As I continue on this journey to becoming and Instructional design professional, I have realized that the content of the coursework we are being provided is laying an essential foundation that will be useful when that time comes to begin creating instructional outlets for others. What I have learned this week in my class assignment, is that one of the key tools in this field is knowing and understanding how the human brain functions and understand how learning takes place within it. Did you know that there are people out that learning strictly from seeing or hearing material once and the are able to compartmentalize that knowledge and stored for future learning use. There are also learners such as myself that have to see, hear, repeat and other things to effectively learn. As I continued on with my assignment, I searched for information about the brain and how individuals learn. I found an article I felt turned on a light bulb for me because, as individuals we were each created differently, we do things differently, so it is definite that we all learn differently. I read this article from the Walden Library titled “The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles”, this article discussed a study that was done on students at Mugla University in the Department of social sciences teacher education. They performed and pre-test and a post-test on the students to see the effectiveness of brain-based learning on students that each a different learning styles. The purpose was to reveal their levels of academic achievement based of the learning styles. It discussed how learners preferred style of learning can be categorized by these four characteristics: converger, diverger, assimilator, and accommodator. This article gives insight for both the learner and the teacher, and in this case instructional designers. Readers are able to follow this to see where they fall as a learning, and teachers are able to see what style best fit and meet the needs of each of these type of learners.
Another article I came across talked about Information Processing. “The Role of Unconscious Information Processing in the Acquisition and Learning of Instructional Messages”, describes how adequate learning can take place from unknown information processing and it give educators an understanding that all instructional messaging may not work to fulfill effective learning even with conscious processing is taking place. Educators will learn how the unconscious processing plays a role in these functions : encoding, storing, retrieval process and learning activities.It offers method educators can incorporate when providing instruction to learners.
Duman, B. (2010). The Effects of Brain-Based Learning on the Academic Achievement of Students with Different Learning Styles. Educational Sciences: Theory And Practice, 10(4), 2077-2103. Retrieved from Walden University Library September 15, 2013.
Kuldas, S., Bakar, Z., & Ismail, H. (2012). The Role of Unconscious Information Processing in the Acquisition and Learning of Instructional Messages. Electronic Journal Of Research In Educational Psychology, 10(2), 907-940. Retrieved from Walden University Library, September 15, 2013.