Blog Post #1

Prompt: Share a story about your best learning experience. Why did you enjoy it? / Describe an example from your life of when you were taught using one or more of the methods described in the reading.

When I think about my most significant learning experience, my first thought is what I learned during my internship/co-op term. As a third-year student in computer science, I had spent a lot of time in the classroom and had many experiences in higher-level classes such as databases, operating systems, and computer networks. I was assigned and tested on many different theories and applications, but it had never crossed my mind how I would use these skills and apply them in a real-world setting. It was not until I was immersed in a professional working environment where I could make those connections that I had desired to learn from the classroom.

I worked as a data analyst intern for my company and was primarily involved in projects to help our department’s understanding of where certain data was coming from and how to identify inconsistencies across large datasets. In the classroom, my experience with database concepts was largely simplified and context-independent. During my co-op, however, I worked on projects that required knowledge of many different types of data and how to transform it into structured and readable outputs.

This task represented an “ill-structured” problem, where solutions were not immediately apparent and knowledge had to be constructed rather than recalled. This aligns with the constructivist learning theory, which emphasizes that understanding is developed through active engagement with authentic problems and is closely tied to the context in which it is applied (Ertmer & Newby, 2013).

This ties into the second reflection prompt, where my experience is an example of constructivist learning. My manager and team played a central role in my learning during my work term. When challenges arose, discussions were framed around the end goal and the broader business implications, rather than specific technical steps. This kind of learning approach required me to connect concepts, seek out additional information, and understand the purpose behind the work from both myself and the rest of my team.

To add in reflection, I also believe that the ARCS Model (Keller) motivated my learning because it sustained relevance and confidence in myself. The work was clear and mattered to organizational outcomes, and progress depended on the ability to explain complex topics rather than follow instructions. Reflecting on Ertmer and Newby’s work also helped me recognize this as a constructivist learning experience, where understanding emerges through problem-solving in an authentic context, rather than from direct instruction. I found this learning experience enjoyable because it required me to build knowledge through real situations and problem-solving and to connect what I was learning to actual organizational needs in a way that felt both motivating and purposeful.

References:

Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71