Arrant Artificer

  The introduction to and discussions surrounding learning theories, learning styles, educational technology, and motivation guided my understanding of the conceptual interconnectivity of learning and how it occurs. A reflective analysis of knowledge gained and associated social constructs broaden my perception of learning and my approach to instructional design and delivery. An abundance of research and literature are available to help to define which factors promote learning and why. From the idea of defining the member’s style for learning to the conjectures of cognition and information processing and to that which attempts to determine motivating factors, each theoretical concept seeks to label the learner. Attempting to categorize students can have unintended consequences, especially when valid, reliable, supportive assessments or processes are not included. Through reflection, I can identify aspects of various learning theories that align with my personal approach to learning

Learning style refers to the method by which an individual prefers to engage with, process, and retain learned knowledge. Six weeks ago, I identified cognitive learning style as my desired approach to learning with a preference for engaging in peer-to-peer instruction. After a deep dive exploration of learning theories and personal reflection taken during that time, I considered the suggested argument of whether learning styles exist, became aware of the theory of mental intelligence, and took note of the concept of andragogy in association with adult or action learning. The exploration culminated with my acceptance of a reality where flexibility in how, why, and if learning occurs. Recognizing that prior knowledge, experience, and perception offer a foundation for learning, that independent concepts help to direct learning, and how environmental relationships influence how new concepts and knowledge are processed broadened my understanding of learning from the perspectives of both a l

The distribution of an abundance of information through social networks to cultivate learning based upon existing knowledge, experiences, and perceptions encapsulates the basis of Siemens' theory of connectivism (Laureate Education (Producer), n.d.). Rich networks that are made available through advancing technology provide the broad social dimensions that gird the basic concepts of the learning theory. These networks affect how individuals learn professionally and socially. The following mind map visually demonstrates the networks that influence how, when, and why I learn. Technologically, existing search engines provide immediate access to valid information and data ranging from language enunciation to research. This is my go-to when I have questions relating to any subject. New information is often introduced asynchronously through social media networks, including Facebook, and Instagram, which I choose to validate through internet searches. LinkedIn networks often provide artic