Reflection on learning process

When we were presented with the task to design an infographic for this course, a number of tools were shared as options. I quickly opened each one of them and attempted to start an infographic. I made my selection based on my experience of what appeared to be the easiest tool to use and that had the best output available to help me create what I had in mind. Already during my decision-making process I was applying some of the principles of Andragogy and I was basing my decision on what was going to be the easiest learning experience for me.  I used the ‘problem’ I had, to design an infographic as motivation for picking a good tool (problem centered learning), I was very interested in learning the tool because I had a specific output to deliver (adults are most interested in learning subjects that have immediate relevance and impact to their job or personal life) and I was already involved in planning my own instruction, because I knew picking a tool that had templatized options and that behaved in a similar way to other tools I already knew, would be easier to learn (Pappas: 2013).

When I started creating my first infographic, I picked a template as a starting point. I saw the benefit in using a design framework that was already tried and tested because I knew it would speed up my delivery. This could be seen as a Connectivist approach because I used the tried and tested method put together by another designer that knew the tool well to speed up my own learning. I was learning by using what others have learnt before me. Because of technology and the sheer volume of knowledge a learner needs to function these days, they can no longer rely on actual knowledge or experience of a topic, but have to learn through other people’s experiences. We derive competence from forming connections (Siemens:2004). This approach worked well for me because I spent less time figuring out what my headings should look like and what colours to use and could put my focus on what content to add to the infographic, it sped up my learning experience.

When I started adding design elements to my infographic, I discovered that the tool had a built-in help function that I could use at any time. In the beginning I used this feature a couple of times when I got stuck and was able to get an answer every single time. The learning theory used here is Constructivism because the help function almost simulated a More Knowledgeable Other (MKO) that I could ask for advice whenever I needed it. I was able to start out at a basic level of development, with no previous knowledge of the tool and the MKO helped me to reach a higher level of development so quickly that I was even able to act as an MKO myself to another person on the course by explaining to them how to do something that I had figured out, that they had not (McLeod: 2014).The templates I mentioned in the previous paragraph could also be seen as a tool used in a scaffolding approach, whereby the template would enable me to get going faster in terms of using the tool, but that eventually I would be able to develop infographics without the assistance of a template. This method of learning was successful because I could learn what I needed as I needed it and I had all the support I needed available when I needed it.

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The designers of Pictochart have really done well not just to create a tool that is simple and easy to use, but they have also structured the online help in such a way that it supports an environment where the cognitive load is reduced. The online help provides a combination of text-based and visual content, presented in small chunks that is easy and quick to access. I was able to control the pace of my learning by selecting only the relevant topics to view. The graphics used in the help section serve a very specific purpose in explaining how to do something, there is no non-essential content present (Guyan:2013). There is no narration to the learning content shared in the help section and I think that was the right decision for reducing cognitive load. Narration is used in other formats, for example the introductory video that explains what the tool can do and it is very effective there.

Guyan, M (2013, November 1) 5 Ways to Reduce Cognitive Load in eLearning. Retrieved from: https://elearningindustry.com

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McLeod, S.A. (2014) Lev Vygotsky. Retrieved from www.simplypsychology.org/vygotsky.html

Pappas, C (2013) The Adult Learning Theory – Andragogy – of Malcolm Knowles. Retrieved from: https://elearningindustry.com

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Siemens, G (2004). Connectivism, a learning theory for the digital age. Retrieved from: http://www.elearnspace.org/Articles/connectivism.htm