None but the answers to the first question (see behaviorism) were used as examples in other pages on this site. For the most part I ended up focusing on recent teaching experiences in my learning theory pages, since they are stronger in my memory and more relevant to me for my own learning in this course. (Yes, as an adult learner I get to decide what is important for me to learn! ;) )
Question 1:
Describe in 4-5 sentences a memory you recall from when you were learning something in elementary or middle school.
What was the topic you were learning in elementary or middle school?
Who was teaching you this topic in elementary or middle school?
How did you learn the information?
What type of information/skill were you learning? For example, was it information/content, such as history, or company policies, or was it a skill, such as using Microsoft Word?
Why were you learning the information or skill?
Elementary school is so far back so it was tricky to find the memories. I recall learning algebra in a math class. I don't remember the teacher but I recall the activity we did in class. After preliminary in-class instruction, we were told to learn by rote some tables for homework (after some classwork) with help from parents, and the teacher gamified it all for us in class, which made it fun and/but competitive and motivating because we wanted to win. It was content we needed to know to progress in higher level math classes, but in a sense it was also a skill to be able to retrieve the information quickly without (much) calculation.
Question 2:
Describe in 4-5 sentences a memory you recall from when you were learning something in high school or college.
What was the topic you were learning in high school or college?
Who was teaching you this topic in high school or college?
How did you learn the information?
What type of information/skill were you learning? For example, was it information/content, such as history, or company policies, or was it a skill, such as using Microsoft Word?
Why were you learning the information or skill?
In library school I remember most classes in one course on book conservation and another on database design. In the conservation course we read about about different book binding traditions, and in the follow up class the professor (I don't recall any names) showed us realia as examples and then we actually practiced doing a couple of binding techniques. We did not need the skill unless we were planning to specialize in materials conservation later, but it was engaging and interesting to get a hand-on experience. In the database design course our final project was to design the interface for a database of our choosing (I did breweries and beers of the region). We can to plan it out, justify our plans, and then deploy them with just a minimal amount of entries to serve as content. In both cases, what we learned was the knowledge and some skills that we would need to become practicing librarians. Actually DOING something to learn it is indeed effective and memorable.
Question 3:
Describe in 4-5 sentences a memory you recall from when you were learning in a professional for formal (non-school) setting (first job, current career, etc.).
What was the topic you were learning in a professional setting?
Who was teaching you this topic in a professional setting?
How did you learn the information?
What type of information/skill were you learning? For example, was it information/content, such as history, or company policies, or was it a skill, such as using Microsoft Word?
Why were you learning the information or skill?
More recently in my work environment I often have the chance to attend developmental technology workshops at conferences. They are typically taught by people in my peer group at other institutions who are exploring a technology with which participants are often unfamiliar. The workshops typically consist of lectures amped up with audio-visual enhancements about the tech and the different ways it can be helpful, followed by participants discussions on applications, and finally a hands-on trial of the tech or software. I usually choose to attend such workshops when I need or am simply curious about the content. If the presentation and workshop content is compelling enough and fits into my teaching context, I often adopt the technology and use as it was presented, or with modifications. Again, using and applying as a form of learning is effective.