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. 

Project Based Learning

When it comes to PBL, I feel this is the most authentic approach that we have addressed thus far.  PBL seems to fully involve students within the content and allows the opportunity for students to apply the information they have learned.  The potential barrier is the idea that all concepts may not always be able to be presented within this approach.  All concepts may not be able to reflected through a project, which could later present a problem for teachers.  Those who are able to overcome these barriers will find that students should have a better understanding of the information covered.

For the students in which I currently teach, I find application is the best way for them to learn and understand concepts.  PBL provides the authenticity of various objectives, far more than multiple choice questions.  While my students work in a self-paced environment, I feel this could work if presented as a semester-long effort.  If students used the entire duration of the class to build upon one HUGE project, I feel this would be beneficial and ensure that all concepts were included and expanded upon.

I feel that perhaps creating a PBL project online would have to mimic that of a website.  I am not quite sure what the best approach would truly be with my students but I do feel that in efforts to create a finalized product, it would need to be a substantial platform so that students would be display their efforts over the duration of the particular project.

Cooperative Learning Approach.

This just might be my favorite!!!  The Cooperative appears to be a very solid model in which all teachers could use within any subject matter.  For important concepts, this would be ideal to ensure that students have the supporting framework before attempting to utilize the information covered.  The only barriers I foresee would be those pertaining to the preparation necessary for teachers before implementing a lesson students.  In addition, a way to successfully establish how groups are to work together must be determined.  To ensure that a sound structure and lesson is provided, ample time would be necessary to preserve the quality of the content.  Once the time and effort is put forth, there is no doubt that students will be able to truly learn from this model.  The collaboration benefits will allow students to truly work with one another and extend their learning through conversation amongst their peers.

I see using the Jigsaw and Find the Fib strategies most appropriate and realistic to apply to my classroom.  The Jigsaw strategy could ensure that students review and discuss the content they have learned.  To extend this, they will be able to truly think in depth in regards to what is the "fib" after truly understanding what the correct information is.  The Jigsaw strategy seems most appropriate to help ensure that each member pulls their own weight.  I feel this is the biggest downfall of students working within groups.  This strategy looks to avoid any potential issues.  Between the two, I could truly help students learn to work together towards one common task or objective.

This is where the problem comes in.  I was not able to truly see this reflected in a web-based learning environment.  While of the strategies provided, I did believe that Jigsaw would be the only strategy that could be applied.  I feel that the technology tool used would have to fully support the use of this strategy rather than the actual lesson.

Guided Practice Approach.

When initially reviewing the Guided Practice Approach, my first reaction was how thorough a teacher must plan/prepare for each class.  Where I feel that this approach would need to be conducive to how the particular group of students learn, it would be imperative to ensure this would truly benefit the class as a whole.  The approach seems to focus highly on the usage of small groups and interaction amongst students, however I feel as though this may discourage students who feel less comfortable working with others.  Within a traditional classroom, it would seem as though the more students present would create a greater risk of students "falling through the cracks" or being overlooked.  For instance, if there are 5 groups (of 5 students), the ability to ensure each group is truly functioning as they should may become a problem.  For this reason, it would be highly necessary to establish clear defined tasks for each students and accountability.

I would personally not be able to utilize this model due to the pacing and enrollment of the students I currently teach.  With having 4 various subjects within each class, it would be difficult to have "like" activities for each students.  In addition, having self-paced courses would assume that all students would be on the same activities at the same time.  This is not at all the case and would discourage the use within my personal classroom.  I feel as though I could however use this model when having student complete Exam Review activities IF they were to be at the same place (according to their pacing guides) or in like classes.

Like I mentioned previously, it would have to be a way to ensure accountability amongst students.  Using the web or any online resources, there would have to be a specific task assigned to each student to ensure that time is used wisely.  Each participant must be working towards one common goal of the group.  For instance, one may research, another may create a brochure, with one creating a letter, a PowerPoint, etc.  I think the ability to incorporate this into a Business or Marketing class would be wonderful and highly beneficial to students.

AT: Audio-Tutorial Approach

Initially, I honestly felt as though the AT approach is simply a discouragement to both instructors and learners.  The idea of using this model seems highly time consuming in setup and organization.  While this would be an area where some would find the verbal communication sufficient, I feel the lack of personalization and interactivity would hinder learning rather than help.  I do feel as though the idea of using tools such as Youtube or podcasting could guide students through what they need to accomplish, I feel this could also become a blended concept within a PSI model.  For instructors who are able to adapt and set this up successfully, I could see how this could potentially help students work ahead and be able to have access to a lecture, especially if absent from class.  From the student perspective, I could understand how this could help in note-taking and the idea working ahead without the presence of a teacher.


I would not elect to use this model as presented with the group in which I currently teach.  While I do feel as though a portion of the concepts would be appealing as mentioned previously, I do not see this being an approach that I could fully indulge in.  Students could greatly benefit with guided notes and screencaptures, however this should not be the main source of presentation or learning.  I would have to seriously blend both the PSI and AT approaches together to see benefits for students, however the lack of interaction would seriously decrease the satisfaction rate amongst students (in my opinion.)


To couple the AT approach with Web-based learning, I feel it would be necessary to mimic the presentation of the ECI517 course.  By providing audio-guided notes, I feel as though students would be able to understand lectures and have a thorough explanation that may not be available for each class/section.  I feel that this would need to be supported with a strong knowledge of how to progress through the course and a pacing guide that descriptively provides each step a student must take to complete each module/unit.

PSI: Keller Model

In reading the information presented on the Keller Model, I initially began to consider my own teaching.  Considering that I currently teach in a similar manner to the model, I feel that it formalizes my vision on how courses should be set up for students.  My belief is that courses should be presented in a manner where students can be self-directed and in turn, self-pace.  While the idea is to incorporate technology, there is in fact a need for socialization and human interaction.  This could potentially serve as a barrier of this model.  Where the intention is to increase access, the reality is that the need for lectures and directed instruction will ultimately decrease.  Those who are able to adapt to such barriers can find themselves able to spend as much or as little time on their coursework and take time to engage themselves without the hassle of rushing through a scheduled pace/course.


The Keller Model is one I would consider to currently utilize.  I could see myself continuing to adapt and perfect this model being that it works best for the population I teach.  With the focus being upon personalization, it is imperative to ensure that each student feels as though they are receiving personalized attention regardless to the platform.  In this event, study guides and pacing guide must be utilized to ensure students truly understand what they are graded upon and what is required to receive grades/credit.


The Davis article, Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan, provides the ideal overview of how to translate this model into a web-based plan form. In focusing upon self-pacing and the idea of semester long projects, Davis does highlight aspects in which I feel are vital to any online learning success.  The first step would be to select a Learning Management System (LMS) that truly appeals to how you intend to use it and one that you understand.  The more comfortable one is using the platform, the less time is wasted trying to learn how to adapt.  A plan must be created before creating a course online with the idea of course objectives in mind.  This is where Davis' ideas of pacing and projects come into play.  Pacing guides should be thorough and serve as outlines so students have a guide of what activities should be completed and its respective order.  In addition, it is imperative that students understand what they are being graded upon and how.  Projects can play a role by using the progression of lessons/unit/chapters to accomplish little tasks that will essentially lead up to the completion of a final project.  As a student's knowledge builds, they will be able to incorporate and apply more of what they are learning into their work.  Having a strong structure can only suggest that students will be able to fully embrace the idea of working online and being self-directed.


References

Davis, R. L. & Ragsdell, K. M. (2000). Design of an effective, web-based, global learning environment using the Keller Plan.