Sub-competency 1: Demonstrates ability to describe common research methods in Educational Technology &

Sub-competency 2: Demonstrates ability to ability to read and evaluate Educational Technology research

Artifact 1: EDCI 51300 -- Individual Paper: Improving the Learner’s Experience

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The purpose of Artifact 1 was to explore what brain research currently suggests and analyze similarities and connections between brain-based learning and various learning styles and models and the impact they may have on improving learning.

Eric Jenson’s research states, “Brain-based learning is a way of thinking about the learning process. It is not a panacea, nor is it the solution to all of our problems. It is not a program, dogma, or recipe for teachers. And it is not a trend or gimmick. It is, however, a set of principles and a base of knowledge and skills upon which we can make better decisions about the learning process.” Whereas the Glossary of Education Reform, (Brain-Based Learning, 2013) suggests “Brain-based learning refers to teaching methods, lesson designs, and school programs that are based on the latest scientific research about how the brain learns, including such factors as cognitive development- how students learn differently as they age, grow, and mature socially, emotionally, and cognitively.”

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I chose to analyze and compare individual learning styles such as Dempsey’s Cognitive Learning Styles (Dempsey, 2012), David Kolb’s (1984) Learning style inventory in comparison with brain-based learning to determine if there was a strong argument of how effective learning is a result of engaging various parts of the brain, including the connection with emotions, to engage the learning experience in an effort to transfer training to the real world.

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As a result, I was able to conclude that brain research suggests that learning encompasses the entire brain, therefore the methods for designing and delivering learning should include activities towards increased brain stimulation.

 

Sub-competency 3: Applies research findings to the solution of common problems in Educational Technology

Artifact 2: EDCI 53100 -- Final Paper: Learning Theories

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This artifact demonstrates my ability to compare and contrast the contributions of Behaviorism, Cognitive Learning, and Constructivism Learning Theories to the field of instructional design by applying each of the learning theories within a lesson plan. The content and activities of each learning theory module modeled the theory itself, providing the target audience of instructional design students the opportunity to experience and apply the learning theory in a real-world setting.

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As a result, during the research and development process I learned that given the wide variety of views of how individual’s learn there is no wrong or right method. Instead the overall contributions of each learning theory shares the same vision of providing a pathway for developing strategies to enhance learning formally or informally in any learning environment.

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Resources

 

Brain-Based Learning. (2013, August 29). Retrieved from The Glossary of Education Reform: http://edglossary.org/brain-based-learning/

Dempsey, R. A. (2012). Trends and Issues in Instructional Design and Technology. Boston, MA: Pearson.

Jenson, E. (2008). Brain-based Learning- The New Paradigm of Teaching. Thousand Oaks, CA: Corwin Press.

McLeod, S. (2013). Kolb-Learning Styles. Retrieved from Simply Psychology: http://www.simplypsychology.org/learning-kolb.html

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