Case- & Object- based learning environments

This last unit focused on Cased based and Object based learning environments.  Cased-based learning methods, Cognitive Flexibly theory (CFT), and Learning objects share a similar foundation that their focus is using relative cases and stories for student learning.  They are created for students to explore cases or “lessons learned by other people” and then show how they can apply knowledge to other cases or situations.  Case based reasoning (CBR) reminds me a lot of our recent project that was classified as a Cognitive Flexibility theory.  Cased based reasoning is using old cases and prior experiences from cases read to help solve a new case.  The CFT project recently completed was set up where one must read multiple letters from different people from a southern plantation (cases) and then read current articles (new cases)  about the modern day health crises to recognize similarities.  The last question in the assignment proposed a new problem and we had to apply what we know and learned from the cases to come up with solutions.  CFT is more time consuming, but for CBR one would be able to come up with solutions quicker because of prior knowledge.  Learning Objects are actual content resources that can be used in various modules of Cased-based learning and for CFT.  Learning Objects should be reused and shared much like the resources for cased based learning.  

These learning modules require students to use high order thinking skills which is important but also very complex to create and implement.  For my students I think the main barrier would be students not understanding what is actually asked of them and how to actually complete the assignment.  The learning environment would have to incorporate a well designed interactive web module where all resources are linked and instructions provided.   I think it would be very timely to not only search for relative cases, but then to create a user-friendly web module. 

Learning objects can be tagged and shared to help in the process of designing learning modules.  Being able to share learning objects with other teachers and then possibly being able to modify for classroom instruction would be a benefit.  I also believe if I found some more basic or cases that I know I could apply to several projects throughout the semester would be very useful for me.  Students could apply that prior knowledge to new cases throughout the semester. 

I also like the idea with CFT that student examples illustrate the content in multiple contexts.  I think this is important for high school students to see and know because it will help them better relate to the real world. 

I can’t imagine these models not being a web module.  An interactive web site with all necessary attachments linked is a must.  Ning, dropbox, google drive can be used to share resources and for discussions. Weebly has been a great tool for designing interactive modules and great for organizing for high school students or younger.   Zunal is a web quest maker and your site can be created for students to read, learn, apply, and assess learning as they follow web quest instructions.     

Context-Rich Learning

Unit 3 lessons share several strategies and theories concerning a context-rich learning environment.  Motivation is the common principle used in the theories.  Goal-Based Scenarios, Anchored Instruction, STAR model, and MOST all used motivation to promote interest in the context.  Goal-based Scenarios, Anchored Instruction, and STAR model all begin by presenting the students with an initial challenge or goal that creates interest.  The challenge can be presented using a video or multimedia tool.  Students use prior knowledge or resources provided to apply to meaningful problems.  The theories all require students to consider all options and explore different perspectives to the problem.  I believe, Goal based scenarios and MOST environments are more for individualized learning and Anchored and Star Model could be used for cooperative learning. 

MOST environments model is designed differently than the others.  MOST is using multimedia to accelerate learning.  The multimedia tools or videos should be set up throughout the lesson to reiterate the context.  Studies show that the students can better retell the story and understand vocabulary once they hear it used orally.   

I really like the multimedia program acting like a kiosk for learning as shown in the examples for Goal Based scenarios.  The multimedia programs provide videos and graphics that will spark student interest.  They make it easy for kids to navigate and make them WANT to take on the challenge without thinking about learning.  The students probably don’t think of it as learning skills or “school” and that’s an advantage.  The major barrier to using these theories regularly is the time required and resources to create and set up the model.  As I was reading about these different theories I was continuously thinking about how much I would love to create projects using multimedia sites and follow the various models.  The easy part is providing an eye opener or challenging introduction to motivate learning.  But when you are also providing several solutions (Goal Based scenario) or “Operations” (Anchored Instruction) for the student to consider… that becomes time consuming.  So, I find it very discouraging that I may actually have time to create a context learning environment like presented.  I WISH I did, but I don’t see it being possible when teaching a pre-set curriculum and the time constraints as a high school CTE teacher.   

MOST environments remind me of how this class is set up.  I also understand that if used appropriately for at –risk, young age groups it could be a positive learning opportunity.  As a CTE teacher, my classes are a blend of all grades and different learning styles and abilities.  I try to show videos and incorporate them through-out lessons because of the importance of differentiated instruction in my classes.  But one thing I don’t do and probably should is attach those videos to my web page or create resource links for each essential standard so students can refer to them individually as needed.  I have my notes on my web page but not the videos.

Weebly… not just for this graduate class, but Weebly could be used to design any context learning environments using the models from this unit (and the others as well) for my classroom.  Create one web page that follows all steps to the theory that’s creative and appropriately designed for students to solve meaningful problems and better understand the content objectives.  It provides one single resource for student motivation (challenge and graphics) and simple navigation to help students explore solutions, take assessments, and provide opportunities for scaffolding and feedback.  Multimedia tools can be linked to tell stories (YouTube, Voki), a tool for discussion, support learning and recall prior knowledge (Post-it, Google Drive) and also to present or wrap-up the problem (VoiceThread, Animoto, Prezi).        

Unit II- Group-based/ Cooperative Learning Environments

Cooperative learning environments was the hot topic the past few weeks.  Several strategies were introduced in this unit and include the Guided Design process, Cooperative Learning strategies, Problem-Based learning (PBL), and Situated Cognition such as Cognitive Apprenticeship.  The key similarities I found are simply the positive outcomes or advantages as a result of group-based learning environments.  This type of learning builds student individual interest, teaches positive relationships and interpersonal skills, and requires integration of knowledge.  Importantly the strategies are a motivator to learn and the positive outcome is relevant when preparing students for the world of work. 

The Guided Design process, PBL, and Situated Cognition all are designed for real-world knowledge or authentic issues.  These strategies are most commonly used for high school, university, or industry training. A common principle could be the importance of the facilitator.  The facilitator actively guides and questions students as the students work toward a common goal.  All are training a certain skill or concept.    

Several cooperative learning strategies were provided in the notes and when compared to the other theories the purpose and use is vague.  Cooperative learning should be set up in smaller, heterogeneous groups so students can help one another understand course content.  Individual roles are assigned and positive interdependence is promoted.  I feel cooperative learning is a concept I have heard repetitively my entire life as a student and teacher.  This concept and the strategies are implemented almost daily in my classes.  I can probably bet most K-12 classroom teachers do as well. 

I was really interested when reading the various theories.  I’m thinking to myself the whole time, YES… this is what I believe in!  This is the part of teaching that I enjoy and why I teach Marketing.   I believe in the fact that students should be able to implement prior knowledge into real-world situations and as a teacher I should be able to create those opportunities.  We can’t always “spoon-feed”.  Teachers should facilitate discussions through higher-order thinking questions and provide scaffolding that guide’s individual student learning and motivation. 

All of the theories for cooperative learning environments could be modified and implemented in my classes.  The major barriers I see is class size (approx. 30) and the courses have a state exam, therefore I’m usually pushed for time to cover all course objectives. 

Several web tools could be utilized if turning the strategies into web modules.  Tools such as Skype, elluminate live or Google hangout can be used for group discussions or meetings and the facilitator can be involved as well.  Google Docs, Blogger or Diigo can be used for groups to share with each other links or resources as they work toward resolving problems.   We have Gaggle in my district so students can chat and/or e-mail and I could upload resources for the class. And always You Tube can provide instruction or be utilized to answer the “so-what” questions, provide the modeling for “apprentice-like” situations, or state the problem for PBL. 

Individualized learning-- Unit 1

Two theories are presented to help explain and define individualized learning, Personalized System of Instruction (PSI) or Keller Plan and Audio-Tutorial Method (A-T method). Both theories are self-paced and agree that motivation and positive reinforcement is necessary.  A teacher and/or tutor and technology are used to manage classes and student progress for both theories.  PSI and the A-T method also share the common principles that because students have different learning styles, schools/teachers should provide learning environments of instruction that correlates with the students’ individual learning needs. Although they share the same common principle each approach is different.

PSI  is designed with clear objectives and students only proceed through the course after mastering the previous unit. Proctors provide immediate feedback and are available for testing, re-testing, tutoring during assigned times.  Seems to me students only see proctors when they need too. Lectures are uncommon and I liked the way Robert Davis and Kenneth Ragsdell defined learning and the importance of an asynchronous learning environment for students.

PSI and the A-T method were both devised in the 1960s.  My reaction when first seeing that was they are extremely old theories and probably out of a date.  I feel like the A-T method is a big contributor to the success of distance education courses today.  The A-T method uses audio lectures and 3 various phases on instruction through a large group, independently, and small group sessions.

As a teacher the major barriers I see would simply be the continuous lesson planning for whole units at a time (requiring lots of videos) and the struggle to stay organized with students learning at a different pace. 

Not an entire course, but I believe for most of my objectives I use parts or a modified versions of the A-T model.  I may go through all 3 phases in 1 day, but it is at my pace, not self-paced for the students.  When introducing new content we are in “General assembly session”, then students work in a “small assembly session”, and then follow-up at home or in class with their own “independent study session.”  I incorporate videos in my instruction and possibly part of their group work.   The supplemental videos and resources are always linked to my web page.

As a high school teacher I don’t see that there is any way that I could use these individualized theories as their authors created them because of testing purposes.  Students are required to take midterm exams and final exams that cover course objectives.

Several web based tools are available that can help carry out these individualized learning theories using the Internet.

·         Youtube—my favorite.  For Marketing, the Sports, Entertainment, and Fashion Industry there are many supplemental videos to choose from and use for instruction.

·         Prezi

·         Voicethread

·         Windows Movie Maker