How People Learn Best

The Technology Impact of Learning

My experience has proven that individuals learn computer related information best via the use of graphics. Providing a customer with step-by-step instructions on how to use new software or hardware is more effective with pictures than with plain text. As the old mantra states, “a picture is worth a thousand words.” Driscoll (2005) gave a detailed account of the recursive process that takes place during the development or examination of a theory. In the article, I believe that the author used examples to masterfully transition from a generic explanation of the components of a theory to a best practice, of sorts, for creating an educational theory. Individuals learn in different ways which include visual, auditory and kinesthetic. Research shows that individuals use multiple senses during the act of learning and technology enhances the student’s ability to maximize their learning ability by employing multiple learning styles. The term “animated pedagogical agents” has been coined to describe the multifaceted approach to learning styles that educational technology (ET) affords today’s students (Yeh & Wang, 2013). In addition to the learning styles mentioned previously, the field of educational technology is credited with the terms visual-verbal (text), visual-nonverbal (graphics), and mixed preferences. All of these changes, which were made possible by ET positions the student to be an active participant in the learning process.

References

Driscoll, M. P. (205). Psychology of learning for instruction (3rd ed.). Boston, MA : Pearson Education.

Pritchard, A. (2013). Ways of learning: Learning theories and learning styles in the classroom. Routledge.

Yeh, Y., & Wang, C. W. (2013). Effects of multimedia vocabulary annotations and learning styles on vocabulary learning. Calico Journal, 21(1), 131-144.

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6 thoughts on “How People Learn Best

  1. Your post addresses effective teaching by addressing an individual’s unique learning style(s). Do you think it is possible for an educator to successfully increase a learners curiosity for learning by addressing their unique learning style(s)?

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    1. Yes, I do believe that it is possible to successfully increase a learner’s curiosity by addressing their unique learning styles. I think this is the major reason why I like technology. There are myriad if ways do the same thing on a computer. Some of the staff members that I work with are technology challenged, afraid of the computer, and in many instances state that they are “not good” with this technology. Sometimes when I am explaining or showing someone how to perform a specific task, they may not understand what I am showing them. Instead of continuing to show the user the same procedure numerous times, I quickly show the individual alternative ways to resolve their training issue until I find one that works for them. It usually just takes a couple of tries and the learner is happy as a result. I find that repeating the same information over and over again tends to make the person nervous and frustrated. Just my thoughts…

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  2. I have enjoyed reading your blog Jackie. I have also enjoyed doing a little searching this week for other blog comments. For example, the blogger Jay Young posted a discussion about the similarities and differences in behaviorism and cognitivism in 2012 in the blog post https://spiritedlearning.wordpress.com/2012/10/11/. He contrasted behaviorism and cognitivism in his post and even entered a portion of the Ertmer and Newby 1993 article as a reference document right into his post. One point that Young made is that cognitivism really addressed opening that black box that we visualized in behaviorism. Truthfully, in online education, how can we not dive inside the black box to understand the actual learning process and be able to create pathways and success to learning for students? There are countless resources available on the web about this topic, including a website for innovative learning which has a number of resources. One such resources is a short powerpoint on cognitivism on the Innovative Learning Website by Culatta (2011). I will try and paste that into my blog post this week. Surely blogging is an experience in learning! Tammy

    Culatta, R. (2011) Cognitive Learning. Retrieved at
    http://www.innovativelearning.com/educational_psychology/cognitivism/index.htm

    Spirited Learning. (2012, October 11). Re: Contrasted behaviorism and cognitivism. [Web log comment]. Retrieved from https://spiritedlearning.wordpress.com/2012/10/11/contrast-behaviorism-and-cognitivism/

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  3. Renee
    I like your blog. I know you are still working on it, but so far so good. While the major learning theories started to be applied in early 20th century (UNESCO, 2015), much have changed in the way these theories are utilized when it comes to learning strategies. Approaches due to new demands arising from the 21st century technology advancement. The invention of internet offered both complexity and flexibility at the same time on the way learning it transmitted. Hence the development of media literacies, critical and systems thinking, interpersonal and self-directional skills (UNESCO, 2015). From Behaviorism to Situated learning theory to 21st century learning the use of these theories and their application has been cumulative such that they have not only gained recognition and shaped the knowledge delivery, but also have influenced the teaching and socialization of learners and professionals. An example of this is what you have described above as far as educational technology is concerned.
    Jackson
    sources; UNESCO. (2015). Education. Retrieved from UNESCO: http://en.unesco.org/themes/education-21st-century

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  4. As I was reading and thinking about your blog (especially the picture is worth a thousand words), I was reminded of the importance of visual aids in teaching. I have to say that I do not think I could teach without the use of pictures in some way. I tend to use “a lot” of pictures. There are so many tools to use when teaching. One article published recently, points to the importance of placing the student in an active role instead of a passive learning role. This is likely common sense to other teachers that have spent years in the role of teacher. I have recently struggled with feeling the pressure from too many lecture topics to cover and not enough time to adequately “lecture” the content. Having more time would allow creative room to bring in other engaging methods. Kates, Byrd & Haider (2015) studied the “power of three discussion starter technique” (p. 191) or P3DST. The concept is for the instructor to initiate learning with a starter question and then to urge the students forward as the teachers in small groups, requiring them to put together a series of five images and the words to describe them. The students have one minute to describe each image, which works out to be about 150 words or less per minute (Kates et al., 2015). At the end of the images, the students use another discussion starter to move the class forward in discussion. While there are many other methods of overcoming traditional lecture, and it certainly has its place, this method helps make the student an active learner. Thank you for your blog!

    Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every Picture Tells a Story: The Power of 3 Teaching Method. Journal Of Educators Online, 12(1), 189-211.

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