For this week’s resources I located a Wiki (http://en.wikipedia.org/wiki/Information_processing_theory) on the information process theory and an e-journal via Walden’s online library entitled JOLT (Journal of Online Learning and Teaching). I selected these two resources because I feel that the Wiki provides a sound historical overview of the Information Processing Theory. This particular Wiki breaks down the explanation of the Information theory in two sections, The Four Beliefs of the Information Processing Approach and the Structure of the Information Processing System. From this wiki I learned that it is important to understand the scientific history of how the brain processes information. In doing so, as instructional designers we will be able to understand how to design effective course/training modules. A scientific understanding of this theory can also serve as a blue print/ or a template for developing, executing and evaluating course work.
Although the Wiki article speaks primarily to the learning process of children, it can be assumed that this process is applicable to everyone. Learning is experienced on all levels of life and development. Thus at any age, an individual that is in the process of learning executes certain steps or incorporates a system that aids him or her in processing, learning, and ultimately retaining information. For example, according to the Wiki, “When the individual perceives, encodes, represents, and stores information from the environment in his mind or retrieves that information, he is thinking. Thinking also includes responding to any constraints or limitations on memory processes.” Implying that the learning process is universal and if properly executed can serve as the bases for teaching children and adults.
As a person gets older he or she will have a pool of experiences and teachings to draw from, serving as a reference point for new information is presented. Previous information can derive from social, cultural, educational and / or religious environments. Which brings me to my next online resource; The Journal of Online Learning and Teaching- http://jolt.merlot.org/currentissue.html - I selected this journal as I felt it serves a good source of information for online and interactive learning.
For example, I read an article on this site entitled: “An Application of Contemporary Learning Theory to Online Course Textbook Selection.” The content of this particular article revealed that an individual’s personal environmental influences can have an effect on the way he or she learning and prioritizes what information is relevant and what is useless, instructional designers / teachers should subscribe to the Constructive Learning theory. The Constructive learning theory, “primarily views an instructor as an enabler or helper providing minimal guidance, rather than a source of information and control, while emphasizing learner control and “learning by doing”. Examples of active learning elements are group and class discussions, learner-controlled discovery, students teaching other students, social context, and motivation (Mostyn, 2009).” Being a source of information is simply not enough in terms of teaching /training, because a simple sources leaves student/trainees open to make their own interpretation of the material that is presented. As teachers and designers it is imperative that we not only provide the information, but guide students to a specific end-result / learning objective. As individuals, students will personally decide how to apply, encode and retain the information based on previous learning experience / methods, points of reference.
Overall it is our job to bridge the gap between how a person interoperates information and how it should be applied to a specific learning objective. No two learns are the same, thus simply providing information/training without a plan or overall learning outcome is counterproductive. Both links provided strong content for my blog and my personal development as an instructional designer.
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