Personal Approach to Applying Learning Theory

This post illustrates my application of learning theories to design six unique learning experiences. Applying learning theory when designing learning experiences is key as these theories should be the foundation and guide for the design.  Various theories will be discussed, each with individual tenets and perspectives regarding attention and recall that assist learning designers in creating engaging and motivating experiences. It is important to be well-versed in many learning theories and apply the theory that fits the needs and interests of the target audience, rather than adhering to a single "best" theory throughout one's career.

Gamification and Behaviorism:

I created a gamified company policies training incorporating elements of freedom to fail and rapid feedback by immediately informing the user if an answer was incorrect and giving unlimited opportunities to attempt questions, which encourages users to work at their own pace and review their strengths and the areas needing improvement. Progression and storytelling elements were incorporated by using a choose-your-own-adventure style of flow and prompting users to unlock certain elements before completing the final challenge. These elements made the training engaging and motivated the user by providing increased challenge at appropriate times.  Positive reinforcement from behaviorism was applied, informing the user that passing the exam on their first day results in an additional PTO day. Continuous reinforcement was provided through encouraging exclamations from a coworker after each correct answer and fixed ratio reinforcement was applied through high-fives after each completed section.  These elements provide external motivation for users to complete the training.

Keller’s ARCS Model and Maslow’s Hierarchy of Needs:

I used Keller’s ARCS Model to create an infographic on remote work options. The first page captured readers’ attention with intriguing facts presented in a visually appealing layout with contrasting colors and font sizes. On the second page, success stories coupled with related images demonstrated relevance to the reader's needs and roles.  The third page inspired confidence by listing numbered tips for successful implementation of remote work solutions. The final page fostered satisfaction by incorporating inspirational quotes, linking to additional reading, and encouraging readers to share their experiences on the company Slack channel.  The infographic also incorporates Maslow’s Hierarchy of Needs by supporting readers through tips and relevant information (esteem) and concluding that the readers are competent and have the necessary tools to be self-directed (self-actualization). 

Mayer's Principles of Multimedia Learning and Cognitivism:

I applied several of Mayer's Principles of Multimedia Learning to create a remote workplace safety training. An AI-generated voiceover used a friendly human voice (voice principle) and conversational style (personalization principle) to promote social connection and create a comfortable environment. The visuals and audio were presented simultaneously (temporal contiguity principle) and the visuals and corresponding texts were placed near each other (spatial contiguity principle). The segmenting principle was used to break the training into sections, encouraging the learner to reflect before moving on at their own pace.  This application incorporated self-regulated learning, encouraging the learner to choose the amount of information consumed, and cognitive load theory, decreasing extrinsic load.

Constructivism and Community of Inquiry:

I applied the Community of Inquiry framework to an online learning community by creating Slack channels for social, cognitive, and emotional presence. The social presence channel enhanced personal expression, group cohesion, and communication by encouraging participants to share differing points of view and build trust by acknowledging said viewpoints and disagreeing respectfully. The cognitive presence channel promoted critical engagement with content by encouraging participants to ask questions, brainstorm, research, and test ideas. The emotional presence channel supported participants' well-being by sharing and conversing about mindfulness practices and stress management tips.  Constructivism informed the structure and function of these channels, with the moderator acting as a facilitator, creating an environment with challenges and opportunities for cooperative learning, and the participant at the center of the process of creating knowledge. Challenges of this framework include moderating conversations and providing relevant, engaging content. Advantages include an increased sense of belonging, collaboration, and participant-driven exploration and skill development.

Sociocultural Learning Theory, Situated Learning, and Community of Practice:

I integrated sociocultural learning theory into a team-building activity by providing scaffolding within each individual’s zone of proximal development through manager feedback.  Communication among team members was encouraged by promoting Slack messaging, collaborative documents, and video conferencing.  The activity promoted learning from and incorporating individual and cultural differences into the assigned task.  A personal narrative highlighted my background working with diverse populations and participation in a Community of Practice, helping team members envision the activity within a real-world context.  The debriefing session created opportunities for reflection on successes and challenges, strategizing, and establishing a new Slack channel to persist in thinking together as a continuous community of practice.  Situated learning was integrated through learning objectives: a change in mental models surrounding diverse backgrounds and marketing strategies occurred through the social interaction of problem-solving and thinking together within the team context.

Self-Determination Theory, Transactional Distance Theory, and Generative AI: 

My group created an AI-enhanced cybersecurity learning module pitch. In accordance with self-determination theory, the module boosted autonomy by using AI-generated interactivity to provide choices of learning material based on employees' roles and interests. It enhanced competence by presenting background information and allowing section-skipping if knowledge was already present. Relatedness was fostered through organized Slack channels for communication during training. The module decreased transactional distance by incorporating generative AI to provide immediate personalized feedback (enhancing dialogue), offering learning choices based on employees' needs and interests (supporting autonomy), and providing options on how to learn the material (improving structure).  The narration explained how the storyboard demonstrated interaction between employees and generative AI, showing scenarios and personalized feedback based on selections. The generative AI supported the employee by guiding, giving examples, and responding to questions.

Connecting the Dots: 

Throughout my journey of learning about learning theories, I have been surprised at the similarities and differences.  Most theories incorporate perspectives on motivation but vary in methods to promote external and/or internal motivation.  While all theories aim for learning, they disagree on its definition, ranging from viewing learning as a response to viewing it as something constructed in the mind or knowing where to find knowledge.  They also differ in the degree of learner agency and choice promoted.   Although it’s impractical to apply all theories to a singular learning experience, having knowledge of various theories, their intersections, and differences creates a holistic view of learning and allows learning designers to apply the most appropriate theories to a given design.  Applying multiple theories in tandem respects the variety of learner needs and interests and is worth the time and effort to serve those for whom we are designing.

Connectivism and Networked Learning:

I was encouraged to learn about Connectivism and Networked Learning, as these theories fit my learning style. I typically gain knowledge through self-directed research, using blog posts, reviews, and suggestions from others. I compile resources (such as videos, online courses, professional websites, workshops, etc), rank them, and progress through them based on my needs, skipping what I know or lack interest in. Throughout this course, I supplemented readings with YouTube videos, leading me to online communities I plan to engage with more.  I hope to maintain communication with my new Slack group to support one another in our careers and future courses. I also plan to find regularly updated social media communities in this field.  These constantly evolving communities will help me stay current with emerging trends and technologies through the sharing of queries and resources.