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 AT also requires a heavy output in resources to develop large numbers of tutorials that may quickly become outdated.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.
Hi Marion,
ReplyDeleteOne of the first things that comes to mind after reading your post is that it will be interesting for me to see how k-12 educators and business/industry trainers view these models. I have been trained for the job through on-line web tools for years, and after reading about these methods, I realized that much of this training is based on these models. In the business world, training is usually for a specific purpose or set of skills. I see these models as being highly adaptable in the context of modern technology and variety of learning needs to be met.
Hi Melissa,
ReplyDeleteYou make a very good point about potential differences between educators' views and business views. I,too, recognize the PSI and A-T models from various training I have taken over the years. As a technology specialist in a K-12 setting, who also creates training for employees, I am somewhat in the middle of both worlds. The tools I teach are designed to be used by educators to promote 21st century learning and the four "C"s. The PSI and A-T models can be useful in teacher training as long as the developer is not afraid to tweak them a bit to make the tutorial more relevant to an educational setting. One of the big concepts I have realized through the e-learning program is the idea that tutorials being created are more relevant if they model the concepts being taught. For example, Mouse Mischief is a tool that is supposed to promote interactivity, creativity and collaboration. The tutorial created to teach the tool should also,as much as possible, model interactivity, creativity and collaboration.
Hi Marion,
ReplyDeleteI agree with you about the inherent weaknesses of each model. However, I think the AT model would present the greatest weakness because it lacks the facilitator component. I was somewhat taken aback that neither required higher order thinking skills (Gagne, etc.), only applying what was learned. You provide some good ideas about incorporating technology to make online learning engaging and active, such as, mouse mischief, Fotobabble, Quizzlet, etc. I have learned quite a bit about the types of technology available for online instruction--not on my own, but by reading discussion boards—in this case a blog. I certainly plan to try to incorporate these nuggets into my everyday world to enhance the learning experiences of our distance learners. Thanks again,
Cynthia E. Joel
Hi Cynthia,
DeleteThanks for the comments. I've taken courses geared for mastering a certain set of skills, such as MS Office training, where PSI and AT would be very appropriate as a model - but to develop higher order thinking skills something more needs to be added to the framework. Using some of the technology tools available can certainly make the instruction more engaging and interactive, along with meeting the needs of a variety of learners. A word of caution, though, is that too much technology can also be a distraction. I need to carefully think through the technology I'm using to make sure it is adding value to the instruction. I am totally with you in that I have learned a lot from the discussion boards and other posts about new and creative tools - I can't wait to try some of them!
Hi Marion,
ReplyDeleteYour ability to draw on personal experiences is a real help for you. You are right when you say that at first glance, both models seem somewhat to be outdated. I think your concrete suggestions for helping to overcome those potential weaknesses and integrate new technology are what we need to be doing to keep our online coursework fresh and innovative.
I also think that your suggestions are applicable to most teachers, because they combine tried and true software (Power Point) with newer tools that are great to add in. And you imply with the Davis quote in your first paragraph that Bloom's taxonomy is important to consider as well (the doing rather than listening!). That is the key with online learning.
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DeleteHi Amanda,
DeleteYes, I really like that quote because I am a hands-on type of learner. I would much rather be doing a than sitting around and listening. That is the nice thing with some of the new tools - they can engage a variety of learners with a variety of learning styles. Thanks for the comments!
Marion,
ReplyDeleteI will turn one of your observations around to make state the converse. You state that a weakness of the model is that the students need to be disciplined enough to complete the tutorials, assignments, etc. in a timely manner. I suggest that this can also be a strength. If a student is motivated enough, why should he/she not be able to move at a more rapid pace than others? In a traditional classroom, this is not usually possible. But with these learning models, it is not only possible, but encouraged. I would also question whether the discipline required is a weakness of the model or would it be more appropriate to say that it could be seen as a weakness of the student?
Hi Luis,
DeleteGreat comment - I think one thing that has to be kept in mind, though, is the age of the learners. I was talking to a high school student last week who had recently taken an online course and was quite discouraged because she had fallen behind and ended up quite frustrated with it. Younger students who don't know how to self-pace need to be taught how to do that in the context of the course. This will help them to learn and practice for future courses and for life in general.
Hi Marion,
ReplyDeleteYour post clearly reflects your experiences as an online learner, which is so important as you plan and learn more about online instruction from a design standpoint. You can learn what worked and didn't work for you in the context of particular classes.
Your thoughts about the course you had previously taken that wasn't such a great experience rang true in a way that I hadn't expected. That story made me realize that we have to take into account our students' needs and developmental levels when we chose our learning models. If you were to take the same course now, you would do things differently, because you are at a different place in your studies.
I also like your thoughts on connecting both models. Synthesizing them would be an interesting way to go. What in particular would you want to keep from the A-T method, if anything?
Thank you!
Amanda C.