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.
