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.

PSI and AT Instructional Models in a Contemporary Setting

     Both the PSI (Personalized System of Instruction) and the AT (Audio-Tutorial) models of instruction were developed to address learner needs by adding a component of individualized and self-paced instruction to course work. The premise was that not all students learn well through the traditional lecture/test delivery, but that individualized instruction would help students understand and retain the course material better. As Robert Davis stated, “…students prefer to learn by doing rather than by listening” (Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan. Davis and Ragsdell, 2000, pg. 6) Both PSI and AT models have clear educational objectives, the course content chunked into smaller modules, extra resources such as study guides or audio tutorials for enriched content, allow for self-pacing and emphasize mastery of specific objectives. Even though they have a number of similarities, there are also some differences between PSI and AT. PSI is designed to be asynchronous while AT has a component that requires a group of learners to meet on a regular basis for peer instruction and feedback.  AT also requires a heavy output in resources to develop large numbers of tutorials that may quickly become outdated. Since PSI and AT were designed for individualized instruction, much of the underlying concepts can be carried over to a contemporary online setting.

     As we take a look at using PSI and AT in a contemporary setting we have to take into account some inherent weaknesses. Since both models are geared toward mastering skills and concepts, they don’t really address the application of higher thinking skills. This could be overcome by adding a final project where learners apply the content material and then share these projects with one another for positive feedback. Another weakness these models have is the fact that learners need to be disciplined and actually complete the tutorials in a timely manner. For example, back when I was an inexperienced college freshman, I had an AT course that I still have nightmares about. It was French 101 where we had to attend a large lecture, use language lab audio tapes and attend small group sessions. The requirement was that I had to spend a certain amount of hours in the language lab and attend a certain number of small group sessions. Well, needless to say, I waited until the last minute to complete my audio tape and small group session requirement and frantically tried to cram it all in the last few days of the semester. To be quite honest, my grade reflected my lack of planning. Fortunately, I learned from the experience and I am here now! This issue could be addressed by setting up a feedback system with an instructor monitoring students’ completion of units to help them stay on track.

     At first glance both PSI and AT seem to be outdated. However, with the development of new Web tools, both models can be modified for contemporary use. There are numerous ways to create online lectures, videos, audio files, instant feedback assignments and interactive training modules that can replace old-fashioned lectures, audio tapes and handouts. Face to face teaching assistants can be replaced with email, chat rooms and discussion boards. PSI is a natural choice for a situation where the instruction takes place totally asynchronously and the learner can go through the modules with regular feedback from automated quizzes. I would also add a component, though, that requires learners to apply the instruction by creating a finished product. For example, I am working on a training module for a product called “mouse mischief”. It is a Microsoft software program that integrates the use of student controlled wireless mice with a teacher’s Power Point presentation. It is very interactive. The training would train teachers on how to install and set up a classroom set of wireless mice, but it would also require the teachers to go a step further and develop a Power Point to be integrated with the mice and to share that Power Point with other teachers to stimulate collaboration, creativity and feedback.

     PSI and AT has a lot of potential for online instruction, especially in situations where the content material is skill- or knowledge based, such as a class on computer basics or how to install and use a printer. These types of courses are well suited for online instruction through the use of videos and presentation software.  Multimedia can make the courses interesting and exciting. For example, videos can be created by using Power Point presentations and software such as Camtasia or Screencast-o-matic. Avatars created through Voki.com can be used to gain the interest of the users and add an audio componant to the instruction. Fotobabble also can add an audio component by giving voice to pictures and graphics. Discussion boards allow for interaction between the students and the instructors. A number of tools, such as Google forms and Quizzlet, can be used to create quizzes for feedback. There are wide host of tools available to make online PSI and AT useful and contemporary.