CBR, CFT and Learning Objects

   

     The three learning models/theories that we looked at in this unit, Case Based Reasoning (CBR), Cognitive Flexibility Theory (CFT) and Learning Objects, all have some striking similarities. Case Base Reasoning and Cognitive Flexibility Theory are similar in that the instruction is based on real-life stories (cases). This gives context to the instruction and allows learners to apply the knowledge gained from a collection of cases and apply it in new ways to new problems and situations. In Case Based Reasoning, learners retrieve an old case from the case library and reuse the knowledge learned by adapting it to a new case to develop a solution. The learner then checks to see if the solution works and, if not, revises it to create a new solution. Finally, the learner retains the new case by adding it to a case library. Cognitive Flexibility Theory is also case dependent, but adds a dimension of learner flexibility by offering a wider representation of cases that incorporate multiple perspectives and different solutions through the use of complex and ill-structured domains.  This allows learners to “explore…different pathways, link information together in multiple ways and develop personalized explanations and analogies.” (Fitzgerald, Wilson, and Semrau, An Interactive Multimedia Program to Enhance Teacher Problem-Solving Skills Based on Cognitive Flexibility theory: Design and Outcome. 1997 pg. 50) Both of these learning models/theories allow novice learners to solve problems that they would otherwise not have the experience to deal with.

     Learning Objects are somewhat unique in that they are not really a learning model or theory, but are tagged, online instructional resources that could be used as building blocks for the models that we have discussed in this course. Learning objects are designed to be reusable and can be adapted to fit an instructor’s new instructional module. Thus, as with CBR, the user is taking something already in existence and reusing, even revising, it to fit a new instructional need. Also, CBR and CFT are based on a collection of case stories that have instructional value. The individual cases, if they are online and tagged, could also be considered Learning Objects. Learning Objects are wonderful resources that can help developers save time and resources in the creation of web- based instruction.

      Learning modules based on CBR and CFT can be extremely instructive in many situations, especially when teaching decision-making skills and in fields where there are lots of possible solutions to problems, such as in medical school, law school and certain areas of teaching. The biggest hindrance to creating CBR and CFT, though, is the amount of time, resources and expertise required to create the instruction. It would require a team of developers/designers, up-to-date hardware/software technology and advanced server and web storage capabilities. Not many people or schools are in a position to be able to afford that. Anyone can use Learning Objects, though. They are often free, easily accessible and come in a variety of topics. Many of the teachers where I work are hesitant to develop or incorporate web-based instruction into their classrooms because they are afraid it is too time-consuming. Using readily available learning objects to streamline the production of such instruction might help them overcome their hesitations.

I would be love to use CBR with the teachers where I work. It seems to me that teachers enjoy learning through stories/cases. That is evident in the teacher workroom when you hear one teacher ask the other “what would you do in this situation?” or “Have you ever experienced this?” It seems to me that the older teachers often mentor the younger teachers through personal stories. Finding the time and resources to create online training based on such cases would be something to aspire to.  In the meantime, I would definitely use the concept of Learning Objects to encourage teachers to find resources online and use them in conjunction with their instruction. Right now, some of the teachers are creating, saving and sharing with one another little learning modules using our interactive “Mouse Mischief” software. I can see creating a small, school-wide, proprietary Learning Object repository where the teachers can store and share such material with each other.

     CBR, CFT and LO all require a lot of organization to keep track of the different cases, instructional elements and/ or learning objects. Using tools that help me stay organized would be a must for this type of instruction. An online notebook could be very helpful in keeping multiple pieces of information, links and LOs organized. Two online notebook sites are: Springpad and livebinders. Another free tool that can be used for uploading, sharing and storing cases and LOs is Google Sites. Google Sites is mostly recognized as a website creator, but you can also use it as an intranet site for a group or business with up to 10GB of storage space.

SMART Goals

Here is an example of one of my SMART Goals. I plan on continuing my education and getting a Certifiacate in E-Learning. Let me know what you think. Thanks!

·         Specific – Continue my education and complete a Graduate Certificate in E-Learning

·         Measurable – Either I will do it or I won’t

·         Attainable – Take one class a semester until it is completed

·      Realistic – Save $270 a month to pay for classes. (Cut out Starbucks, bring leftovers for lunch instead of eating out and cut back on discretionary spending) Set aside 3 hours a day for homework, more on weekends if necessary

·         Timely – Complete the Certificate by December of 2013

Context-Based Learning Models

     The context-based learning models that we are reviewing in this unit have a striking number of similarities, along with a small number of differences. Goal Based Scenarios (GBS), Anchored Instruction, STAR Legacy Modules and MOST environments all attempt to engage learners through contextualized content, making the instruction relevant and meaningful to the students. Immersing the learners in a real life scenario allows them to develop higher-order critical thinking and problem solving skills.  According to Susan Goldman, “Students who received information in a problem-solving context were much more likely to remember what they read and to spontaneously use it as a basis for creating new sets of plans”. (Anchoring Science Instruction in Multimedia Learning Environments. Goldman, et al. pg. 4) With context-based instruction, students learn problem solving skills that carry over to other areas of instruction, school and life. Another similarity between the models is that the instructional content relies heavily on multimedia to attract and keep the learner's interest. The use of sound, video and interactive lessons allows students with differing learning styles to stay engaged in the course work. Because of the amount of effort it takes to develop the contextualized and multimedia instruction, these models are challenging to create and, especially in the case of the MOST Model, require that teachers be trained in order to use them effectively. The MOST model differs from the others in that it is narrow in scope and primarily focuses on early literacy. MOST is designed for at-risk students with a wide variety of individual differences and uses visuals to create mental pictures that help students learn and understand new content.

     These context-based models are quite exciting in their potential to engage students and harness their innate desire to learn. Teachers who use these models are greatly rewarded by seeing students not only engaged in the instruction, but also seeing them apply the problem solving skills they have acquired to other areas of their lives. The biggest drawback is that these models take a great amount of effort and resources to create and use properly. It would be difficult to use them for everyday instruction in the classroom, but they would be very effective for special lessons, activities or specific goals. The MOST environment model would be difficult to implement in a larger classroom since the learner would also require individualized attention from an instructor. Other barriers, especially with the MOST model, include finding the resources to train teachers and also finding teachers who are willing to put in the time and effort to learn a new, potentially labor-intensive, model.    

     Even though these models would be more challenging to use, I can see great rewards for taking the time and effort to implement them. I personally enjoy solving mysteries, puzzles and problems and know that I learn better “by doing” rather than by just reading an assignment. I imagine that there are many people like me who feel the same way. In terms of implementing these models, I might not exactly follow all the models step by step, but I can see incorporating the problem-solving or apprenticeship aspects of GBS and Anchored Instruction into training classes. Traditional instruction may be too passive for some, whereas context-based instruction encourages active participation in the learning process. Another way I could apply these models where I work is to help teachers use some of the newer technology tools in their classrooms to create some role-playing and problem solving scenarios for their students. For example, the teacher could create a GBS activity where the students could pretend they are the Minister of Tourism of a given state or country. They would need to find the top ten tourist destinations and create a presentation explaining why the sites are important, describing the culture, weather, scenery, etc. Then the students could figure out how to market the tourist spots to other people, thus learning about geography, culture, presentation skills and new technologies.

     Online contextualized instruction is challenging to design. Fortunately, there are a number of technology tools that can be used to make the content interesting and accessible. The basic PowerPoint/Camtasia combination is a solid choice for creating video tutorials, as is Google Drive for sharing information and creating quizzes and surveys. A favorite site for locating copyright free pictures for the instructional content and for student presentations is pics4learning.com/ . Flickr also has some copy-right free photos available. Another tool that younger users would enjoy is Braineos. At Braineos, users can create their own flashcards on any subject matter and then play games with them to reinforce the instruction. I personally like catching fairies in a jar!

     Contextualized instruction is challenging to design and implement. But it is easier to create with the help of recent technology tools and well worth the effort when seeing the positive results of higher retention rates and improved critical thinking skills.

Unit 2, Collaborative Learning Models, ECI 517

Unit 2 Blog Post

     Unit 2 focuses on learning theories/models that are based on collaboration and communication.  In Guided Design Process (GDP), Cooperative Learning (CL), Problem Based Learning (PBL) and Situated Learning (SL) a major focus of the instruction is based on group interaction and effective communication. This is especially true for GDP, CL and PBL where most of the learning takes place within a group setting. Placing learners into a group helps team members learn from each other, take ownership of the problems they are asked to solve, and, usually, teaches the group members better communication skills. Having groups analyze and research answers for themselves, versus listening to a fact-filled lecture, develops higher order analytical, critical-thinking and problem-solving skills. These skills benefit the learners for the rest of their lives, long after the facts are forgotten. Although these models have much in common, there are also some differences to be aware of.  For example, even though Guided Design uses group work as a major component of the instruction, there is also an instructor that is involved in multiple stages of the learning process who helps guide the discussion and group dynamics. Problem Based Learning, on the other hand, relies less on instructor guidance and more on the instructor pointing the learners to the resources and tools they need to use in order to develop solutions to their assigned group problem. Cooperative Learning focuses on group processing skills.  Group members are taught to help each other because the group can only succeed if all the members succeed. Situated learning may, or may not, use group activities to promote learning, instead the focus is on the premise that learning takes place best when the problem being solved has some relevance to the learner’s life. Situated Learning places instruction in the context of “why does it matter?”

     Each of these models, when implemented correctly, can offer great benefits to learners and instructors.  Learners benefit by the higher order thinking skills that they develop, by learning to take responsibility for their own instruction and by learning to work with others in a positive manner.  These skills are critical when learners enter the work force.  Indeed, employer surveys show that “interpersonal work skills such as self-motivation, a positive work attitude, high ethical standards and the ability to work as a team player clearly dominate hiring decisions.” (Mutual Gains from Team Learning: A Guided Design Classroom Exercise. Wilson, Paul. 2004 pg.3) Instructors benefit from these models through increased learner understanding and knowledge retention.  Their students are learning more through cooperative learning than from traditional methods.  A big area of concern, though, with these collaborative models is that students accustomed to traditional methods of instruction don’t know how to work effectively in group settings. This may lead to poor group dynamics where students can’t work well with others or where there is not enough self-motivation to research the answers on one’s own initiative. Instructors using these models need to be careful that they successfully instruct the learners on group dynamics by making sure that the students assign roles to each other, take turns leading the group and use positive communication skills. When problems from negative group interactions are thwarted, the potential for learning is great.

     All the models mentioned in this unit have great potential to improve learner outcomes and have the flexibility to be used in a variety of settings.  I would like to try all of them at some point, but the model that I think would be most effective where I work is the Guided Design Process model.  Most of what I teach involves new technology and most of my learners are adults who are familiar with more traditional methods of instruction.  Since the subject matter I teach involves new concepts and products that the learners may not have a frame of reference for, Guided Design may offer a little more instructor assistance than another model such as Problem Based Learning. Using Guided Design would allow the learners to become familiar with the new product and then use the group interaction to help each other determine how to effectively use the product in the classroom. The group interaction would allow the learners to share ideas with each other that they may individually not develop on their own. We have actually used similar techniques to Guided Design for implementing products, such as document cameras, at our school.  

     A few years ago using these collaborative models would have been very challenging in a web-based environment.  Now there are many excellent tools that allow for synchronous and asynchronous interaction among group mates.  One set of tools that has become very popular in educational settings is the Google set of applications.  We recently started using Google Educational Apps at the school where I work. The price is right – free. Google hangout, where you can have a video chat with up to 10 people, works well along with a shared Google document used to record minutes. A shared Google spreadsheet can be used to create a Gant chart for setting up a timeline for the group project. Dropbox allows users to store and share files and, alternatively, Box does the same thing without having to download and install software on your computer. A Lino It bulletin board allows group members to share sticky notes with each other so that they don’t have to constantly send a slew of e-mails out to everyone.  Audacity can be used to record audio portions of group discussions.  The list is very long with new products being developed almost daily.