Learning Objects.

Unlike the models we have discussed over the semester, learning objects to me, provide a sound knowledge base for students.  By providing such tools for students to learn, the time in creating learning objects would be very well spent due to the ability to reuse each semester and share amongst colleagues teaching the same course. In this situation, properly constructed learning objects could give educators the opportunity to fully develop objectives for various units that are interchangeable amongst a broad range of courses.  As compared to models and creating content for those previously mentioned, it serves as a integral piece that can be interchanged with any model or teaching style.

I could personally see using learning objects in my secondary Business and Marketing classes.  In the event where I cover the same topics in various courses, the need to reinvent the wheel would be eliminated.  The use of interactives and guided discovery seems most appropriate for high school students.  In my classroom, it is vital for students to be self-directed and self-paced.  Learning Objects could truly support personal exploration through the curriculum and ensure that students are taking the time to learn and comprehend knowledge presented within the courses taught.

As I have mentioned previously, the use of Moodle can truly support learning (in my opinion).  With the vast amount of add-ins, I feel that this would be the best location to host/post/create learning objects.  Granted with many shown, the use of websites and flash software is very prevalent, I think it is really all about making it work for the students you teach.

Cognitive Flexibility Theory.

When initially reviewing the content for CFT, I was honestly confused.  THIS just might be my least favorite of all.  While the CFT has a strong position when considering its usage for Medical knowledge, it does not seem practical in any other manner...to me that is.  While it is important for students to understand how to apply the content knowledge, it is necessary for teachers to have time (once again) for quality lessons to be provided.  The following key elements ARE vital though.

1. Pretests
2. Cases
3. Articles, Training Modules, Websites, Media Site Presentations
4. Solution
5. Post-Test

This is honestly how I would alter the usage of this model.  I feel this would be easier to control and use for each UNIT.  In teaching Marketing, it would have to be used for topics relating to Ethics or Target Marketing.  I do not feel that it would be necessary to use this sole model for EVERY lesson. Practical knowledge could be used from examples and applied but in the manner the model presents, I feel this would be very time-consuming to provide within a high school setting. Instead, I feel this would be geared for higher education.

To present this in a web-based manner, it would be highly necessary to use a Learning Management Systems (LMS) such as Moodle or a website.  The idea here would be to ensure that the presentation is SIMPLIFIED.  The vast amount of content necessary to accurately reflect the model would need to be presented in a basic manner to not confuse the student.  

Case-Based Methods

Case-Based Learning:

• Design decisions
• Writing the Case
• Delivering the Case

Case-Based Reasoning:

• Retrieve
• Reuse
• Revise
• Retain

When initially reviewing the Case-Based Methods, I was more fond of Case-Based Reasoning.  I feel in a situation where students were to rely on previous knowledge, it would be more beneficial to REASON than simply learn.  I feel that the difference between the two is pretty slim, however I feel the main purpose is what will drive one to use either model.  Case-Based Learning would be ideal for instructional designers so they have "examples" to work from.  Case-Based Reasoning is ideal for counselors to have a baseline of knowledge and how to approach various situations of students.

I would not attempt to use either model to teach students.  Instead I feel as though I would rather LEARN from one of the models.  I think this would be a hard model to plan and implement due to the time it would take to create.  I cannot imagine how one could overcome this barrier.  Time is truly the ONLY reason why I could see this in use.

If I were to "see" this model in use via web resources, I could see any Web 2.0 resource as a potentially location for the content.  I do believe that a simple webpage, wiki, or Learning Management Systems (LMS) would serve as an ideal platform.

STAR Legacy.

The STAR Legacy appears to be a very thorough module yet it seems to provide a "natural" transition for any lesson or any student.  I feel as though there would be no barriers present being that all lessons should provide the basic 5 steps found within:

1. Challenge
2. Initial Thoughts
3. Perspectives & Resources
4. Assessment
5. Wrap-Up

As with any lesson, these steps SHOULD already be included so I see this model being embraced to aid teachers in providing a higher quality lesson and ensuring they have included all necessary steps to ensure learning has taken place.  

In my own teaching, I could see using this model and applying it to each Unit.  I feel that it could easily be used per objective or topic, however I would be more interested in creating the multiple objectives (2 to 3) and providing a more lengthy module in which students are able to build on.  Here, they would be able to create a capstone project that is multi-faceted rather than specific to one topic.  This can ensure that students are more well-rounded in the content and understand how the "bits and pieces" found within the entire Unit fit together.

To see this take place online, as much as I'd hate to admit, I see this forming within a Wiki.  I believe having students utilize resources such as a PB Works wiki, could provide a wonderful platform/workspace where they can dig deep into each Unit.  Here they could provide reflective pieces for each step of the STAR model and provide a means of showing their capstone project.  With access to the course resources found within the Module, they could essentially reproduce the lesson in a way they may want to teach it.  This could later serve as an Exam Review item or a model for future students.

Anchored Instruction Environments

For this week, Anchored Instruction Environments truly provided a flashback to the previous week.  I can strongly see the similarities as outlined within the slide show regarding Situated Learning and PBL.  While I do feel this is more reflective of Goal Based Scenarios, I do feel that this model does strongly support academic achievement and comprehension amongst students.  What sticks out as most beneficial correlates most with the idea of embedded data.  By including the information and aligning learning to the steps similar to a story, I feel students would have an increased desire to complete a lesson.  The struggle here would be how to correlate each lesson to fit into a storyline format.

I would use this model for a potential lesson with my students.  Due to the various subjects in which I currently teach, I am unable to narrow down a specific lesson that can actually implement this model.  I feel that taking the time out to develop a marketing story may not be the easiest task to take on.  If I were in a situation where I could provide a to-do list or review the steps of a Marketing Plan, I could see this happening.  Other than that option...NO.  I feel that rather than modifying the model, I would have to refer back to the GBS or PBL model instead.  While I do feel the discussion elements are vital and important, the extension concept is what truly makes me want to test this model within a classroom.

Similarly to the GBS model, I see using a website to teach the students.  Here, the website would provide a template of what students would need to complete.  I feel this would almost mimic a scavenger hunt of some sort, yet provide the videos as suggested in the slideshow would be vital.  Having them create individual projects online via a website would essentially provide the independent element of thinking.  The application of knowledge would truly have to be reflective of the content that is later developed and presented via the webpage that is ultimately submitted for a grade.

Goal Based Scenarios

Goal Based Scenarios provide the opportunity for students truly engages students within the content.  I do feel that through the process of developing a lesson, the steps will thoroughly support and engaging lesson.  Highlighting the steps:

1. Learning Goals
2. Mission
3. Cover Story
4. Roles
5. Operations
6. Resources
7. Feedback

When considering potential barriers, like the previously reviewed models, I feel that preparation would be the biggest concern.  The need for teachers to truly understand the concepts before teaching is vital.  While this should be expected of all teachers, it cannot be assumed.  For those able to overcome such barriers, one could assume that students would be provided with a high-quality lesson that thoroughly captures the attention of students.

If I were to attempt to use this model, I do feel it would be rather successful in the sense that students could gradually learn concepts as it deemed practical to everyday usage.  By having students understand what they are to learn and how they should demonstrate their understanding, I feel this would provide a solid foundation for any lesson.  I feel that with the use of this model, it must be reflective of Project Based Learning (PBL) as well.  

I could see using various Marketing strategies to build a semester-long project.  For this, I would feel students building a webpage/reference site would serve best.  For instance, a PBWorks page (password protected for teachers) could offer the ability to for students to not only build a portfolio but to document their progress through a course.  With every assignment, they could essentially address various objectives.

Situated Model

1.      What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

      I feel that this model would take a great deal of time to apply to student learning.  The idea of presenting a way for students to learn as practioners can be highly beneficial for students, yet difficult for a teacher to initially develop.  The need for facilitation would be imperative to ensure students not only grasp the concepts, but are able to discuss the objectives with one another.  Various approaches may be needed to ensure that lessons fully comply with the model.  For those who are able to put in the extra time and consideration, I feel this will help students truly benefit with the increased amount of group collaboration and discussion.

2.      Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

     Considering I teach multiple subjects within one class period, it would be hard to guarantee that I would be able to develop lessons using this model.  A non-traditional classroom is probably not the best environment being that students are self-paced and do not cover the material at the same time.  While I feel it would be great to use as a reflective model concluding a course, I could not see how the model could be modified to work with my students.

3.      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 this learning theory/model online?

      It is really hard for me to see this model being applicable to something other than technical skills.  For that reason, I would feel utilization of modules utilizing podcasts, videos, screencasts, etc. would be necessary to help teach students.  In addition, student would need to utilize communication and collaborative tools to also reflect the ability to think as both a student and practioner.  The ability to provide an online setting for teams or discussion would be most useful and convenient for students.