In my first Walden U discussion related to what types of learning strategies I had been exposed too during learning experiences in elementary, intermediate, high school, undergrad education, technical institute and at Walden U, I discussed that I had been exposed to different learning styles that supported my “immigrant” understanding of learning. For example, in my previous learning experience from Pre-K through High School, I previously posted that teachers used behaviorist models of teaching because I recall that it was easy for me to learn lessons by listening, viewing and completing homework .assignments. I also recall being very good at memorizing data, such as mathematical rules or formulas and/or spelling bees, reciting poetry, creative drawing and playing various instruments at local school bands. Consequently, during my undergrad learning experience, I recall learning that instructors or professors used behaviorist methods of teaching. As a uniformed group, students were prepared to attentively listen, take rigorous notes, and respond to questions posed whether verbally or in writing. During my technical institute learning experience, I recall that the learning strategies used was a mix of behaviorism, cognitive, and social situational learning. Today, at Walden U, I believe that it is important for teachers to use different learning models to support the learning experiences of students. At Walden U, I also view my learning experience as being tacit, implicit, reactive and deliberative. Eraut (2000) said: It is probably more useful to look at learning as and to explore interaction with context. Knowledge is embedded in practice and transformed through goal-directed behavior. (Tennant 1999). As a graduate learner, the process of learning takes place every time I log on to the university website and as I explore the unique resources that are available to enhance my experiential learning abilities. Moreover, I have learned that learning at Walden U is cognitive, constructivist and connectivist where students are motivated to improve their multiple intelligences. For example, learning is cognitive because students do learn how to socially interact with each other and with the instructor by engaging in activities that are supportive, guided and mediated by appropriate technological tools. For example, student lounge, Q & A discussions, applications, blogs and emails. Learning at Walden U has also been constructivist because learning has been an active process in which learners construct new ideas or concepts based on current or former knowledge and students do find meaning and organization to the learning experience. Learning at Walden U has also been a connectivist experience because online learning has worked for me due to its flexibility which has allowed me to progressively learn while building connections with my instructor, my peers and with technological tools on a more advanced level. George Siemens in his video transcript said that Connectivism became present “when the learning integrated technology, social networks, and information” (p1). Regarding how our multiple intelligences are improved during our learning processes, Gardner proposes nine multiple intelligences in his theory of MI and he suggests that there are a number of distinct forms of intelligence that each individual possesses in varying degrees. However, I am interested in building seven. He also said that people learned in some kind of culturally valued activity and that the individual’s growth in such an activity follows a developmental pattern. That is why; I will be able to build my skills or intelligence linguistically as I learn how to use words effectively, whether orally or in writing. In 1983, Gardner quoted in Frames of Mind “intelligence is the ability to solve problems or to create products that are valued within one or more cultural settings”. During our current online learning experience, we use technology to create and support our discussions and applications. Our learning is project based and it allows students to explore creative and innovative ideas to support learning processes. In Learning in the Digital Age, John Seely Brown said “To assure that technology and new media tools are successful in the learning of students, a supportive learning environment has to exist. George Siemens said regarding technological tools, “By using these networks - of people, of technology, of social structures, of systems, of power grids, etc. - learning communities can share their ideas with others, thereby “cross-pollinating” the learning environment (Siemens, 2005, para). 21). For example, the Walden Blackboard always remind online students of available resources to be read, discussions and applications to be posted within a specific time frame to assure that our learning experiences are not only available but doable to promote our learning experiences. Technology plays a huge role in our online learning experience because it teaches us how to navigate and research multiple Walden U learning resources and how to communicate with each other and our Instructor. Technology has assisted me to learn how to create a blog, connect the log project to a RSS Google Feeder, learn how to link resources, learn how to attach URL’s, learn how to surf the online to locate additional articles to support my discussions and applications. How to recognize additional smart tools and how to learn how to appreciate its semantic learning possibilities. Another intelligence that I am willing to build is Logical-mathematical to demonstrate my ability to include categorization, classification, inference, generalization, calculation, while using MS Excel to create work books, charts and graphs where I would need to calculate data and apply a formula to find a relevant result. Another intelligence that I would be most interested in building would be spatial to demonstrate my ability to perceive the visual-spatial world that I will be creating as I format or edit created projects by effectively utilizing software to acknowledge colors, lines, shapes, forms, space, and the relationships that exist between these elements. Gardner said “It includes the capacity to visualize, to graphically represent visual or spatial ideas, and to orient oneself appropriately in a spatial matrix” (p6). By building my bodily-kinesthetic intelligence, I would be able to demonstrate my ability to use my hands to produce or transform created projects such as blog projects. I would also demonstrate specific physical skills such as flexibility, coordination, balance, dexterity, and speed as I would complete procedural steps in my projects. To demonstrate my musical intelligence skills, I would be able to download a rhythm or melody that would enhance the visual effects and tones of my presentation by customizing the effects of my projects. My interpersonal intelligence would be demonstrated by the manner that I would be able to perceive my individual growth and motivation to learn of my peers in a supportive learning environment. For example, my ability to respond effectively to cues in a pragmatic manner which would influence peer responses in an engaged discussion whether it be online or face to face. Intrapersonally, I would be able to demonstrate an ability to plan and foresee the growth of my educational goals as I recognize my strengths and limitations in my learning experience. I would also recognize my ability to be self-discipline, and the development of my self-esteem. The role that technology will play in my future learning experiences will allow me to access information in a meaningful way as I use smart tools to research new information regarding instructional design, it will also assist me to record information that has relevance to ID in a systematic process such as in the creation of blogs and linking data as well as URL’s to a RSS feeder. I will also learn how to create curriculums and strategized educational plans for future learning experiences not only for myself, peers, but also for adult students in the future.
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