Module+1a.+Personal+Theory+and+Learning+Network

Coursework for Ed Tech 709, Applications of Learning Principles, Spring Semester, 2011

=Module 1. Personal Theory and Learning Network=

Change in Learning Strategies
Initially my learning experiences were led by adults (both formally and informally) with books or Internet text providing opportunities for self-directed study. Throughout my career I've enjoyed learning from experience, books, college classes, continuing education classes, and professional associations. Today, my additional learning strategies include research using online learning videos, online subscriptions, paper-based subscriptions, and social and professional networks.

Main Forms of Influence
Studio art and art history have strongly influenced the way I learn. In studio art, the nature of each art medium must be experienced extensively so it can be easily managed (at times on a subconscious level) during an art activity--so I'm rewarded by the process. This extends to my varied interests in areas other than art, trying to focus on the process while watching for success or failure of the final product. Studio art also influences the way I reflect and refine a concept. The ideas articulated for an art work are converted to visual imagery (what does it really mean to me) for an anticipated visual impact (or lack thereof) for the anticipated audience.

Through art history classes my concept of learning was broadened. I studied cultures of the world through their visual images (especially as they evolved over time), I was rewarded for organized research, I studied the German language for research, and I learned to value a written essay. The end result was a methodically approach to organizing and reviewing research details as well as "following my nose" wherever the learning takes me.

From studio art and art history I understand that learning can be structured or unstructured. Also, to keep our mental balance, a person's learning and perceptions of reality continually evolve into a comfortable framework. I remember the story of Salvador Dali taking his paints into a museum to "finish" a work the museum had purchased years before. It seems like he was not comfortable it was a finished painting and was still trying to resolve the learning.

How I Learn
My learning methods typically involve some rote memorization, hands on experience, conceptual analysis, and reflection. It feels good to refine a new concept through discussion with others, written articulation, and visual imagery. It lets the thoughts evolve as I work through new learning and meaning. I assume that most humans are curious. We look to learn about the unknown mysteries of the moment. However, my mind can shut down if I don't change the pace or vary the mode of presentation enough.

Scope: Formal learning makes it easy to prioritize boundaries for the scope of the learning. For informal learning I have to maintain focus on the scope to keep the learning topic manageable. Typically, the topics that fall outside the scope of learning are pushed to the side and tabled for study later. Sometimes the scope has to change to incorporate newly learned aspects about the topic.

Advance organizers: In formal situations, advance organizers let me know it's time to change directions. It perks my attention and may include a high-level comparison with the previous instruction to make the transition more meaningful. In informal situations, for special topics outside the scope of learning at the moment, I am rewarded when I organize the information for an overview later to refresh my memory.

Accommodate the learner: I seek out formal learning events where instructors anticipate and mange their adult audiences learning weaknesses. For example, I am clearly in the group of adults who become mentally fatigued unless the instructor includes variety (in the method of presentation and/or student participation). A formal learning event can include strategies such as humor, stories, play on our sense of curiosity, and case studies to re-energize the adult learner.

Linear or nonlinear sequence: I can enjoy the presentation of the various parts of a class in linear sequence (as the concept typically begins in a simple form and expands in complexity) or presented in seemingly isolated modules (that are brought together in harmony at the end of the presentation).

Keeping a Balanced Sense of Reality
I continually look for a balanced and calm mental state, where I incorporate the new awareness or learning into my overall framework of reality.

__New Information and Awareness to Process__
There seems to be a constant transition as my mind processes incoming information. Occasionally there is unresolved tension when I realize 'I don't know what I don't know" about a topic. This internal conflict can serve as a "hook" that pulls me into a commitment to new learning.

__Manage the Conflict of New Knowledge__
Sometimes on a lightly subconscious level, the new awareness/learning mingles easily and I just seem to know that I don't have to actively manage it. However, any concept that continues to sit isolated and inconsistent from my general sense of reality has to be managed. It's like a splinter in the flesh. In this situation, I work to re-establish a comfortable level of harmony in my mind. To this end I might look to see where the detailed learning concept falls within a bigger picture. It often helps to clarify high level concepts and gradually drill down to specifics. It is helpful to compare and contrast relationships within a hierarchy while describing scope boundaries. My thinking can become "hung up" on a difficult or incongruent detail of a concept (usually the "why"), where it temporarily stops the process of integrating new and previous learning. This is especially true when the affect is involved where my emotions must be managed before the integration can take place. If this is not resolved in a reasonable time span, I try to separate it from the current learning (as much as possible) to table for later or ongoing reflection.

__Return to a Comfortable Reality__
To keep a mental balance, we all seem to want a comfortable framework for our perceived reality. Learning contributes to keeping concepts balanced (without necessarily having complete resolution) and to keeping conceptual order in a world of mystery, wonder, risk, and sadness/euphoria. In this calm state, learning can provide a sense of hope. It can allow for pride in personal and professional growth.

Traditional Theories Applied to My Learning
//Behavioral theory//: When learning something new, if I see myself losing interest in an article for example, I'll set up a reward that I can receive once I finish the reading. Chocolates work great for this positive reinforcement. Using this technique my behavior is predictable as I complete the task almost every time to get the chocolates.

//Cognitive theory//: During the initial steps of creating an art work from scratch, I tend to compare myself with famous professionals. I see my low self-efficacy for the art related tasks, rise up as a hindrance to creation of the art work. I can manage this overwhelming disbelief in my expertise when I start with basic technical processes with which I have higher self-efficacy levels (yes, believing oneself to be an expert seems relative to the task at hand). It is intrinsically motivating to start with simple art tasks that typically lead to more sophisticated processes and presentation. Once the work is finished, through shared art critiques with a group (including their art works along with mine), I can evaluate my learning progress and reflect on the feedback about my work. If my work is validated during this critique, it is extrinsically motivating for me to return to begin another art work.

//Constructivist theory//: When learning something new I first want to see the big picture of which the new learning is a part. More detailed discussion of comparisons and contrasts can clarify the niche where the particular new learning is located. This approach helps me assimilate the new information so I can adjustment or reconstruct the meanings upon which my framework of reality (of the moment) is based. Learning is truly an adaptive activity.

Personal Learning Network of Marianne Rose
Click the following image to view my Personal Learning Network diagram in a separate window.