Reading Check #2 Concept Learning

A concept is a meaning, with a specific example. A concept is a representation of a concrete or defined object that refers to prior knowledge to make a connection for the learner. A concept can be relational, conjunctive or disjunctive and must be treated with instructional design principles accordingly. 
In my own words, a concept is a piece of information, which can be in the form of an update (new) or addition (based on prior knowledge), that connects to further information or knowledge through the use of examples and provision of context. 
In work cases, concept learning is all about a making the connections to a certain approach. All concept learning is context specific. In my field, in most cases, it has to do with process updates. How to convey the process update so learners will learn and use the concept? In the Tessmer, Wilson and Driscoll article, concepts are ways to categorize information to assign meaning and impose order to a field, subject, process, or area. This article stood out to me because it discusses how learners define, describe and relate the concept, to meet objectives. In order for the instructor to teach the concept, the instructor must provide a definition, examples, context (possibly through the use of analogies), and relate it so it has meaning for the learners.  

I have learned concepts throughout my life, not only in school, but in every aspect of life. As a learner devoted to furthering knowledge, I strive to learn new concepts and make connections. The best way I learn a concept is by doing or by associating it with what I already know. For example, I recently learned that worms are host-specific. How did I learn the concept? Through the use of analogy. The vet said, a dog can't host the same parasite as a sheep, as a chicken, etc. Worms are host-specific. This resolved my fear of catching worms!

I have taught a concept through illustration and providing examples. I try to relate to the learner as best I can. In a work setting, I have taught concepts by learning the concept myself. If I can fully understand and grasp the concept, then I can spell it out in the simplest form to illustrate meaning and thus understanding. For example, I have taught a concept by providing a definition, concrete examples, and then reinforcement through self-study. This can be in many forms, from a powerpoint, to a process update, to technical documentation. 

I would use my knowledge of concept learning in developing instruction by being as specific and straightforward as possible. In developing instructional materials, I have used my unknown knowledge of concept learning by finding gaps. I examine the process and try to attempt it myself, or visualize the steps, if there is a step missing then I flag this. Sometimes, when developing instruction, we can be careless and not address the needs of the learner. The learner is new to the concept, no matter how many times we have examined it, there will always be a fresh pair of eyes on it. To enforce understanding, the basic flow of developing instruction for concept learning is to: understand --> define simply --> provide examples and context --> reinforce with practice or study

Reading Check 1

Using the reading materials, write a blog post answering the following questions:

1. Which learning theory will you most frequently use in your context (e.g., higher education, employ training, K-12 classroom) and why?

The learning theory I will most frequently use in my context of employee training is constructivism because it allows individuals to build their knowledge base around what they already know. Constructivism also promotes learning by doing, which in an employee training context, is incredibly valuable. From my experience, adult learners are at different levels and come from diverse backgrounds. Some adults are not tech savvy, and even some are just so absorbed in twitter and instagram it is hard to capture their attention. In my past experience, I built self-learning activities or hands-on practice to account for all learners. These activities were effective and actually requested when they weren't available! If you talk to a room full of adult learners, they will say they learn best by doing through hands-on practice exercises. The video goes into students being actively engaged in learning and problem solving. The teaching strategy is interactive - construct knowledge based on experience. I think the drawback to constructivism is when the topic or subject area is completely new. I had this experience recently, training product support to adults who were not previously in a technical field. Although much of the content was new information, the hands-on practice was what tied it together, and even though it may have been irrelevant, any chance I could relate the content or simplify it, I would, and I believe that is what the constructivist approach is about. 

1. What is Instructional Design? Describe in your own language using the notes you took from the materials above.

Instructional Design is an approach to teaching and learning. The book describes it as a systematic process. The first step is identifying the problem area. The next step is to determine if instruction is the best solution to the problem area/need. Then the planning and design can begin. The main factor that goes into the planning and design process is to establish student learning outcomes - what are the goals? A good item to note is the fact the end instructional design product depends on the information included in the design process. This is critical, and in my field, is all about collaboration. It's a team effort! A successful instructional designer is an effective planner. Evaluation is another key component to success. 

1. After studying the materials, what knowledge, skill sets, and/or dispositions do you think you need to develop as a successful instructional designer? I’d like you to continue thinking about this question as you work on the assignment throughout the semester.

Great question. The answer is: it really depends... In the context I work in, which is employee training, planning, coordinating and successful collaboration are all critical components. Since there is an abundance of data available to identify problem areas, the initiative/proposal is the first step. The next step would be to consult a SME. If I was a teacher, the instructional design would be on top of the SME knowledge, and would be less of a collaborative effort, and more work! I think the main skill set needed to be a successful instructional designer is planning. The planning process must be systematic and fool-proof.