Final Reflection - Week 8

First off, I want to thank all of my peers for making this class a wonderful experience.  It was great to have such rich dialogue through our discussion posts.  I always learn so much from the other students in class.  I also wanted to take the time to thank you Dr. Weaver.  You are such a great facilitator and you gave us some great assignments that really helped me validate my knowledge regarding the learning process.

There were many great lessons covered over the past eight weeks.  One particular topic that was fairly new to me was how punishment affects a student’s ability to learn.  I always thought that when given correctly, that punishment would suppress certain problems whether it is a behavioral problem or engagement and responsibility problems.  Our text states, “this suppression effect is often only temporary” (Gredler, Ormrod & Schunk, 2009, p. 150).  Now I am thinking that punishment may not give me the best bang for the buck.  I am now considering using positive reinforcement more often than punishment tactics.  So I am eager to apply this new strategy and begin moving away from punishment as a means to an end.

As far as learning more about my own learning style or process, there have not been any major breakthroughs.  I have been comfortable with my own learning style for years and I am confident that it has served me and will continue to serve me well.  If anything, learning about other types of learning styles has reinforced my attachment to my own, hands-on and visual learning style.  Unless there is some major breakthrough that leads me to believe that another learning style might benefit me more, I feel good about where I am.

Our most recent chapter on motivation really hit home with me.  I am always looking for different ways to use motivation in and out of the classroom.  I have realized the power of motivation for years and I value its importance in the realm of education and instructional design.  Motivation “influences the extent to which an individual is likely to engage in a certain activity intensively and vigorously or half-heartedly and lackadaisically” (Gredler, Ormrod & Schunk, 2009, p. 225).  I especially value motivation when it comes to using technology in the classroom.  There have been times when I have seen many adult learners faced with their own fears of using any piece of technological equipment.  Their fear keeps them from learning anything new and sometimes closes the door to learning altogether.  I have learned from experience that if I can show intimidated staff member how computers can aide them in their roles at work, I will have won a major battle.  If I can just show them one nugget or trick that would help them get closer to using a computer then I feel good about it.  In my experience, just getting them excited about one small accomplishment can leave them wanting more.  I also further this motivation by letting them know that I am a constant resource for them and that I am able and willing to help them in any way possible.  As a standard procedure, I always make sure that my students have my office, cell and fax numbers as well as email address just so they know they can count on me to be there for them if they have a hesitation or question.  I truly feel good about using motivation to spark learning.  I hope to continue to learn more about this powerful tool as time allows.

This course has already helped me further my career in my role as an instructional designer.  In a staff meeting recently, I was able to share some of my class work on motivation with my peers.  They felt that it was such a worthwhile topic that they have asked me to develop a small training course just on the power of motivation and how we can use it more at work.  Needless to say, I jumped at the opportunity.  Another way that this class has helped me is that I am more excited now than ever to be a part of the educational and instructional design field.  “Our ability to think about and evaluate ourselves enables us to further develop and refine our self-concept” (Dobkin and Pace, 2006, p. 54).  My self-awareness and self-esteem could not be any higher and I am going to use my energy to help others realize their own potential.

In retrospect, I have nothing bad or negative to say about this class.  The content, my peers and the administrative leadership were outstanding!  I am excited about what the future holds for the field of instructional design.  I find myself eager to be on the cutting edge of technology so that I am ready for anything coming my way.  With my continued efforts and desire to know more, I will be a top performer in the field of instructional design and technology.  I will also continue to impart my excitement and knowledge to others around me because together, we can always achieve more! 

References

Dobkin, B.A., and Pace, R.C. (2006) Communications in a Changing World (2^nd Ed).  Boston:  McGraw-Hill

Ormrod, J., Schunk, D., & Gredler, M. (2009). Learning theories and instruction (Laureate custom edition). New York: Pearson.