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?
Learning objects are pretty much what they sound like- objects used for learning. I think it is a very common practice for teachers to gather together learning objects from different sources for instruction. (How many times are teachers told to "beg, borrow, or steal" ideas for their classroom?) It was interesting to think about the possibility of having an more organized system of storing these digital learning objects online for easy access and use. I think that's the main barrier to using LO- taking the time to locate appropriate resources. If you do find that perfect object (video, lecture, interactive, podcast, etc.) it can really help students understand a concept and keep you from "reinventing the wheel" when the resource is already out there.
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 pull learning objects from a variety of sources for my elementary classroom. Some of them are more structured sites- like TeacherTube, Learn360, and Math Interactive. I'm constantly finding resources from other places as well- sometimes just by googling "science interactives" or "fraction videos." Kids love using any learning object that's not in a textbook or practice book, so it's time well-spent searching!
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?
The internet really makes the organization of learning objects possible. Many sites (like the ones I've mentioned above) are already putting together some of these resources- but they usually are only focused on one element- like just videos or only podcasts. It seems like this is field where there is a great deal of opporunity for expansion right now.
Thursday, April 21, 2011
Saturday, April 16, 2011
Reflection on Cognitive Flexibility Theory
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 theory definitely has some similarities to Case Based Learning. I think the main difference I see is that CFT is more concerned with how students actually process and organize the information in the their memories so they can apply it in a variety of ways. I think this is a great idea, but the whole "ill-structured" thing concerns me a little. It seems like it might be easy for there to be gaps in what students are learning if instruction is not planned very clearly.
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?
Like case based learning, I don't see this as an appropriate model for teaching elementary school students on a regular basis because of the less structured nature of this theory. I think elements of this theory could be integrated into other teaching methods for younger students though. It's important to illustrate different examples of how information can be used in the world and have students identify and practice using content and skills in different lights.
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?
Since this theory hinges on having access to examples and resources available to students, several Web 2.0 tools are appropriate for bringing CFT online. Ning (obviously- since we're using it this week) is a great way for students to access online materials and share with each other. Other social networks such as facebook could work as well.
This theory definitely has some similarities to Case Based Learning. I think the main difference I see is that CFT is more concerned with how students actually process and organize the information in the their memories so they can apply it in a variety of ways. I think this is a great idea, but the whole "ill-structured" thing concerns me a little. It seems like it might be easy for there to be gaps in what students are learning if instruction is not planned very clearly.
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?
Like case based learning, I don't see this as an appropriate model for teaching elementary school students on a regular basis because of the less structured nature of this theory. I think elements of this theory could be integrated into other teaching methods for younger students though. It's important to illustrate different examples of how information can be used in the world and have students identify and practice using content and skills in different lights.
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?
Since this theory hinges on having access to examples and resources available to students, several Web 2.0 tools are appropriate for bringing CFT online. Ning (obviously- since we're using it this week) is a great way for students to access online materials and share with each other. Other social networks such as facebook could work as well.
Thursday, April 7, 2011
Reflection on Case Based Learning
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?
When I first heard "Case Based Learning," I immediately thought of law school. (Actually I thought of Legally Blonde- the setting of which was law school.) I see Case Based Learning as a valuable learning method for adult learners in many different occupations- lawyers, doctors, teachers, nurses, plumbers, electricians, etc. Basically, the way most people operate on a day to day basis is case-based. You encounter a situation at work or at home (struggling student, leaky faucet, bumpy rash, etc.) and you use your knowledge from previous situations (cases) to decide the best solution.
A barrier I see is that without at least a certain level of pre-requisite information, case based learning just seems like guess and check. I think, however, that cases paired with other teaching methods could provide a valuable way for learners to apply and practice new skills and knowledge.
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 don't really see me formally using case based learning with my elementary school students. For the most part, I think this method is a little too complex for younger students to benefit from it. It might be too difficult to translate knowledge from one case to an entirely different one without a great deal of teacher support.
That being said, I think it is important to include some elements of this type of learning in elementary instruction. Students do need to understand that other people have solved problems in different ways in the past and consider how how those solutions can help them figure out new scenerios. Students should also reflect back on their own cases (past experiments, problem solving strategies, trials and errors) to make decisions about what methods to use in the present.
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?
Online databases are an excellent way to store collections of cases for specific occupations and situations, since these databases are accessible to all and searchable by a variety of factors. I have loved looking through the Knowledge Innovation for Technology in Education (KITE) case database. I had no idea something like this existed and plan on continuing to search this resource when planning technology integration for my classroom. Cases could also be shared using video on sites such as YouTube or Google Video.
When I first heard "Case Based Learning," I immediately thought of law school. (Actually I thought of Legally Blonde- the setting of which was law school.) I see Case Based Learning as a valuable learning method for adult learners in many different occupations- lawyers, doctors, teachers, nurses, plumbers, electricians, etc. Basically, the way most people operate on a day to day basis is case-based. You encounter a situation at work or at home (struggling student, leaky faucet, bumpy rash, etc.) and you use your knowledge from previous situations (cases) to decide the best solution.
A barrier I see is that without at least a certain level of pre-requisite information, case based learning just seems like guess and check. I think, however, that cases paired with other teaching methods could provide a valuable way for learners to apply and practice new skills and knowledge.
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 don't really see me formally using case based learning with my elementary school students. For the most part, I think this method is a little too complex for younger students to benefit from it. It might be too difficult to translate knowledge from one case to an entirely different one without a great deal of teacher support.
That being said, I think it is important to include some elements of this type of learning in elementary instruction. Students do need to understand that other people have solved problems in different ways in the past and consider how how those solutions can help them figure out new scenerios. Students should also reflect back on their own cases (past experiments, problem solving strategies, trials and errors) to make decisions about what methods to use in the present.
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?
Online databases are an excellent way to store collections of cases for specific occupations and situations, since these databases are accessible to all and searchable by a variety of factors. I have loved looking through the Knowledge Innovation for Technology in Education (KITE) case database. I had no idea something like this existed and plan on continuing to search this resource when planning technology integration for my classroom. Cases could also be shared using video on sites such as YouTube or Google Video.
Wednesday, March 30, 2011
Reflection on MOST Multimedia Environments
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?
First of all, can I make a confession? When I saw "MOST Multimedia Environments" on the syllabus and moodle, I did not realize MOST was an acronym and thought we would be learning about what the majority of multimedia environments are like. I caught on pretty quickly though when I read that MOST stands for Multimedia enviornments that Organize and Support Text.
I was excited about this model for several reasons. First of all, it is a departure from the previous models (Guided Design, Anchored Instruction, Goal Based Learning, etc) we've been learning about that, despite their different strengths, weaknesses, and parameters, seem very similar to each other. Secondly, I liked that this model specifically focuses on at-risk learners. In general, I think good teaching and sound learning theories address the entire spectrum of learners, but there are situations in which certain students need extra support and MOST Multimedia Environments provides one method to help reach these learners. And lastly, I could see this method being very applicable to many students that I teach in an elementary classroom- those who are struggling readers, have English as a second language (ESL), have not had a great deal of learning/life experiences outside of school, or who do not have strong vocabularies.
I love the quote from the introduction of the Bransford article that says "literacy is defined as the ability to read, write, speak, listen, compute, think critically, and learn on one's own." My first year teaching was at a school where 95% of the students were ESL. We were constantly encouraged to not only help students improve their reading and writing, but also consider their speaking, listening, and metacognitive skills. By using multimedia to help reach these learners, you can practice many of these skills concurrently.
As with other multimedia models, the barrier here is finding/creating the necessary videos, software and other resources to implement this type of teaching. With those types of instructive multimedia in place, however, I think that all students, those at-risk and not, can benefit from the language building activities using this method.
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 use this method with my students using videos and clips from Learn360, UnitedStreaming, and TeacherTube. Of course, as mentioned in the Bransford article, it is important to make sure learners are actually interacting with the multimedia to be "active" rather than "passive" learners. When we watch a video in class, I am constantly pausing the video every couple of minutes (or even more frequently, depending on the content) so my students can discuss vocabulary, complete graphic organizers, share thoughts with their classmates, and pose and answer questions. Otherwise, multimedia alone just becomes a babysitter and does not necessarily add to the learning process.
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 feel like a broken record, because so many Web 2.0 tools and resources are useful for many different models. As I said, TeacherTube, Learn360, and United Streaming are good sources of instructional videos and clips. As Dr. Oliver shared in the lecture, Jumpcut and Muveemix are sites to edit video, and YouTube as a video editing feature as well. ToonDoo and Voki might be useful for retelling stories that were shared on video as well.
First of all, can I make a confession? When I saw "MOST Multimedia Environments" on the syllabus and moodle, I did not realize MOST was an acronym and thought we would be learning about what the majority of multimedia environments are like. I caught on pretty quickly though when I read that MOST stands for Multimedia enviornments that Organize and Support Text.
I was excited about this model for several reasons. First of all, it is a departure from the previous models (Guided Design, Anchored Instruction, Goal Based Learning, etc) we've been learning about that, despite their different strengths, weaknesses, and parameters, seem very similar to each other. Secondly, I liked that this model specifically focuses on at-risk learners. In general, I think good teaching and sound learning theories address the entire spectrum of learners, but there are situations in which certain students need extra support and MOST Multimedia Environments provides one method to help reach these learners. And lastly, I could see this method being very applicable to many students that I teach in an elementary classroom- those who are struggling readers, have English as a second language (ESL), have not had a great deal of learning/life experiences outside of school, or who do not have strong vocabularies.
I love the quote from the introduction of the Bransford article that says "literacy is defined as the ability to read, write, speak, listen, compute, think critically, and learn on one's own." My first year teaching was at a school where 95% of the students were ESL. We were constantly encouraged to not only help students improve their reading and writing, but also consider their speaking, listening, and metacognitive skills. By using multimedia to help reach these learners, you can practice many of these skills concurrently.
As with other multimedia models, the barrier here is finding/creating the necessary videos, software and other resources to implement this type of teaching. With those types of instructive multimedia in place, however, I think that all students, those at-risk and not, can benefit from the language building activities using this method.
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 use this method with my students using videos and clips from Learn360, UnitedStreaming, and TeacherTube. Of course, as mentioned in the Bransford article, it is important to make sure learners are actually interacting with the multimedia to be "active" rather than "passive" learners. When we watch a video in class, I am constantly pausing the video every couple of minutes (or even more frequently, depending on the content) so my students can discuss vocabulary, complete graphic organizers, share thoughts with their classmates, and pose and answer questions. Otherwise, multimedia alone just becomes a babysitter and does not necessarily add to the learning process.
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 feel like a broken record, because so many Web 2.0 tools and resources are useful for many different models. As I said, TeacherTube, Learn360, and United Streaming are good sources of instructional videos and clips. As Dr. Oliver shared in the lecture, Jumpcut and Muveemix are sites to edit video, and YouTube as a video editing feature as well. ToonDoo and Voki might be useful for retelling stories that were shared on video as well.
Friday, March 25, 2011
Reflection on the STAR Legacy Model
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?
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
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 could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
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?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
I thought this model was a lot easier to wrap my head around than some of the previous models. (I guess that big star graphic really is useful!) The first step, "Challenge" reminded me of the initial step of many of the other models- like Goal Based Learning, PBL,Anchored Instruction and Guided Design. What differentiates the STAR model is that this first step is a series of questions, instead of one big problem or goal.
This model would seem to have many of same benefits as previous ones- practice with research and critical thinking skills and capturing student attention with a challenge at the beginning. Another advantage is that the STAR Legacy model activates students prior knowledge about a subject and then has him reflect on his learning process, which would increase knowledge retention. I really don't see any disadvantages to this model except, as with previous models, the amount of preparation time it would require to create this type of lesson.
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 could definitely see using this model with my fourth graders. I like how this model is a little more guided than previous ones and that's almost a necessity when you only have one instructor for 26 busy little students. It would be very valuable for my students to write down their ideas in the "Thoughts" stage as a kind of pre-assessment and be able to compare those to their final findings in the "Wrap-Up" stage.
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?
Video sharing sites, such as YouTube or TeacherTube would be good places to share a video of the intial challenge. Students could submit their "thoughts" for the second step in a Google Form or Google Doc. Those same video sharing sites could be used to provide the expert input in the next stage and students could practice with learning games and activities from a variety of sites. Quizzes could be created in Quizlet, Quia, or with another similar site.
Friday, March 18, 2011
Reflection on Anchored Instruction
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?
A lot of the learning theories seem like they're starting to overlap at this point. Anchored Instruction seems like a combination of Goal Based Instruction (since students learn through scenarios) and Guided Design (since students work together to solve a problem or reach a goal.) And in that regard, I see many of the same barriers and benefits as those two models. Anchored Instruction would require a lot of upfront planning and preparation on the part of the instruction, but would result in students really grasping the knowledge or skills since they are applying them to a problem or scenario.
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 could see this as a valid model for use with elementary students, but wonder about the time and effort that would need to be invested in preparation. With my fourth grade students, I sometimes use videos from www.learn360.com that present students in problem solving scenerios and have my students make predictions about what would happen or explain what they would do in those situations. Some of the videos that I think somewhat follow this method (although if the teacher doesn't stop the video and prompt student discussion, it wouldn't work) are CyberChase and World of Wonders.
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?
As I mentioned, videos that are already online on streaming educational sites like Learn360, UnitedStreaming, or TeacherTube, have some video scenarios that could be used to set up problems for students to figure out and introduce some information about a subject. In order to let students meet online to plan together, they could use Skype or Elluminate.
Friday, March 4, 2011
Reflection on Goal Based Scenerios
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?
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
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 would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
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 think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
When I was watching the lecture, I almost yelled out, "Oregon Trail!" I think all children of the 80s/early 90s experienced some version of Goal Based Scenario teaching through Oregon Trail or other computer games. Obviously, as evidenced by the 800,000+ people a month who play Oregon Trail on facebook now, people LOVE goal based scenarios.
The Goal Based Scenario method basically seems to me like "tricking" the students into learning by playing a game to reach a destination. Despite the sleight of hand element of this, I think this is a great, engaging, interactive way for students to learn about a variety of topics.
One problem I see about this method is that it can limit student choices and higher order thinking when all they have to do is make one decision and then another. These scenarios, by design, tend to be more "multiple choice" than open-ended, and some students may just try the guess-and-check method without paying much attention to the consequences or learning along the way. Younger students might also get "lost" along the way if the program is not well guided. Planning a goal based scenario lesson for students obviously requires a great deal of up front work as well- and those that are based on a computer may require advanced design skills.
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 would love to use this model more often with my students, but it's a difficult thing to plan for. There are some programs that I've used before with my students (like Peetnik Mysteries) and I would be open to using other lessons using Goal Based Scenarios, but I haven't gone to the trouble to plan out a whole lesson in that way and have not seen many simple options for these online.
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 think the internet is an ideal platform for Goal Based Scenarios since information and multimedia can easily be complied and linked to put together a program. A tool as simple as Blogspot or Wordpress could be an online journal for students to read and find clues to reach a goal. Video sharing sites such as YouTube or Teachertube offer an online space for videos that could serve as the cover story or introduction of information along the way. To really create a visually pleasing and easily accessible program online, I think the designer would have to know more advanced web design, including flash, which officially puts it out of my league.
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