Personal Theory of Learning

I had the opportunity to reflect back on what I learned this past six weeks. I felt comfortable with adult learning theory but did focus in on strategies to enhance learning. I had the opportunity to clearly understand the learning process and ways to helped students to understand how the brain receives, organizes, and retrieves information. The information model on how the brain works was quite interesting to me and Dr. Wolfe's did a wonderful job in presenting the information. The process starts out with reducing environmental stimuli; the information is process by senses, information transformed and coded in short-term memory, and then long-term memory. The long-term memory for the student poses a problem retrieving the information but “education involves assessing how a learner attends to, processes, and stores the information that is presented as well as finding ways to encourage the retention and retrieval process” (Bastable, 2008, p. 62). I learned information can be loss in the short-term and in order for information to move to long-term I need to assess the student and understand diverse ways to facilitate the learning process. By paying attention to the environment stimuli the student may process the information and become less distracted on what needs to be learned. This course focuses on all learning theories separately and I had to identify technology tools, and instructional strategies to support learning in the classroom. Dr. Orey’s lecture was meaningful to me as he discuss each theory and helped in providing instructional examples to facilitate learning in all theories. I have two long-term goals that came out this past week. First, I would like to increase my comfort level in the voice thread tool. This could help me with my weaker students in understanding the content. I plan to read up on the voice thread on the different strategies that can do done with this instructional tool. Secondly, I want to connect with the websites that my professor provided to see if any of the lesson tools are appropriate for adult learners. Reference Bastable, S., (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd ed.). Canada: Jones and Bartlett Publishers, LLC. Laureate Education, Inc. (Executive Producer). (2012). Brain research and learning [Motion picture]. Bridging learning theory, instruction, and technology. Los Angeles: Laureate Education, Inc.

Week 5 Additional Assignment I liked to invite you to my new voice thread on the need to practice your clinical skills. You can find this posting at http://voicethread.com/share/3493516

Cooperative learning and the Connection with Social Learning Theory In my profession group learning assist the student on how to interact with their peers and members of the health care team. It helps them to identify what knowledge they know and focus on what they need to learn. It helps them to incorporate skills that are necessary for the future. It assists the student in figuring out what was done and how to make it right. Bandura, the well-known theorist stated that learning through modeling is more a matter of abstracting rules than mimicry. It is not simply “monkey see, monkey do” (Bandura, 1995). I have found that cooperative learning is the effective instructional strategy to helped students to role model behavior that needs to be done before going into the hospital. I used simulation as a tool to emphasize social construction of knowledge. Bandura, A. (1993). Perceived self-efficacy in cognitive development and functioning. Educational Psychologist, 28, 117-148.

Constructivism in Practice

Constructivism is a way for the student to examine what more does he or she needs to know about the content in order to make their finding, According to (Pitler, et.al., 2007) doing a research study could be a way to construct new knowledge and add to previous knowledge. This activity presents students with no clinical placement to do clinical. So the student begins to think of underlying issue that relates to this problem. That issue could be no appropriate place to practice clinical procedures leading to the lack of practical and critical thinking skills. Then the student would determine what the problem and the significance of the problem. The student would have a chance to understand the process in finding a solution. The next step would lead to conduct a research project. The research would include gathering the data by reading relevant literature; identify the research questions, data analysis, and findings. The student is building on external artifact to build or construct on existing knowledge. Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

Cognitive Learning Theory Cognitive learning theory has a place in nursing education as well as behavior learning theory. We tend to do more with cognitive learning theory than behavior. I try to make connections so that the learner can make sense to new knowledge. There are so many facts to remember and our brain needs help to retain this information. Just today, I was talking on fetal alcohol syndrome and was able to YouTube and found some interesting images to help the student to process and make that connection between a normal baby and a fetal alcohol baby. The learner is mostly self-directed and use real lived experiences to connect theory with clinical practice. In nursing, we say this a lot, we just want our students to think outside the box. Concept is one way for the learner to see the big picture before his patient condition is not so good. The concept map helps the learner to gather up data, organize his thoughts from simple to complex. Also, helps to linked concepts and show a relationship between the two. This is a good collaborative activity for the student to brainstorm their ideas. According to Orey (2012) shorten memory has to have time to process, then move on to deeper learning that lead to long term memory. In general, this learning theory strategy would be helpful for the educator if she does the following: (a), have learners indicate how they believe they learn, (b), assess the student’s mistake, (c) be attentive on the student on their ability to remember things (Bastable, 2008). Bastable, S. (2008). Nurse as educator: Principles of teaching and learning for nursing practice (3rd Ed.). Mississauga, Ontario, Canada: Jones and Bartlett Publishers, LLC. Laureate Education, Inc. (Executive Producer). (2012). Cognitive learning theories [Motion picture]. Bridging learning theory, instruction, and technology. Los Angeles: Laureate Education, Inc.

Behaviorism In Practice

Behaviorist learning theory is applied in the classroom. According to Skinner, learning is observed through behavior. This process can be useful in structured activities. In higher education, students are involved in computer-assisted activities. Shield (2000) spoke about how instructional software being an example of behaviorism. I can definitely see this in my simulation instructional activities. The students are working through a computer. It offers a tutorial and a chance to practice before the required activity is graded. According to Shield, this type of learning is rewarded through encouraging comment and when that task is complete then you are able to move on to the next objective. The pace is based on the student’s level. Lastly, behaviorism is useful in case studies, problem-solve situations and memorization. I can definitely see the relevance in behaviorism in the early years of a student life as well as in higher education. Each faculty member needs to evaluate her students on what learning theories are more relevant in the classroom. Our goal should be,to leave no child or adult behind. Shield, G (2000). A critical appraisal of learning technology using information and communication technologies. Journal of Technology Studies.

Exploring Technology to Enhance Student Learning:...

The future of nursing is changing to meet student needs. Insufficient clinical practices no longer  meet academic practice. Nursing programs are exposed to a variety of barriers in the provision of new strategies to aid students to integrate classroom knowledge to clinical practice. " Nursing Leaders continue to confront challenges associated with the separation of the academic and practice worlds in ensuring that nursing students develop the competencies" (Cronenwett & Redman, 2003).

While efforts are being made in clinical areas, educators need to provide more opportunities in the classroom to enhance learning.  Simulation is very popular  in nursing schools. Most nursing programs are privilege with a simulation lab.  My thought process is to bring some other form of technology into the classroom. My students were very involved in the simulation clinical experience. A research study was done that showed significant difference. Because of this success it is time to bring technology into the classroom to enhance learning. I feel that a maternity blog class would helped other students understand content taught in class. First, I would post additional information from lessons, such as videos, links to various high-risk conditions and a study guide for clarity. A blog would allow me to gather more resources to help all students.

I am a novice in blogging but I really like to give this a chance. At the end of the course the students would evaluate blogs in the classroom.. This could be a research project to share across the curriculum and in faculty meetings to enhance student learning. After researching the internet on blogging and textbooks, I can utilize all resources in an effective learning outcome.

Reference

Cronenwett, L. R., & Redman, 2003. Partners in action: Nursing education and nursing practice: Journal of Nursing Administration 33(3), 131-133.

Exploring Technology to Enhance Student Learning: Blogging About The Web 2.0 Connected Classroom: Lo...

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