Compared to when we first discussed how we learned and how it affects our retrieval of pertinent information, I tend to remain the Constructivist Theory of Learning because of how I tend to interact with other people in developing my own learning experiences, as well as absorbing theirs while unconsciously collaborating meaning with significant results (Ertmer & Newby, 1993). Bringing in experience and different cultural standards are combined with new knowledge that I’ve interpreted and have developed my own knowledge and logic (Ertmer & Newby 1993). During the past several weeks in class, I have read and reviewed the other theories, I’ve also had some insight towards other theories like Connectivism which I’ll refer to in a little bit. I know I’ve been able to retain more information in the constructivist arena because there remains more value and significance to me, especially when I’ve asked questions from different experiences that help increase my knowledge (Ormrod, Schunk & Gredler, 2009). Active Learning that involves learners working in pairs/group work, discussing study material and role-playing, while engaged in cooperative learning (Ertmer & Newby 1993). Being a hands on person helps me stay engaged while absorbing what I’ve learned.
My learning style reflects a constructivist and connectivism theory. Connectivism allows the use of learning communities, blogs, and other social networks in giving me the opportunity to access information to acquire information that would have seemed old school as going to the library and researching it. ‘Learning is a process of joining particular data sources and nurturing and maintaining connections facilitates continual learning (Davis, Edmunds & Kelly-Bateman, 2008).
In my goal to become an Instructional Designer, I try to develop new learning skills that would benefit not only me but my students and staff members with new training opportunities. Workshops are excellent in strengthening and providing insight on new knowledge in my field of work. When I experience learning first hand, it allows me to integrate those experiences that I have assembled in constructing new knowledge with project based learning (Conlan, Grabowski, & Smith, 2003).
With staff employees in our organization, the in-house and required training includes e-learning training courses that are interactive with some tutorials to assist those that lack the computer skills in today’s advanced technology. Advancements in technology have not only evolved into a powerful and prestigious learning field, but has opened a wonder of intellect towards networks including the very basic email, texting, Facebook, blogging, and of course Twitter. Our main source of online training for in-house training is maintained through the use of a Learning Management System (LMS) that allows us as training specialists to keep insight on how staff employees are progressing within their mandated work competencies. They’re also responsible in the management of their profile content as we can produce daily reports on their progress. One other networking tool we maintain is in audio-video conferencing in collaboration with other government organizations, to incorporate new learning tools that would be beneficial towards our learning environment.
Conlan, J., Grabowski, S., & Smith, K.. (2003). Adult Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from
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
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.
Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.