Blog 1 Unit 1: Multimedia, PSI, and A-T
Frey and Lightcap's (2010) article, A model for developing multimedia learning projects, present key
areas necessary for the instructional design process in order to improve learner
outcome. The key focus should be around developing multimedia content strictly
adhering to learning goals and objectives. The goals and objectives must be
established before the multimedia is developed to enhance learning. Otherwise, focusing
on multimedia before assessing goals and objectives inadvertently leads to less
focus on the target outcome of enhancing learning with multimedia.
Additionally, evaluations and surveys, both internal and external, should be
implemented as ongoing checkpoints to ensure continuous, non-static,
improvement.
1.
What are key similarities or striking differences between
the theories/models in a given unit? Do the theories/models in a unit share any
common foundations or principles?
The personalized system of instruction (PSI) is inherently
more interactive and more engaging than the audio-tutorial method (A-T). While
both methods allow individuals the advantage of self-pacing through course
material, PSI requires the learner to achieve 100% mastery of the content
before advancing to the next topic. In doing so, the student is essentially
forced to master the material, and thus, the PSI grading scale is structured on
a pass/fail system. Another fundamental difference is PSI's focus on
audio-lecture material which is less compulsory and acting more as supplemental
motivation. A-T's audio-lecture is obligatory because the audio is the primary
source of course content next to a textbook (if required). While one of A-T's
greatest advantages is the individual's flexibility of time and pace, this
advantage can also serve as a major disadvantage if the student requires
significant tutoring or guidance and if the student is not self-directed or
unmotivated.
2.
What are your
initial reactions to these learning theories/models? What are barriers to their
use? What benefits might be expected for those who overcome the barriers?
Upon first
glance, the PSI model and the A-T method appear to be very similar due to the
emphasis on personalized learning and flexibility of time and pace. However,
studies and real world application of both models show very dissimilar results
regarding learner outcome, further emphasizing the differences of PSI and A-T
described above. Kulik and Kulik (1979) state that "PSI has shown much
more dramatic results while the 42 A-T studies have shown inconclusive and
mixed results" due to various study design factors such as: design
methodology, student demographics (aptitudes, abilities, etc) , and others.
Based on Kulik and Kulik's (1979) meta-analysis results, the high degree of
variability in results suggest a key disadvantage in the A-T model's obligatory
use of audio-tutorial requires a higher level of time and commitment in order
to produce positive learner outcomes more favorable to traditional lecture
courses. A-T is inherently more dependent on the instructor's ability to
produce quality audio-tutorial course content. In contrast, PSI "proctors also administer tests and can
sometimes serve as a cultural ambassador to students, allow better rapport and
facilitating peer to peer interaction (Koen, 2005).
3.
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? Could elements of the
theories/models be modified so that they would work with your current/future
students?
The PSI model would work well in today's online teaching
environment with adjustments to the grading structure and teacher-student
communication. Realistically, a pass fail grading structure would not set too well
with administrators nor would it look well on a grading bell curve. If all
students could master every subject such as Algebra or common math I, this
element of PSI would not work well in a diversified classroom setting because
there will always be students who struggle. An alternative could be to limit
the number of attempts or submissions (such as 3 attempts) of assignments and
proctored quizzes/tests. Limiting the attempts/submissions would help to
increase student's efforts for self-study or seek immediate assistance instead
of having the option to randomly submit an unlimited amount of answers. In
regards to the student-teacher communication, new LMS (learning management
systems) make use of forums, live chat, live-audio/video conferencing, and a variety
of other communication mediums to increase student-to-student,
student-to-teacher, and student-to-proctor/TA interaction.
4.
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? Please spend some
time identifying tools and resources for this last point, as this background
research should help you complete your projects more efficiently.
The following link is a great resource for teachers looking
for free web-based tools, 100 quality tools to be exact. 100
tech tools for teachers
I also have a 22 page word document full of web 2.0 tools
available upon request. This document gives a brief description of each tool
many of those tools are included in the 100 tech tools for teachers link.
A few of my personal favorites include Voki, Animoto, and
Screenr. Voki allows the instructor to customize a virtual, life-like model
with real voice-over capabilities. Screenr is a good screen cast tool with many
editing options. The tool is of course free to use but limits videos to
approximately 15 minutes. As a word of caution, past experience with Screenr
has seen dead links or possibly removal of old screen casts. The nonfunctional
screen casts could be a result of embedding errors. In Voki, first create an
avatar to represent the instructor. Next, write a script of what needs to be
said and then either choose from a long list of preset accents to voice the
script or simply record the script using your real voice. Voki is an easy,
quick alternative to the typical screen cast. With Animoto, lessons come to life
with animated cartoons and sound. A great way to add some comedy or a memorable
scene as an alternative to a power point.
