This is an interesting question. I think it depends the context of what I’m learning which learning theory would align to my preferences. For example, I naturally prefer Cognitivism when learning new theoretical/process-based information, it allows me to take in information, think about it, and then demonstrate the new learning. Interestingly, my College uses the “Jumpstart” model in all our courses, which essentially boils down to starting each lesson with a connection activity to set the stage for what learners will be learning, then with each new piece of content taught, the students have a practice activity to apply that learning. This process continues until all new content has been delivered and all practice activities completed.  Based on this discussion, I think the Jumpstart model uses some of Cognitivism learning theory. 

If I were going to learn something new on the job, for example, how to conduct a meeting, a Social Cognitive theory would naturally align to my preferences. That could include observing a successful meeting being conducted and understanding the nuances of why meetings are run in a particular way with that particular group of people. 

In this program, I may align more with Constructivism learning theory. Specifically because we are all here from different experiences learning from each other, applying learning from/to our own experiences in a relevant way.  ​

The other learning theory I'm drawn to as it relates to my own learning orientation is the Humanist learning theory as this really focuses on someone's drivers in regards to learning. I can attest to my desire for growth in a particular area often determines whether or not I learn what is being presented or am simply dismissive. Being internally motivated is critical for me to absorb the ideas being taught.

 

The similarities I see in these two learning styles is that they both seem to indicate that learning must be meaningful to the learner so the experience is authentic and can be applied.

Debbie Little 

I have not considered learning theories or have I done any previous reading on the subject. I do understand that people learn differently than others, and it is very beneficial as a leader to understand these theories and how to best teach/train staff in your department and organization.

However, with Constructivism and creating meaning through experience, I say, YES!!  In one EAP courses I teach, we have an Authentic Language Use assignment whereby learners find a volunteer opportunity that they are interested in, go out into the community to volunteer their time, and then present their experience to the class.  This assignment has been such a favourite for many reasons.  Among them are: 

The results are amazing and when presenting in the final week, students know the material and are enthusiastic about it because they have experienced it firsthand.

I also love the social interaction piece to this theory because social isolation is a huge problem today and it is magnified for international students.

There are similarities in various learning theories as they have intersections and overlaps such as the behaviorist and cognitivist.

At first, I believed my preferences aligned mostly with the Humanism theory. As an adult learner, I find myself searching for learning opportunities that relate directly to what I need to know at this point in my career. It can take place within a formal structure, but with some freedom to discover concepts and discuss with my learning community.  The authors' statement "what is really crucial for survival is that we all become lifelong learners" resonates with my approach to learning. (Merriam & Bierema, 2013, p.31)

I do see myself as well in the behaviourism theory, as at times I have enjoyed learning the specific skills with some kind of reward, such as career advancement or earned credential.  

My working learning experience is reflected in the social cognitive theory through mentorship and an informal learning process which contributes to my professional growth.
In the end, the more I reviewed the reading, I finally landed on the constructivism theory as the concept that aligns most with the stage of learning I am at now. It supports several elements of learning and looks more at the meaning of the learning experience. It recognizes learners who prefer to direct what they learn, learn by doing, take time to reflect on the experience, and share their experience and learning from others . (Merriam & Bierema, 2013)

 

Merriam, S. B., & Bierema, L. L. (2013). Adult learning : Linking theory and practice. Retrieved from https://ebookcentral-proquest-com.ezproxy.royalroads.ca

“an educated person is one “who has learned how to learn . . . how to adapt and change” and realizes “that no knowledge is secure, that only the process of seeking knowledge gives a basis for security” (p. 104).

This quote also relates to having a growth mindset, which was briefly discussed during our live session on Tuesday.  There is always more for us to learn!

 Merriam, Sharan B., and Laura L. Bierema. Adult Learning: Linking Theory and Practice, John Wiley & Sons, Incorporated, 2013. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/royalroads-ebooks/detail.action?docID=1376941.

Much of my administrative role involves skills I’ve developed through hands on and visual learning. Someone could tell me what I need to do over 5 times without showing me, and I’d have a hard time understanding how I need to go about completing the task. Show me once and give me an instruction manual with pictures to refer back to and I’m set for life. As Marriam and Bierema explain, this involves “perspective transformation” and “reflective practice” (2014, p. 39). I’m left searching for meaning and purpose in these roles.

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Francisco, CA: Jossey-Bass, a Wiley brand. 

2) Sustainability movement. This is increasing more and more from when I had started teaching. There is less paper usage (handouts/submissions), faculty has been asked to refrain from printing as much as possible. Handouts are now digital and so are assignment submission specifically in my program. There is less waste (removing straws and limiting plastic utensils). 

3) Flexibility in classrooms, accessibility seating, accommodations are more flexible to help students maximize their learning. My classroom comes with the latest mac computers but students with specific accommodations can bring their own laptops and work from their own equipment. Video and recording of classes is also allowed on phones if the students need a bit extra to assist them with their learning. 

I have not been teaching for 10 years but from the years I have taught at the college level, I have seen a major growth in students who want to be neutral with gender. Faculty have received newsletters to not refer to specific genders in the classroom but to generalize "they/them", "everyone" as opposed to saying "she/he". At first, it was hard to get used to for me as I do talk that way in my every day life but in the classroom, I had to stay neutral. One of my colleagues have found that some students have taken offense towards some of the content in the English/communications courses where they are taught the proper grammar but they argue that they are not comfortable with referring to she/he which is an area of debate with the school. 

Another new trend I've seen is the development of apps for students for quick accessibility of their assignments, course messages and announcements.

Human beings are learning animals; we learn – often despite ourselves – dozens of things every day.  Thus, these theoretical frameworks are best understood as useful tools to think about not just how we learn and teach, but how and why people learn – and are motivated to learn – specific things within specific contexts.  Further, there is a danger in treating them as anything more than tools, lest one end up “othering” ways of learning that do not fit the contexts provided for within the frameworks.  And I would hasten to note that the frameworks, themselves, are of a place and time.  Much work has been done in the intervening decades to recognize the harm inflicted by strict adherence to one framework or another.  (It is interesting, for example, that a widely taught adult education theorist such as Paulo Freire who asserts that education is often an oppressive political weapon warrants no mention.)  We need to be able to move in and out of these mindsets and be nimble in doing so as it will help sharpen our critical eye with a view to being more empathetic, effective, and human.

Rereading my theoretical diatribe above, I guess if forced I’d call myself a Cognitivist.