Both the A-T model and PSI are similar in that they require students to be motivated learners. I agree with others who say these models may not be a good fit for K-12. There is a certain level of maturity students need before they can be responsible for their own learning. Both models de-emphasize lectures – which is one of the more prominent similarities.
One of the major differences I see is that the A-T method introduces the Small Assembly Session (aka “groups”) whereas the steps in the PSI method do not involve students assembling with other students in a small group. Also, the PSI method may enable students to work more at their own pace than the A-T method. If there are specifics dates/times where students gather for a Small Assembly Session or General Assembly Session – students may need to have mastered certain topics before these assemblies. For example, students might be required to take a quiz in the SAS – so they would have to be prepared – so I don’t think it enables the student to move entirely as his/her own pace. (Although more so than the traditional lecture format)
Both methods require a great deal of time and preparation on the instructor’s part. Whether time is spent developing media for the A-T method or time is spent developing written study guides for PSI – both require a lot of time and work. Maybe more work than preparing for a lecture…but that would depend on the instructor.
What are your initial reactions to PSI and A-T? What are barriers to their use? What benefits might be expected for those who overcome the barriers?
One major barrier would be the time it takes to prepare materials – assessments, study guides, audio or video multimedia. However, if the content does not change frequently, once instructors have taken the time to develop these materials, they could re-use them for one or more semesters (or years, etc) in the future. The obvious benefit – preparation time for the course when taught in the future will be significantly less.
Another barrier would be cost of resources – whether human or technology. The PSI method requires a proctor to give tests/tutoring/feedback – the human factor can be replaced by self-grading exercises/assessments taken online, however costs are also involved in that scenario. Costs may be involved in the following: software, server hardware, human resources needed to develop online assessments. The same applies to the A-T method – you would need the same technology and human resources to develop the audio/video tutorials and interactive activities.
Would you attempt to use PSI or A-T with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of PSI or A-T be modified so that they would work with your current/future students?
I definitely see myself using both models – I envision an integration of the two models. I see myself putting into action the PSI model and replacing or supplementing the written “study-guide” components with audio/video tutorials. It would definitely work for any type of online training or course. Since we have a multitude of technology resources – even the “group” components of A-T can be incorporated in the online environment.
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 these learning theories/models online?
- Blackboard (LMS): can be used for free at Course Sites. Contains a multitude of tools used to deliver content and assess students.
- iSpring: the free version allows you to convert PowerPoint presentations into Flash making them “web friendly.” The vendor also provides a free version of their QuizMaker software which enables the creation of flash quizzes which can be imported into an LMS or simply placed out on the web.
- Audacity: this is a free tool that we use extensively at UNCG. You can create and edit audio files using this software.
- Microsoft Movie Maker: easily create movies using your own slides, images and video footage. Create a “digital story.”
- Google+ : use the "hangouts" feature to have synchronous group sessions.
Amanda, I thought you had some really nice "catches" in your reflection, including how A-T has students working together at some point, which could lessen opportunities for self-pacing when you have to schedule group sessions (i.e., PSI may accomplish this better). Also, as you noted, these models do require a significant investment of time in materials development up-front, before the course begins. Nice list of tools to support the development of individualized units. Good thoughts!
ReplyDeleteAmanda, great post! Thanks for the tools. I had never heard of iSpring, and it never crossed my mind to use Google+ in the ATA models, but it would work perfectly. The one part of your blogpost that stood out to me the most is that "both models de-emphasize lectures." However, I think ATA and PSI set themselves up to be used for lecture based classes. Many teachers fall short of de-emphasizing lectures and will usually set up mini lectures in place of what would normally be hour long lectures in classrooms. No matter where the lecture occurs...it's still a lecture. Lectures are not necessarily bad, but we all know that teachers can find thousands of more ways to deliver the content more effectively. I think many online creators would see these 2 models and embrace lectures even though it may not be designed to use lectures.
ReplyDeleteIn the ATA and PSI (and in the classroom) models, if we are going to downplay lectures, we have to be able to supplement the "class" with additional materials so that the material is properly learned and mastered. I think lecture has a place in both of these models, and that's not bad as long as it's used well (and kept short). Teachers just need to be able to answer the question "What now?" once they have removed lecture or thought of other ways to present the information. Application and analysis is 10 times more important than memorization and listening :) Thanks for your thoughts!
Amanda, I currently use a combination of PSI and A-T for my adult students and it does work well. Your point about spin-up time is extremely valid. I spent almost 6 months developing my course and it is revamped at some degree every month with a minimum of 1 major rewrite every year. I know that sounds like a lot, but when you put 500 or more students through a course 10 times a year, it's not a bad investment. Of course that would not have to be done for the majority of lessons/lectures in a school, but government is always changing, hence the constant updates.
ReplyDeleteI would think a good option for spin-up time for a school might be to put one class online at a time - history 1 semester or 1 year; english/spelling the next; then maybe science, etc. That way students are slowly being introduced to this type of learning which helps them gear their brains to this. With just one class (initially) they also can't get too far behind, and then in a few years they're totally online and used to the process, the need to focus, how to focus, etc.
That being said, I believe there are just some children who will never be able to work totally online for one reason or another, and an alternative needs to be there, but I think schools will head down this path sooner rather than later as soon as they figure out how to pay for it...
Amanda, your list of web-based really covers a lot of potential projects. I wouldn't have thought to include Movie Maker here, but you are right about it's ability to create a digital story. I have heard of a few web-based video editors (Pixorial, Masher) too, but haven't tried them yet.
ReplyDeleteOne thing that can be frustrating is keeping up with the availability of web tools I love! A few that I used to use are no longer available, but something like Movie Maker you can depend on whenever you need to use it.
Thank you for your post!
Amanda C.