What
are key similarities or striking differences between the theories/models in the
unit on contextual learning? Do the theories/models in this unit share
any common foundations or principles?
Most apparent, the key similarity is that all
the all the theories discussed in this Unit support contextual learning. Rooted in the constructivist approach,
contextual learning integrates course content with situations or issues that
are meaningful to students. Each theory
discussed in this unit - Goal-based Scenarios, Anchored Instruction, STAR
Legacy and MOST Environments - has the following characteristics:
- Emphasizes problem solving
- Recognizes that teaching and learning need to occur in multiple contexts
- Assists students in learning how to monitor their learning so that they can become self-regulated learners
- Anchors teaching in the diverse life context of students
- Encourages students to learn from each other
- Employs authentic assessment
How are these models different? Some of these theories incorporate
group/collaborative learning. For
example, an important facet in Anchored Instruction is that students work in
groups to solve problems. Whereas
students could work alone when the other models are implemented – GBS, STAR and
MOST. Lastly, some models are more
complex and would be more difficult to actualize on the web. While the MOST model can be carried out on
the web, it would likely require an advanced technical skill set to re-create
some of the story restructuring activities on the web.
What
are your initial reactions to these contextual learning theories/models?
What are barriers to their use? What benefits might be expected for those
who overcome the barriers?
My initial reaction is that these models can
be very beneficial to students because it allows them to work through
real-world problems. Students are not
just memorizing and regurgitating facts and figures but they are learning how
to gather the data they need to solve an authentic problem they may encounter
outside of the classroom.
One possible barrier of using these contextual
models is that is takes much more time to develop course content/lessons (as opposed
to a lecture.) Also, the teacher must
know and understand how the content relates to students in their everyday
lives. However, allowing students to
learn in context will allow them to connect the material to their everyday lives
and will increase the likelihood that they retain the information – and know
how to use it.
Would
you attempt to use any of these contextual theories/models with the students
you are currently teaching or hope to teach in the future? Why or why
not?
As a person who appreciates a lot of
structure, I am instantly drawn to the STAR Legacy model because the 5 step
cycle is clearly defined. This model
provides ample opportunities to assess students’ learning to monitor their
progress. It also enables the instructor
to present content using a wide array of methods and using all kinds of
multimedia. (So it also appeals to the “techie”
in me!)
What
Web-based tools or resources could be leveraged to carry out these
learning theories/models online?
Well, this list could be quite extensive, but
I’ll try to narrow it down to a few that appeal to me:
Prezi – to present content, an alternative to PowerPoint or other presentation software
Jing – to create videos of something on your screen (screencasting)
Quandary – create web-based action mazes – would be good for creating a branching type activity or ‘choose the correct path’ activity
Polldaddy – online polls, assessments (can be embedded into your own site)
Hi Amanda
ReplyDeleteNice post. Great picture too. :-)
It was interesting that you said STAR Legacy had more structure. I too thought that this was the easiest model for me to follow with the steps. I liked the other models and thought they would be beneficial as they are relevant and provide collaborative work etc, but I was having some difficulty since there was no real structure or road map to follow. I will have to look at Quandary. It sound like an interesting tool with branching. Do you have any experience doing scenarios with branching?
Thanks
Gena
Amanda, I have to echo Gena. Thank you for posting about Quandary! That is new to me, but I took a look at some of the examples, and wow, how cool!
ReplyDeleteI think you are right that if teachers can overcome the barriers you mentioned, and make sure they know their content and its applications well, there are numerous benefits to these systems. Do you think that would make it difficult for teachers who have to instruct across a variety of content areas, or do you think it would be a good idea to plan cross-curricular PBL models with these techniques?
Great post!
Amanda C.
I am similar to you in that I like a lot of structure. Hence, the STAR model appeals to me also from a design stand-point. I feel more comfortable with the STAR model because there seems to be little room for error. Also, the students (even though they will never admit it) like structure too. They like to be able to expect what will happen next.
ReplyDeleteHi Amanda,
ReplyDeleteI love what you said about possible barriers to using context-based learning models:
"[T]he teacher must know and understand how the content relates to students in their everyday lives. However, allowing students to learn in context will allow them to connect the material to their everyday lives and will increase the likelihood that they retain the information – and know how to use it."
This thought had not occurred to me in such a way, but it is so true! Learner-centered instruction requires that teachers actually have an understanding of their students as people whose lives extend beyond the classroom. Not only are students more likely to retain the information and score higher on learning assessments, be more fully engaged and motivated, they will also (hopefully) be more likely to transfer and use the learning in other times/places in the future.
Like Gena and Sharron, I can also relate to your appreciation of the STAR Model for its well-defined structure, and the ample room it still leaves for variety and creativity in crafting the instructional content. While students tend to be overwhelmed and dissatisfied if too little structure is provided to give them a sense of what they can expect, they will also lose motivation if instruction is overly structured such that it does not allow for a sense of choice and ownership of the learning process. It's always a kind of balancing act, it seems, and the STAR Legacy model, if used and implemented effectively, seems to provide a framework through which this balance can be achieved.
Nice post!,
Lauren