Research has shown that there are several learning theories, learning styles, learning preference, and multiple-intelligence.  From previous knowledge I always believe that we can do a quiz or test to determine the student multiple intelligence or learning style, and try to develop the instruction to accommodation that individual.  But one thing that surprised me most in this course was that “Identifying each student’s learning style is an extremely difficult task. Furthermore, it becomes an impossible task to accommodate everyone’s learning style in a classroom or tutoring environment” (Gilbert & Han, 1999, p. 4).   Therefore, helping learners to become better at other type of learning styles can be invaluable. Heather Johnson’s blog, “What type of learner are you”  offers tips on “The Art of Learning Better: 101 Tips to Find and Fit Your Learning Style.

Learning has been defined in numerous ways with some similar elements, by several theorists, researchers and educational practitioners. One definition states that, “Learning is the process (es) by which humans acquire the range and variety of skills, knowledge, and attitudes that set the species apart from others”, (Gredler, Ormrod & Schunk, 2009). In the beginning I classified myself as a person who learns best as a Constructivist.   Bartlett (1932) pioneered what became the constructivist approach (Good & Brophy, 1990). Constructivists believe that "learners construct their own reality or at least interpret it based upon their perceptions of experiences, so an individual's knowledge is a function of one's prior experiences, mental structures, and beliefs that are used to interpret objects and events." "What someone knows is grounded in perception of the physical and social experiences which are comprehended by the mind." (Jonasson, 1991). During this course I came to realize and appreciate the fact that it is best to adapt different learning styles, in order to make my learning experience more meaningful and productive.   I now also align my learning style not only with the Constructivism Theory, but also with Adult Learning, Social Learning, Connectivism Learning, as well as Cognitive Learning Theories.

A learning theory is an attempt to describe how people and animals learn; thereby helping us understands the inherently complex process of learning. Learning theories have two chief values according to Hill (2002). One is in providing us with vocabulary and a conceptual framework for interpreting the examples of learning that we observe. The other is in suggesting where to look for solutions to practical problems. The theories do not give us solutions, but they do direct our attention to those variables that are crucial in finding solutions.

Learning styles are various approaches or ways of learning. They involve educating methods, particular to an individual, which are presumed to allow that individual to learn best. 

On the other hand, Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources.  The term educational technology is often associated with, and encompasses, instructional theory and learning theory.

 And Motivation is the inner power or energy that pushes toward acting, performing actions and achieving. Motivation has much to do with desire and ambition, and if they are absent, motivation is absent too. Often, a person has the desire and ambition to get something done or achieve a certain goal, but lacks the push, the initiative and the willingness to take action. This is due to lack of motivation and inner drive.  Motivation strengthens the ambition, increases initiative and gives direction, courage, energy and the persistence to follow one's goals. A motivated person takes action and does whatever it needs to achieve his/her goals.

As an Instructional Designer, understanding the connection between learning theories and learning styles as well as educational technology and motivation is critical to designing environments and instructions, which will cater for the diversity student population.

Reference

Armstrong, T. (2000). Multiple intelligences in the classroom (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Chapter 1, “The Foundations of the Theory of Multiple Intelligences”

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), “Emerging perspectives on learning, teaching, and technology”.   Retrieved on April 16, 2011 from http://projects.coe.uga.edu/epltt/index.php?

“Educational Technology”.  Retrieved from http://en.wikipedia.org/wiki/Educational_technology

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: “Comparing critical features from an instructional design perspective”. Performance Improvement Quarterly, 6(4), 50–71.

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

Kim, B. (2001). Social constructivism. In M. Orey (Ed.), “Emerging perspectives on learning, teaching, and technology”. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Learning Theory (Education).  Retrieved from http://en.wikipedia.org/wiki/Learning_theory_(education)

Lim, C. P. (2004). Engaging learners in online learning environments. TechTrends: Linking Research and Practice to Improve Learning, 48(4), 16–23. 

Russel S.  (2008).  The Art of Learning Better: 101 Tips to Find and Fit Your Learning Style.  Retrieved from http://www.teachingtips.com/blog/2008/07/10/the-art-of-learning-better-101-tips-to-find-and-fit-your-learning-style/

Sasson, R.  “What Is Motivation and How to Strengthen It”.  Retrieved from http://www.successconsciousness.com/strengthen_motivation.htm