain the buy-in from the Administrator. I would also ensure that I obtain the buy-in from other executive leadership as the executors for the organization, the assistant directors who oversee the clinics, the subject matter experts – key personnel such as the clerical supervisor, the billing lead, and clinic manager.   

 

Some of the questions I would ask the executive leadership would be:

What are the results of the current performance and how is this performance affecting the efficiency and overall organization?

Based on your assessment, is there a need for training? Within the departments or the clinic setting?

Who would be the key staff who can provide current status of the organization?

Are there any foreseen roadblocks from mid level or first level  management I should be aware of?

 

Questions I would ask the assistant directors would be:

What will be their level of hands on involvement in this initiative?

Are there monetary constraints which could affect the development of a strategy to counteract the current deficiencies in performance?

Who will be designated to assist in training the staff?

Which function of the organization should be the main focus for training? Who should be trained?   

Who are the SMEs or champions of the deficient processes?

 

Questions I would ask the SMEs (billing/clerical) would be:

What processes are being completed as required?

What is the current backlog in each area? What are the timeframes? What are the goals?

What function is mostly affected? And what function is the priority? Billing, referrals, fax management?

How is the organization/clinic affected when these processes are not completed? What are the effects to other functions? What are the effects to the customers?

What skills needs are needed to complete each function? Do all the staff have the required skills and knowledge to execute the duties, based on your knowledge?

 

Documents or records I would like to see are work samples, policies and procedures, standard operating procedures, logs for tasks requiring logging such as faxes, backlog of claims, deficiencies/losses created due to current situation.

 

Techniques I would employ would include observations, questioneers, interviews, documentations such as policies and manuals and historical data. This will enable me to analyze the current process and environment, it will provide me data and information as well as a visual understanding of how the process is currently completed and the factors preventing the completion of the tasks as required. It would also allow me to obtain information from the staff regarding their understanding and interpretation of the processes and provide me insight as to what they feel is working or why it is not. In addition, I would potentially work with a focus group for defining and implementing revised processes and procedures.

Reference

Noe, R. A. (2013). Employee training and development (6th ed.). New York, NY: McGraw Hill.

The Truth About Training

So you say that training is not important in your business? Or that is complicated and costs too much?

In today's business landscape, training is not just a matter of survival; training is what separates high performance organizations from those fighting to survive. Today, many organizations view training as a luxury, not a competitive and strategic necessity; however, training is essential to secure business longevity and success. Why?

Fact 1: Training is important to grow your business, to retain valued and knowledgeable staff, and to attract high performing job candidates. Training is more than just building skills and knowledge.

Fact 2: Investing in effective training can contribute to your company’s competitive advantage…why? Because the staff’s recognizes and appreciates the investment made and it improves your staff morale and engagement; therefore, yielding stronger commitment, higher productivity, better customer service and lower turnover.

Fact 3:  Effective training improves the bottom line….why? because it can provide your staff with improved processes and methods in which to do their job more effective and efficiently which translates into improved efficiency, faster and improved production ultimately lowering your production costs and maximizing the return on your investment.

Need more facts, invite me in to conduct a needs assessment of your organization, and allow me to show you how your investment in training can elevate your organization’s performance, business’ success and improve your competitive advantage.

 

Training and Development Course

Greetings, this is Jia and I am very excited to have begun the Training and Development course. I look forward to the insight and content this course will be provide and all the new opportunities to learning. I hope everyone who subscribes enjoys the content of the blog and is able to provide feedback to the content presented.

Jia

Analyzing Scope Creep

According to Portny, Mantel, Meredith, Shafer, and Sutton, Scope creep is "the natural tendency of the client, as well as project team members, to try to improve the project's output as the project progresses" (2008). An example of scope creep is the addition of fields in an implementation which was half way completed. I once worked for an organization which was implementing a new customer management system. A team was created to plan and design the system for 20 branches of the company. The budget and plans were created and the system was designed. Once the program was developed and tested and implemented (installed) throughout 15 branches, the branch manager of the branch I worked in decided that additional fields in the program were to be added to facilitate data tracking due to the uniqueness of the business and its clientele. The request was necessary; however, it delayed the implementation by two months for all of the branches. Due to how the program was created, the additional fields could not be implemented by just adding them; the fields had to be added to the original program and installed in every branch where the program had already been  installed even if the fields would not be used. In this case, the program had to be rewritten, retested, and reinstalled in 15 branches where the implementation had already taken place and installed in the other 5 branches including ours. 

            Extra expenses were incurred in labor; the company was charged double for the labor to write the program. In addition, due to the time this consumed, the company had to pay for travel and lodging of the technicians who were contracted for the implementation of the programs due to the extended time required. In all, the company spent an extra $28,000 than budgeted. Had I been the project manager responsible for the project, I would ensure that I defined all the needs of the project in detail per branch to ensure I address every branch's needs individually and to assure that the implementation would be completed within the allotted time and would have stayed within the defined budget.

References

Portny S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.

Communicating Effectively

Effective communication is extremely important to ensure that the message intended is relayed effectively. Without this, communication can be misinterpreted or dismissed.

In the email, the sender seemed desperate in requesting the information needed. It is perceived that Jane was understanding of Mark’s busy schedule but insistent in obtaining her information due to a deadline. It seemed that Mark had delayed and even dismissed her prior requests.

In the voice message, Jane’s voice was more serious and unfriendly than on the email. Her tone of voice was firm and without saying it, it seemed that she was blaming Mark in advance for missing her deadline because he did not send the information required.

 

The face to face conversation to me did not seem pressing at all. It was friendly and somewhat dismissing of the fact that the information was needed immediately. Jane seemed to be asking rather than telling mark that the information is needed. In this tone, Jane’s request and deadline may not be taken seriously or as serious as on the voice message.

I believe that hearing the message but not seeing a face expression or mannerism made the message more concise and direct. I believe the voice message conveyed the true sense and meaning of how and what was said and the urgency it carried.

I have learned that effective communication is very important. I also learned that it is important to effectively relay the urgency of matters in a way in which it is understood correctly in any way it is relayed. For example, if it is a document you need, it is important that the urgency is expressed effectively to prevent a miscommunication to the receiving party. I also learn that the use of expressions and hand or face gestures can degrade the message being relayed therefore making it ineffective.

Reference

Laureate Education. (2011). The Art of Effective Communication. Retrieved November 15, 2012 from: http://mym.cdn.laureate-media.com/2dett4d/Walden/EDUC/6145/03/mm/aoc/index.html

Customers’ Files conversion to Electronic Files

I previously worked for a company which endeavored to converting their customers’ files to electronic files. This meant that all of the information contained in their customers’ accounts would be turned from paper files to an electronic file. The information in their customers’ files included signed contracts, signed invoices, and signed service agreements. The software the company planned to use was a program which was developed by one of the programmers in the company.

The project began by creating a test group. They selected a small group of accounts to convert. A timeframe was established for the conversion of the accounts, and a budget was designated for the expenses of the project. The conversion of the files consisted of utilizing a group of employees to manually scan all of the documents inside each of the customers’ files; a total of 12,000 customer files were to be scanned. The pilot group was instructed how to scan the files and was assigned 50 customer files to scan. The staff that would be responsible for the duties was selected and instructed to begin. The first 50 files were scanned with very minor issues. The management team felt the pilot run had been a success and began scanning all of the customers’ files. This is where the problem arose.

Unfortunately, the management did not take several variables into consideration when planning for the project. First, the project plan did not include all of the elements. It lacked the assignment of the roles of all the team members, a detailed project schedule, the budget allocated was not well thought out, therefore, creating a deficit, and the possible risks and responses were not addressed or planned for. The management assigned one manager to manage the execution of the project as well as manage the staff involved. This overloaded the manager as he was responsible for all phases of the project without assistance. Second, management failed to maintain vigilance and did not check the performance compared to the plan designed. The tasks of the project were taking longer than it was planned for and problems arose which were not planned for.

Needless to say, this project failed in all aspects; planning, budget, efficiency and due to the mishaps which happened during the execution of the plan, the project failed as it was abandoned and never completed. I believe that poor planning and communication caused the failure of this project. Defining an effective plan and engaging all of the stakeholders and individuals responsible for the project and its success would have ensured that the project was successful.

Reference

Greer, M. (2010). The Project Management Minimalist: Just Enough PM to Rock Your Projects! Retrieved November 9, 2012, from https://class.waldenu.edu/bbcswebdav/institution/USW1/201320_04/MS_INDT/EDUC_6145/Week%202/Resources/Week%202%20Resources/embedded/pm-minimalist-ver-3-laureate.pdf

EDUC 6145-Project Management in Ed. & Training 2012

Welcome. My name is Jia Robinson and this post serves as introduction to my blog for my Project Management in Education and Training course as part of my curriculum.

Perceptions of Distance Education in the Future

According to Gambescia & Paolucci, (2009), “the number of students participating in college-level online courses has out-distanced all other forms of distance learning, in a remarkably short amount of time”. Distance education has been increasingly growing acceptance throughout the last few years (Siemens, 2010). In the previous five years, distance learning has gained believers and disbelievers. Some individuals believe that distance learning is not comparable to the traditional method of learning. I believe the perceptions of distance learning in the next five to twenty years will positively improve. I foresee that in the future, distance learning will be relied upon more than the traditional method of face-to-face instruction. The advancements in technology have facilitated the adaptation of online and distance learning and have enabled learners from all places to take advantage of this advancement.

Distance learning will continue to evolve in the next 10-20 years as technology improves and evolves. Distance education will individuals from all parts of the world to obtain education, whether related to school or a corporate environment. There are; however, challenges that must be surpassed. A key challenge that must be surpassed is the “bridging the gap of comfort” (Siemens, 2010). Learners must become used to and comfortable with learning online. This will enable that learners become adapted to this method and make use of the resources that are available using online learning. I believe that most courses and programs will be facilitated online in the next five to ten years.

As an Instructional Designer, I can be a proponent for improving societal perceptions of distance learning by designing and facilitating effective and efficient instruction in all settings I facilitate. it is important that effective and efficient online instruction and curriculum preparation is demonstrated in order to improve societal perceptions of distance education. Instructional Design professionals must understand what motivates students and the outcomes desired for the learner. It will also be important that the ID professional understands the need of students and define precise goals for designing and effective facilitating of the curriculum. ID professionals must also be personally educated and prepared in order to effectively design instruction. In addition, an ID professional must be aware and knowledgeable of the technology available as well as the needs, factors affecting and availability of resources for learners to access the curriculums. Without technology available to learners, learners will not be able to participate in the lessons. A lack of understanding of the technology and needs will detrimentally affect the delivery of the instruction.

As an Instructional Designer, I will be a positive force for continuous improvements in the field of distance education by ensuring that the incorrect perceptions of distance education are corrected. I will design effective instruction that addresses the needs of my learners. I will ensure that while designing instruction, I understand how accessible the lesson is and will ensure to do all possible to provide accessibility to resources to the learners. I will continue researching and educating myself in the new discoveries, improvements, and enhancements of distance education so that I can be a resource to others in the field.  I will also ensure that all the lessons learned throughout my program at Walden University are effectively applied to the lessons and instruction I create. I will promote the use of innovation and technology in future designing and will collaborate with professionals who can enhance my knowledge and skills in the field.

 References

Gambescia, S., & Paolucci, R. (2009). Academic fidelity and integrity as attributes of university online degree program offerings. Online Journal of Distance Learning Administration, 12(1). Retrieved from http://www.westga.edu/~distance/ojdla/spring121/gambescia121.html

Siemens, G. (2010). The Future of Distance Education. Laureate Education. Video.

Considerations when Converting Training into Blended Environment

One of the considerations for preplanning is to understand if there is a budget available for the conversion of the program. The trainer needs to secure not only a budget for the program but also for the technology to be implemented as part of the program. The trainer must also ensure the availability of resources and equipment such as computer, space for training and use of computers, and the availability of server space for the materials. It is also important to consider the program’s audience to ensure the learners’ capabilities and limitations for appropriate instruction. The content to be delivered must also be considered. The trainer must understand what limitations exist when facilitating in a blended environment; is the content appropriate for such method?

The media must also be considered; how will it be used and developed? Curriculum development? According to Simonson, Smaldino, Albright, and Zvacek, 2012 “The key to using quality instructional materials is that the appropriate media is selected…Instructional materials need to enhance the learning opportunities for students”. In addition, “the instructor can design instructional materials to direct students in their exploration of content and to actively engage them in the learning activities”. It is also important to consider what methods will be used to engage the learner. According to Smaldino, et. al., “the more actively engaged the students, the more likely learning will occur in a distant setting” (2012); therefore, it is important that appropriate methods for engagement are considered to ensure the success of the blended sessions. Some aspects of the original setting that could be enhanced are the any lectures. The lecture can be delivered face to face but enhanced with additional material or exercises for the learner to complete through the web; such as tests, activities requiring student collaboration or discussion forums among the staff. Smaldino, et. al., teaches us that “strategies such as problem-based learning, collaboration, and student-led discussions work well in asynchronous settings” (2012).

Some tips for increasing and improving communication would be discussion forums where learners must participate, group-based activities which require all team members’ participation through wikis or other collaboration tools, provide training, and stress the importance of effective communication for the success of the program and the learners.

Consideration PDF Document 

Resources

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Pearson.

The Impact of Open Source

Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations
URL: http://www.extension.harvard.edu/open-learning-initiative/china-history

Does the course appear to be carefully pre-planned and designed for a distance learning environment? How so?
The Chinese Studies: Video Lectures with Harvard Faculty; China: Traditions and Transformations was very overwhelming for me. I believe that this course lacked planning for delivery in a distance-learning environment. From the beginning, the technology, which should have been used, was not present. In the first video, there was a problem with the DVD, which leads me to believe that it was developed for a face-to-face setting rather than online. The slides presented as resources were very poorly designed. They were plain and boring. They were not enticing or pleasing to the eye. This type of resource does not motivate the audience but rather loses the audience. There were too many pictures. The speaker was not engaging during the lesson. It seem that this course was a face to face course that was dumped onto the Web (Simonson, Smaldino, Albright, and Zvacek, 2012).

 Does the course follow the recommendations for online instruction as listed in your course textbook?
I believe it did not. According to Simonson, Smaldino, Albright, and Zvacek (2012), it is important that designers “organize the course and make the organization and requirements clear to student” (p. 134). I feel this course lacked organization and focus. Not only the course but also the facilitator. The courses; however, was presented online, therefore, some of the recommendations were followed but he course was not designed for online learning.

Did the course designer implement course activities that maximize active learning for the students? Be sure to state which Open Course you selected and provide the URL.
According to Dr. George Piskurich (2012), part of the designing stage for the course, is to figure out how you are going to teach the course and what activities will be implemented based on the objectives of the program. I believe this course was not designed as such. There were several samples/stories shared by the presenter while delivering the content and there were slides included as supporting content for the course; however, the course was boring and lengthy and it lacked activities to engage the learner in the course. The delivery via online required for the learner to have access and the knowledge to use the internet; therefore, some consideration was given to technology.

References
Harvard Extension School. (2012-13). Chinese Studies: Video Lectures with Harvard Faculty - China: Traditions and Transformations. Retrieved October 4, 2012, from: http://www.extension.harvard.edu/open-learning-initiative/china-history

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2012). Teaching and Learning at a Distance; Foundations of Distance Education (5th ed.). Boston, MA: Pearson Education, Inc.

Collaborative Training Environment

In a collaborative training environment as presented in example #1, media sharing sites would be beneficial to address the challenges and requirements of implementing the training workshop for the offices and to ensure that the staff share information, such as screen captures and documents and participate in ongoing collaboration. A tool such as Slide Share can allow the ID to share slides, such as PowerPoint with the staff as required. With this tool, staff will also be able to comment on, and share the content. According to The Technology of Distance Education, “media sharing sites are web sites that facilitate the sharing of content and artifacts such as text, pictures, videos, presentations, and audio files”…”the artifacts posted on media sharing sites can be viewed and commented on by a much wider audience than a video sent to a family member or a friend” (2011).

Another tool, which may be useful to address the challenges of example #1, is the use of discussion technologies such as discussion forums. Websites like “Tangler and Nabble allow synchronous and asynchronous threaded conversations – discussions in which the postings are related to a specific topic”…”Jabber and Gabbly allow teachers and students to interact synchronously through an instant-messaging-style interface” (2011). These tools will enable the required ongoing collaboration. Slideshare has been successful and used in a higher education setting in which slides containing course content has been presented.

 
References

Laureate Education. (2011). The Technology of Distance Education: Menu of Technologies. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1373693_1%26url%3D

Sadik, A. (2012). Distance Education and the Internet. Retrieved from http://www.slideshare.net/u083133/distance-learning-2137094

Defining Distance Learning

Before I began seeking information regarding distance learning, I was under the impression that DL was very limited in what it could offer. I was aware of certificate programs via mail and had actually tried that in the past; however, I was aware that a master’s degree could not be obtained through “mail order”. Since I wanted to obtain more information as to the programs available through DL, I conducted research online. I looked through blogs, boards, and university sites trying to obtain a thorough understanding of the demands and requirements of learning through the internet.

Distance learning for me meant that I would obtain instruction through the computer. For me, this included a pre-recorded lesson that I would access, a web-based lesson or something else self-paced. I expected a professor to create said lessons and I expected not to have such interactive communication with individuals, whether a professor or other classmates. I assumed that the books would be available in print and that I would be assigned work, I would complete it, I would turn it in, and on to the next assignment at my own pace. I never expected deadlines, guidelines, or as I stated above, interactions.

Now that I have learned, through reading and experience, what DL is, I am amazed at realizing how incorrect my understanding was. According to According to Dr. Michael Simonson (2011), Distance Learning is “formal education that is institutionalized based where a learning group (teachers, students, and resources) are separated by geography, time and where technology are used to link the resources between the teacher and learner”. I believe that the importance of this formal education is the quality of the education. According to Moller, et. al., (2008), “the spread of performance-based testing and the growing concern with quality distance education are leading a number of providers to examine models of quality based on learner performance”. As such, “distance education could eventually be the point of leverage to develop and to propagate performance-based quality standards throughout post-secondary education”.

My new definition for DL is that DL can be obtained through the computer as well as through other technological tools, which include pre-recorded tools, web-lessons, and self-paced lessons. These tools only supplement core educational principles and concepts, which are provided in a pre-designed instruction curriculum and one that provides the opportunity to interact and learn with others to augment the outcome of the lessons.

The future of DL is somewhat predictable but its complete progression is yet unknown. Judging by current technological advances and how said advances have made DL rapidly develop and advance to a level unforeseen by many, we can only predict that DL will advance further with the refinement of the principles and the further advancement of technology. I believe there will never be a “final product” for DL because the more advancement achieved by technology, the more it will provide an opportunity for DL to further develop. However, it is my opinion that traditional methods of instruction will always remain and will serve as the principles for creation and evaluation curriculum development.

References

Moller, L., Foshay, W. R., Huett, J. (2008). The Evolution of Distance Education: Implications for Instructional Design on the Potential of the Web. Tech Trends 52(4).

Simonson, M. (2011). Laureaute Education. [Video].

Distance Learning Course

This blog will be used to post the required material and lessons for my course of Distance Learning as part of my curriculum for Walden University.

I hope you, my subscriber or visitor, enjoy the content and collaborate in enhancing my learning. Thank you.

Jia

Reflection about my Learning Theories and Instruction Course

Reflection

Many individuals believe that learning is a simple and normal process which all individuals young or adults experience automatically. Many others believe that you do not think about learning because it is present at all times. However, learning is more complex than what is thought to be. Learning involves internalization through cognitive processes and involves lessons and reactions from what surrounds the learner, the learning environment, and input and support from facilitators. According to Dr. Ormrod (2009), “To teach effectively, you've got to know how learners learn…in particular how they think,  what's going on in their heads  as they're studying, as they're reading, as they're responding to questions, and so on”. As such, in order for instructional professionals to be effective, they must thoroughly understand the learning and thought process of their students. This will ensure their lesson is effective.

What did you find surprising or striking as you furthered your knowledge about how people learn?
Some facts which I found interesting and surprising are the theories of theorists which existed many years before this decade which presented the principles of learning and knowledge before the evolution we are currently experiencing in technology. It was amazing to me how these principles apply so perfectly to how we learn today; however, some of the theories; such as Lev Vigotsky's Sociocultural Theory were not in use until recently. It was also amazing how these theories could have potentially helped in the evolution of science and technology in years preceding today; however, people failed to discover them and/or apply them since “learning theories provide instructional designers with verified instructional strategies and techniques for facilitating learning” (Ertmer, 1993). It has also been interesting that the process of learning involves many factors, internal and external and the instruction received depends on the instruction provided. The instruction must be concise and the manner in which is taught must take in consideration the how the learner conceptualizes and interprets the information/lesson taught. Another factor interesting to me is the importance that cognitive processes have in an individual’s learning and thought processes.

How has this course deepened your understanding of your personal learning process?
The content of this course as well as the resources provided have immensely opened my eyes about learning and in particular about my own learning process. According to Ertmer (1993), “learning is an enduring change in behavior or in the capacity to behave in a given fashion, which results from practice or other forms of experience”. I realized that my social environment truly influences the manner in which I learn. According to Ormrod, Schunk and Gredler (2009), “Vigotsky considered the social environment to be critical for learning and thought that social interactions transformed the learning experiences”. As such, my social interactions with professors, peers, family, friends and my environment influence the way I learn. I now realize that I conceptualize lessons by association. I often find myself comparing lessons with prior experiences to interpret a concept. In addition, my environment allows me to “transform my thinking” (Ormrod, Schunk and Gredler, 2009). This course has also allowed me to realize the effects of Behaviorism as it relates to learning and to learn about my learning style.

What have you learned regarding the connection between learning theories, learning styles, educational technology, and motivation?
According to Ormrod, Schunk and Gredler (2009), “the theories of learning identify essential events of learning or cognitive development that apply universally-in any learning setting and with any student”. I have learned that learning styles are the manner in which individuals learn and conceptualize the information provided and the learning theories describe how the learning occurs. Learning theories also influence the development of educational technologies. Educational technology is a vehicle which aids in the delivery and reception of the concepts taught and enables learners to further explore and enhance their learning experiences. However, it must be noted that according to Semple (2000),

New tools alone do not create educational change. The need for teacher training is frequently overlooked in technology initiatives. It is assumed that teachers know and understand theories of learning and can apply them in a learning environment. It is assumed that they can incorporate educational technologies and use them appropriately. When trying to create systematic reform in the classroom, professional development can influence student learning through its impact on teaching.  

Therefore, the responsibility on learning with technology lies on the learner.

“Motivation is an internal state that arouses us to action, pushes us in particular directions, and keeps us engaged in certain activities” (Ormrod, Schunk and Gredler, 2009). Motivation is what keeps learners engaged and driven to achieve a goal, whether it is learning a lesson or completing a task; motivation determines if it is actually accomplished. According to Dr. Ormrod (2009), in order to keep learners motivated, they must be provided with simulations, problem solving activities, brainteasers, and challenges. Lack of these may affect the learners’ motivation, lack of confidence and lack of attention

All these are powerful tools which promote student learning; they enable learners to learn and to maximize their learning ability by understanding how they learn, use tools to enhance what is learned and to continue to have the drive to keep the learner engaged.

How will your learning in this course help you as you further your career in the field of instructional design?
The lessons I have learned throughout this course have been of great impact and benefit to my future career in the field of instructional design. What I have learned will enable me to use the lessons learned concerning learning styles and theories to design effective curriculums, to utilize tools to maximize the learning experience and to instill motivation on learners through my lessons. As an instructional design professional, I will first become a learner; I will become a learner of technologies and tools that will aid in the delivery of my curriculums. I will also become motivated so that I can motivate my learners to attain their goals. Furthermore, I will implement methods which are effective in the delivery of lessons to individuals with different learning styles through the use of technology. Last, I will encourage learners to use their networks and support structure as resources to assist them, as needed.

            In conclusion, throughout the past eight weeks, I have learned that I was unaware of my own learning process. Learning not only relates to the lesson being taught; it relies on the manner in which the learner thinks and processes information, the influences in the learner’s environment as well as the delivery of the lesson. As instructional designers, we must use the resources available to enhance the learning experience of our audience while effectively implementing lessons which are concise in nature. In addition, we must commit to being responsible for delivering knowledge and lessons that are unique and effective for individuals whose learning styles differ and for ensuring that the content of said lessons engage the learners and allows them to attain their goals.

References

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Laureate Education Inc. (Producer). (2009). An Introduction to Learning. [Video]. Dr. Jeanne Ormrod. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051994&Survey=1&47=9808476&ClientNodeID=984650&coursenav=1&bhcp=1

Laureate Education Inc. (Producer). (2009). Motivation in Learning. [Video]. Dr. Jeanne Ormrod. Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6051994&Survey=1&47=9808476&ClientNodeID=984650&coursenav=1&bhcp=1

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson. Chapter 6-7, Constructivistic Theory, Motivation and Affect. (pp. 190-224)

Semple, A. (2000). Learning theories and their influence on the development and use of educational technologies. Australian Science Teachers Journal, 46(3).