When I started this journey, I knew that I was a kinesthetic, visual, and auditory learner.  I knew that I was a combination of all three. I learned that my learning style depicts that of cognitive, behavioral, and conditioning.  Over this course’s journey, I have explored many different learning theories some of which I agree on and some I did not.  After thinking and formulating, I come up with the same conclusion, the way I learn has not changed at all. I understand my learning behaviors a little more, but the way I learn remains the same.  In the article by Gilbert & Swainer, learning styles do fluctuate from person to person, but each learner fluctuates in their personal learning styles as well.  I know that I need repetition and conditioning when I have to commit something to memory, or to recall for testing.  I need to visually see and understand something before I have totally learned it.  As Aristotle once stated, you haven’t fully learned/understand something until you have to tell it or show someone else.  Thinking you actually know something is quite different until you have to explain it.  My learning style is still quite the same.  As like most adults, we learn by recollections and past experiences.

Technology has and still is playing a major part of my learning, as it is so widely available on different platforms.  I am learning to ‘search’ for information better now without getting sidetracked and having my ‘search’ get sidetracked with additional information that is not needed with what I am searching.  I am also learning different ways of storing and utilizing storage applications like cloud and dropbox.  I have also utilized Quizlet, an online testing and quiz site that I was able to use during the last class that I taught.

On this journey of learning, we all learn differently, and we all learn with different theories intertwined with each other.  I have learned to embrace how I learn, and continue to recognize and try new theories on how to do things differently.

Absolutely, Still Learning & Growing!


Gilbert, J., & Swanier, C. (2008). Learning styles: How do they fluctuate? Institute for Learning Styles Journal [Vol. l]. Retrieved fromhttp://www.auburn.edu/~witteje/ilsrj/Journal%20Volumes/Fall%202008%20Volume%201%20PDFs/Learning%20Styles%20How%20do%20They%20Fluctuate.pdf

Laureate Education (Producer). (n.d.). Learning styles and strategies [Video file]. Retrieved from https://class.waldenu.edu




Termed the learning theory for the digital age… our digital age living and keeping up in the 21st Century.  Technology has advanced in leaps and bounds, as what was once unheard of or un-thought of is now possible and often leaves us astounded.  I have reflected on growing up as a child and young adult.  The technological resources available during the 70’s through the late 80’s were indeed limited, however, the information was there, just had to go the extra mile to get/find it.

My learning network support system falls directly under connectivism as learning can occur through different mediums, such as web searches, conversations in social networking forums and the like.  The digital tool that best facilitate learning for me is the internet as a whole.  There is a wealth of search engines that house different types or classifications of information. (i.e., school virtual library, Google, etc.)  My network has changed the way I learn, as the different resources are available anytime and anywhere, I can even access it through my smart phone.       (Figure below is my network learning connections)


When I have questions when learning new material, I read all information about the topic, (i.e., text books, journals, blogs, etc.) I ask my instructor for clarification, I could do a web search, and I can also ask others in my social network as I have access to many people with vast and diverse backgrounds.

Connectivism connects us in all types of ways in this digital learning age.  Technology is all around us, and many children are taking this digital learning to new heights.  Taking advantage of these mediums helps to broaden our spectrum of learning and keeps us abreast of the new technological advances practically at our fingertips!

Still Learning and Growing.


Foley, G. (2004). Dimensions of Adult Learning. Berkshire, GBR: McGraw-Hill Education. Retrieved from http://www.ebrary.com

Cercone, K. (2008). Characteristics of Adult Learners With Implications for Online Learning Design. AACE Journal, 16(2), 137-159. Chesapeake, VA: AACE.

Problem Solved?

EDUC6115 Week 2 Blog Assignment

In week 2 of my Learning Theories and Instruction class, we focused our attentions on the brain and how we learn and think about thinking and learning. How our brains process and store information for later recall (or not!)  Cognitively speaking, the way our brain responds to schema is how we process and store learning and thinking.

Our focus this week was on the brain and learning, information processing theory, and problem-solving methods during the learning process.  Oh, how our brain works!  We even discussed if the brain should be compared to a computer.  My 12 year old daughter says frankly, no… we should not compare the two because the brain is in a human body, and the computer is an electronic cold device.

My attention this week has been on problem solving methods during the leaning process.  This process ties into the information processing theory because of attention, perception, and encoding for short and/or long term memory storage.  In order to solve a problem, you must first know what the problem is.  Dr. Rusbult summed it up best for me on his webpage, Problem Solving & Metacognition in Education and Life,… “In design, a problem is an opportunity to make things better; problem solving is converting an actual current situation into a more desirable future situation.” The desire, is the outcome whether it’s learning a math equation, memorizing the periodic elements chart, or solving a personal relationship issue.  The end result is the same, the desire to have mastered the skill, task, or issue of misunderstanding.   http://www.asa3.org/ASA/education/think/education.htm#metacognition

In Mingming Zhou’s article in Educational Technology Research & Development, ‘I am Really Good at It’ or ‘I am Just Feeling Lucky’: the effects of emotions on information problem-solving, the author describe the connections between emotions and cognition, and that emotions does play a role in how we process information.  Meaning if our emotion is happy or positive, then the projected outcomes of learning and problem solving will be more likely to be favorable, than if our emotion was negative or sad.  Negative emotions are more likely to have a mental block of understanding because that person is not thinking of the task at hand, rather the problem that has them dealing with negative emotions.

By first understanding the problem, identifying the goals of the desired outcome, working to attain those goals, and checking the progress often, Then according to me, problem solving is easy!

I’m constantly learning and growing!



Rusbult, C. (2012, January 1). Problem Solving & Metacognition in Education and Life. Retrieved September 12, 2014, from http://www.asa3.org/ASA/education/think/education.htm#metacognition

Zhou, M. (2013). ‘I am Really Good at It’ or ‘I am Just Feeling Lucky’: The Effects of Emotions on Information Problem-solving. Educational Technology Research & Development, 61(3), 505-520. doi:10.1007/s11423-013-9300-y

Exploring Instructional Designs

EDUC6115 Week 1 Blog Assignment

This week I had to create my own blog and prepare to contribute to other bloggers on instructional design.  I found this task to be informative, a little overwhelming (with the amount of blogs), refreshing, and quite the learning experience…

The first blog I came across is from Teacher Rogers… Face-to-face to Online Course Development Checklist.   She listed a wide ranging variety of questions to ask and answer for preparing for online courses for the first time. This is especially insightful to me because my college is preparing to launch online classes for our business and nursing students.  By having questions and answers, I can be able to address the concerns of the curriculum and methods of assessments in a professional manner… I will definitely utilize and consult with this blog for further insights and understandings. http://teacherrogers.wordpress.com/

The next blog I encountered was, Curriculum Design & Instructional Design: Independent, yet intertwined.  Wow… This excited me because I have a degree in Curriculum & Instruction, and now I’m pursuing a degree in Instructional Design!  The author Favazzo goes into some detail about both disciplines about how they are intertwined, different, and how closely they relate to one another.  I’ve peeked at some of his previous blog posts and just by the comments alone, I know that I can gain valuable insights to this field… Exciting!  http://nickfavazzo.wordpress.com/2014/09/01/curriculum-design-instructional-design-independent-yet-intertwined/

The 3rd blog I came across was Top Skills for Learning Design, the writer is an educational technologist and he calls himself an EdTechnologist.  He gives key insightful points on implementing ID… from the aesthetics, marketing to storytelling, user experience to learning theories.  He simply puts as technology rapidly changes, so must our designing, learning, and understanding.  Always doing the same thing, the same way, which yields the same results will not work effectively and efficiently in the ever changing and evolving technical world we live in. http://edtechnologist.com/2014/09/07/top-skills-for-learning-design/

I found all of these and more blogs to be valuable tools to refer to on my education journey.  Learning comes in different forms and can be obtained in a variety of places.  Having an open mind to receive them is half the battle…

Learning and growing.