What are key similarities or striking differences between the theories/models in this unit? Do the theories/models in this unit share any common foundations or principles?
The one connection among the theories and models in this Unit is that the Cognitive Flexibility theory and case-based methods could utilize learning objects in their implementation. Both the Cognitive Flex theory and case-based methods are more contextual than learning objects. Learning objects are not a learning theory or model and should be decontextualized for sustainability.
What are your initial reactions to these theories/models? What are barriers to their use? What benefits might be expected for those who overcome the barriers?
Cognitive Flexibility theory (CFT), case-based models and learning objects would all take a great deal of time and effort to prepare and implement. The creation of learning objects would require certain, more technical skill sets (e.g. programming, flash and other multimedia creation) that faculty may not have. (Nor should they be expected to have.) So, learning objects may require a third-party person such as an instructional designer for their creation. However, once created, they can be used multiples times and so the upfront time and costs would make it worthwhile.
CFT as well as the case-based models would be more suitable for adult learners due to their complexity and because they are closely tied to constructivism, building on what is already known or prior experiences.
Would you attempt to use any of these theories/models with the students you are currently teaching or hope to teach in the future? Why or why not?
I see a lot of potential in the building of learning object repositories where educators can find a multitude of free learning objects. I would implement learning objects (LO) in my own courses as well as create LOs for sharing. With the surge in Web 2.0 technologies and tools - it is becoming easier to create learning objects with little technical expertise. LMS vendors are making it easier to find (via access to a repository) and implement learning objects within their systems (using SCORM). It's important to create a culture of sharing when it comes to learning objects - which *I think* has been done with the increase in open source technologies. So, what is the incentive for educators to share their learning objects? I think knowing that they have access to a multitude of free learning objectives is the incentive itself.
What Web-based tools or resources could be leveraged to carry out these learning theories/models online?
iSpring Free - PowerPoint add-on which allows you to crate SCORM compliant content
iSpring Free Quizmaker - create SCORM compliant quizzes
Udutu - a new one I found, haven't used it but looks like something worth checking out.
Hi Amanda,
ReplyDeleteI agree that the potential is there to build great learning objects to enhance instruction. Because they are basically cognitive in structure, the learner takes an active role as well as apply prior knowledge to the course. The point that was made throughout the literature in this section is that knowledge should be shared and not viewed as proprietary. That seems like a great idea to me. Thanks for sharing the sites. I have already joined Udutu; however I have used it at all since joining. Good post and thanks for sharing.
Cynthia
Hey Amanda, you and I share similar sentiments regarding the amount of the time involved to create and implement Cognitive Flexibility theory (CFT), case-based models and learning objects. Within a traditional classroom, you would almost have to give teachers time during the summer to prepare lessons to incorporate these tenets. I could also see how these units of instruction would be scripted out very far in advance. A commenter on my post indicated the importance of professional development for teachers looking to implement any of these concepts into their classroom. I have read through all the material and even participated in a case-based model class during graduate school, and I'm still not sure what everything really means. I think this is one of the more challenging units we have discussed during this year. You also mentioned the idea of a third party instructional designer. When creating any of these instructional units involving Cognitive Flexibility theory (CFT), case-based models and learning objects, you would need a third party to get involved in order to help transition the lessons to online formats. All teachers are the content experts, but many of them would struggle with the online aspects.
ReplyDeleteHi Amanda,
ReplyDeleteI really like the point you make about sharing Learning Objects. I think that you are right - many people are willing to share, especially if they know that they can have access to other people's work, also. After looking at connexions.com I can see that there are a lot of people who are happy to share the resources they have created (I actually found someone I know from a previous school who has over 300 hundred modules posted there)and I find it exciting that so many people are willing to further the cause of online education for free.
"CFT as well as the case-based models would be more suitable for adult learners due to their complexity and because they are closely tied to constructivism, building on what is already known or prior experiences."
ReplyDeleteRelated to this, I think the reason this models feels it fits adult learners better from my perspective is that adults are usually choosing what they are studying. We're all in this course because we chose ti enroll. In compulsory education, I think that student interest is the most important factor even more so than age and level of critical thinking ability.
However, I struggle thinking how to get the students interested. We can put it in context and let them how it could be applicable to solve problems they've already faced and will continue to face. Okay. We can show them how it fits into the big picture and can address larger global problems or re-framed locally. I had a math teacher that I just never wanted to disappoint because he reminded me of my grandfather and I probably learned more in that high school class than any other. Motivation and drive are so hard to predict, control and grow. What do you do (or wish you could do) to motivate students that you think works (or would work) particularly well?