Learning Object

Learning Object originates from "ojbective-oriented programming" which values the creation of objects that can be reused in mulitple contexts.  Learning objects has three parts: a learning objective, a unit of instruction that teaches the objective, and a unit of assessment that measures the objective.   The purpose of learning objects are to reduce content into manageable bites and tag it to increase flexibility, and use content for a different purpose, recycle content for new uses. The advantage of learning objects are saving money for companies by resusing the same content in a different place, customization of content, potential for interoperability across dilivery system sucah as WebCT. The disadvantages are removal of context from content runs, lack of learning object economy, no reward struccture, difficult to create and tie complex standards.

I personally like the idea of using learniung objects in my classroom.  I like the fact that my students have to ability to tag the items for future use.  To me this is getting back to the basics of teaching.  You have an objective, unit of instruction (teach) and you have unit of assessment for measurement (test). 

Cognitive Flexiblity Theory

I almost feel like the teacher on Charlie Brown….Wahwahwahwahwah (however you type that).  All these models are starting to run together.  I really had to read and re-read this theory to get a “decent” understanding of this theory.  This model would be best suited for the medical field.  One must be able to spontaneously restructure knowledge and respond to changing situational demands (like in the ER).   Students must be very flexible when they use their knowledge so the way they are taught is a huge factor in the type of cognitive structures they create.  This type of model also uses Case based real world scenarios.   This type of model allows the learner to build upon their knowledge, recall information and use that prior knowledge to find solutions. 

Once again I feel that the time to create and execute this type of model would be huge disadvantage for a high school teacher.  I am not sure that my students would even benefit from using this type model.  I think of my own abilities to even create this type of model and I am every so grateful to Dr. Oliver for allowing us to take on the roll of student versus creator.

Case-Based Learning

Case based learning is best suited for professionals: doctors, lawyers, business people, veterinarians, instructional designers and pre-service teachers. This type of model is typically used less in K-12 settings.  Case-based learning emphasizes learning in context.  Many learning models and theories may be chunked under case-based methods, including goal-based scenarios, anchored instruction, cognitive flexibility hypertext, and case-based reasoning. 

These cases allow students to benefit from the lessons learned from other persons.  Cases are like stories or story lines that students ready or interactively explore.  Cases can direct students toward a conclusion or provide the resources and context to discuss and debate issues dynamically. 

One of the pros I see to this type of model would be the amount of time required for the instructor to develop the cases for students to explore.  I am also not sure how this type of model would be the most beneficial to the types of classes that I teach.  There are other models that I would definitely use.  This would not be one of them.  I do see how this is perfect for the field that it was designed for (stated above in the first paragraph).  In order to train professionals you must give them real life scenarios to figure out.  If I were to use this model I would use YouTube, MovieMaker, or Google Video to present the cases. 

MOST

I did not realize that this was an acronym at first.  MOST: Multimedia environments that organize and support text.   MOST is something that I strive to include in every objective that I teach.  If you can engage the students from the very beginning you have a better chance of keeping them engaged for the remainder of the objective.  This method was designed to support broadly defined "literacy,"

or the abilities to read, write, speak, listen, compute, think critically, and learn on one's own.  I really like that this was designed for the at-risk learners.  I teach a lot of students who are considered at-risk.  This method also avoids the approach that students must master the subskills before building to higher-level thinking.  This method also allows struggling learners the opportunity to work in a motivating context.

When using the method it would be important to make sure that the multimedia supports your learning goals.  One barrier I see would be taking the time to make sure that you have correctly selected the appropriate multimedia. Another barrier I see to using this method is when you have a class with mixed levels: at risk, AIG and so forth. I would think that it would be difficult to select multimedia to accommodate all levels.   

There are all types of web tools that can be used; Moviemaker, Photostory, any program that uses a microphone and a storyboard type format.  I am really not very familiar with a lot of these. 

Star Legacy

Now this is a module that I can really understand, especially with the flow chart.  This module like the previous ones starts off with a problem or a challenge to solve.  It also uses prior knowledge to help solve the problem or complete the challenge.  Students have the opportunity to complete various activities to help them focus on solving the problem or completing the challenge.  These activities could be in the form of videos, simulations, labs, reading, etc.  Assessments give each student the opportunity to apply what they know and evaluate what they need to study more. A capstone project of task might also be included.  In the wrap up section, the lessons are summarized and students have the opportunity to reflect on their initial answers and how much they have learned. 

A challenge I see in this module is knowing the prior knowledge of all the students in my class, especially my EC students.  I think this module would also require a lot of supervision to assure that students stayed on task.  I can see my high school students loosing focus.  The positive side is that this type of module allows for all types multimedia.  I would use Googledocs, You Tube, Survey Monkey.

Anchored Instruction

Anchored instruction is very similar to goal-based scenarios.  Students work together in groups to solve a particular problem.  Anchored instruction was originally software (video), with authentic problems/cases explored by student.  Students then take what they know, and apply it to a problem then students must generate problems to solve. Students then develop solutions and present them to the class. One problem I see with this model is there seems to be less student involvement in the coming up with the problem (or the researching of the problem).  The problem and research is presented in the video or whatever multimedia was being used.  I do like that fact that like the recent previous models this deals with real world problems and situations. 

I could see myself using this in my field.  If I were to teach Business Law again this model would be a great way to present cases/situations to my students.  Once they have solved the problem they in turn would present it to the class.

A particular multimedia that comes to mind is voicethread.  My group used this in the last module we created.  This was my first time dealing with voicethread (really cool). 

Goal Based Scenarios

This makes me think of the difference between my 7-year-old twin 2^nd graders and my two 17-year-old seniors.  My 2^nd graders are still excited and very eager to learn. On the other hand, my 17-year-old seniors have spend the last 4 years doing everything in their power to get good enough grades to get into the college of their choice and get out of high school.  They have learned that they need to do just enough to get the desired grade.  The no longer have that self-motivation or that 7-year-old eager to please mentality.   This is exactly what Schank means when he stated that “Natural learning goals that have to do with increased understanding or increasing one’s power to operate successfully in various endeavors get replaced by artificial learning goals that have to do with acceptance, approval, and socialization.  One barrier I can see to the GBS is that students do not share the same interest.  It might be hard to keep all students engaged.  Also the lack of technology could be a factor.  This model would seem to also take a lot of planning on the part of the instructor. 

This also fits in with what I am teaching right now in Computer Applications I.  We have just started objective 3.02 which are the design principles.   To make this activity relevant and interesting to my students, I have created a project for them to do.  The goal of this project is to teach the design principles as well as teaching the benefits of knowing your target audience.  I have each student take on the role of a travel agency.  They are to create a logo, slogan and company name.  Using Publisher they create 5 publications making sure each publication follows the rules associated with the design principles as well as identifying the age of their target audience for each publication.  We spend a week on this project and they love it.  If I had more time, I would love to use more technology to turn this into a dynamic activity. 

1. What are your initial reactions to this theory/model? What are barriers to its use? What
benefits might be expected for those who overcome the barriers?
This model reminds me of my 7 year old twins.  WHY?  It is so tempting to say….BECAUSE I SAID SO.  But this is what we want.  We want the why answered.  The questions- Why does it matter?  What is the meaning of this activity?  This leads us to a deep level of understanding.

I have a student teacher right now.  As her mentor I teach her expert processes and skills.  She is my apprentice

I look at these steps below.  This is exactly what I am doing with her. 

·        teacher designs scaffolds that encourage

students to apply the strategies

·        the activities should be situated or

geared toward a relevant outcome

·        model, coach, fade

I don’t really see any barriers to this approach.  My student teacher is learning through asking the What and Why questions as well as trying out different approaches herself.  I am right there to help and guide her.

2. Would you attempt to use this theory/model with the students you are currently teaching
or hope to teach in the future? Why or why not? Could elements of the theory/model be
modified so that it would work with your current/future students?
I use this approach all the time with my students by modeling and scaffolding.  When they seem to grasp concepts being taught I gradually back off giving them more freedom. 

3. Since we're taking learning theories/models that were not necessarily created with the
Web in mind and turning them into Web modules, what Web-based tools or resources
could be leveraged to carry out this learning theory/model online?

Camtasia would be the best resource for modeling.  Also Elluminate and Wiki. 

PBL

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

PBL begun in the 1950’s in order to restructure medical school education. Right there this tells me that it would be of great benefit for science education.  It is now employed in business training.  PBL is teaching problem solving skills.  Students are given an open-ended problem where the answers could be one of many.  Students undertake authentic roles, diagnose situations in the same manner as an expert, perhaps interviewing key players or reviewing available documents.  The barriers to this would be time management in creating PBL activities.  Another barrier would be the ability of the instructor to efficiently manage each group; making sure they are staying on task.  The benefits would definitely be a higher level of thinking from each group.  This also teaches student how to efficiently work together in a group, share opinions and reach a decision. 

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I do not think that I would use this model with my current students or the future if I continue to teach the courses that I teach.  I teach computer classes.  I basically teach my students how to use Microsoft Office (database, spreadsheet, word, and publisher).  It is cut and dry what we do.  Just like math 1 + 1 will always =2.  There is no need to discuss it or try to solve this problem.  In spreadsheet for example, if you wanted to input data in a cell you make the cell an active cell an input the data. There is no need for problem solving, discussion or a decision to be reached. 

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out this learning theory/model online?

I am becoming a big fan of Elluminate.  Skype would be another good web-based tool to use.  Wiki could be used as a place to continue to keep information updated as long as it was monitored and controlled by a member of the group.  Another great tool for keeping information is googledoc.   

Cooperative Learning

For as long as I have been teaching I have been a fan of cooperative learning.  I am for any method that allows students to work together achieve a common goal.  This type of learning will prepare my students for a career in the business world where team work is must.  One of the draw backs of cooperative learning is division of labor.  As the instructor, I must make sure that I choose the groups and not allow my students to choose.  This always leads to a disaster.  I will typically groups my students into small heterogeneous groups of 2-4 students.  I always assign each student a job, these makes everyone a part of the process. I also have an evaluation process at the end which al lows the students in the group to evaluate each other.  This helps with accountability.  I also have to continue to monitor my students to make sure that everyone is staying on task.  This keeps me very busy.  When all this comes together it is amazing to watch. 

When I was taking a class through learning NC we did a few cooperative learning group projects on Wiki. It was really a neat experience.  I could also see where Elluminate or any other Web based chat type program would suffice for cooperative learning.

Guided Design

Now this is a design model that can sink my teeth into.  The Guided design model is an educational strategy that uses real world problems to teach decision making skills within a content area.  Isn’t this what we as teaches strive on a daily basis to teach our students.  I know I do.  An activity I do in CAI for objective 6.01-6.02 is to let them pick a real world issue to use in their educational presentation.  If a student decided to pick teenage pregnancy, hopefully this will help another student to make the decision to use a protection.  Anyway…I do like this model.   This model helps promote participation in the form of leaders, planners, and researchers.  Everyone in the group has a been assigned a part. 

Group Project Steps

• define problem

• state objectives

• list constraints limiting solutions,

assumptions one must make,

and facts to be known

• generate possible solutions, and

evaluate using criteria

• select one solution, synthesize

present results and recommendations

as a report, or other product

• implement decision

• evaluate results

• feedback should be provided indicating

how an “experienced” decision maker

might have performed

I wonder if a barrier would be lack of participation from high school students.  This sounds good in theory and would definitely work for college students, but I could see some of my high school students refusing to participate and letting the other students do all the work (just like with other group projects).There would have to be accountability and individual grading.

I think that the web resources for this type of model are endless.  This is a Design model.  My students could use any program out there imaginable to design their project.  Elluminate works well for collaborative group conferencing allowing you to sharing your desktop as you are designing.

Session 3 -Audio-Tutorial

My initial reaction to this was, wow you really have to have self-discipline to take a class in this form.  The very first part to the A-T System is called, ISS (Independent study session), independent-on your own.  I cannot see many of my students achieving success with this approach.  Who would keep the students on task?  On the other hand, my auditor learners would benefit from the audio portion of the ISS.  Students with reading and comprehension problems might also benefit from this type of system.  I have a few students who receive read aloud services on tests; this would help them on class activities as well.  If I offered a GAS (General Assembly Session) for my students but did not make it mandatory they would not come.  Why even offer something that is not mandatory, this seems like a waste of time.   I often have my students quiz each other.  I feel that this has tremendous benefit and helps to improve test scores. 

I could definitely see myself using this system with my current students.  Since I teach courses taught in a computer lab, I am already in the perfect setting.  Instead of using tapes I would create a podcast for my students to use.  They would have access to headsets and the freedom to start and stop the podcast as needed.  For quizzes I could use Quia (I already have an account).  I am not sure that my students would even want to use the general assembly session.  I don’t think there is any benefit to this. 

Web-based tools that come to mind are YouTube, Quia, Elements, Delicious, Elluminate, Picnik and Jaycut. 

Using The Keller Plan

My initial reaction is that the modern classroom is changing and if instruction/learning can incorporate modern technology we must embrace it.  Computers and web based applications offer teachers the capability of reaching students more quickly and easily. Traditional classroom instruction definitely has its place but we live in a more fast pace world and the concepts describe in this article are limitless. 

As I was reading through the article, namely The Keller Plan I kept thinking about the changes being made to one of the courses that I teach.  Next year Computer Application I will be replaced with the Microsoft IT Academy.  This course will allow students to become certified in either PowerPoint/Word or Excel/Access by working in modules.  Based on my limited understanding of this new course students will view tutorials, and work through modules which involve various assignments.  They will also take standard tests.  A benefit of this system is that students will be allowed to work at their own pace allowing me as the instructor to add modules for more advanced students who might feel held back by students who are struggling.  A potential benefit of this system involves oral tutorials. Conceptually this type of web based instruction/learning could be very beneficial in the modern classroom such as mine although there could be obvious barriers.  An unmotivated student, left to work at his own pace could choose to do nothing.  An instructor must monitor students at all time to make sure they are staying on task.  Another barrier is the expense of the technology and the equipment needed.