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?
All four scenarios in CONTEXT-BASED INSTRUCTION &
MULTIMEDIA; Goal Based Scenarios, Anchored Instruction Environments, STAR
Legacy Modules, and MOST Multimedia Environments; all share the common student-learning
focus on an individual or student's ability to learn from pre-existing
knowledge in order to solve realistic but complex challenges. While GBS, STAR
LEGACY, and Anchored Instruction are better suited for general subject areas;
the MOST model stands out in terms of focusing specifically for literacy.
Literacy in terms of abilities to read, write, speak, listen, compute, think
critically, and learn on one's own (Oliver). Anchored instruction also shares
many similarities to GBS in terms of students ability to learn specific skills
in the context of solving meaningful problems and students work in groups to
solve problems. However, students in GBS instruction have the option to work
individually. Furthermore, Anchored Instruction is similar to situated and PBL but
uses open-ended problems that have embedded data to scaffold solving the
problem (Oliver). In GBS, Anchored and STAR; the common goal is to provide
content rich multimedia in which learners are advised and challenged to seek
out pertinent information within the instructional media presented. All of this
is done without spoon feeding the answer to the problem directly.
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?
In all models within the CONTEXT-BASED INSTRUCTION &
MULTIMEDIA unit, resources should be
challenging and force the learner to seek out pertinent information instead of
being spoon-fed. Embed resources in lessons, therefore students are actively
learning. In GBS, "The primary goal of this theory is to foster skill
development and the learning of factual information in the context of how it
will be used. No preconditions are identified" (Schank).
This supports the notion that students will be more engaged
in what they are learning if they are actually involved and interested in what
they are doing.
CBR (context-based reasoning) is the theory behind learning
in GBS, people are intrinsically motivated to learn in a natural context.
Memorization does not apply knowledge or skills and thus recall and application
is indirect. As long as the GBS is designed with rich content, just in time
instruction/feedback, and complex activities; students will be in "prime
conditions for learning" (Schank).
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 MOST multimedia approach would be very well progressed
in English as a Second Language learning/teaching. As an instructor, the use of
free web 2.0 tools could generate numerous forms of multimedia to help
non-native speakers contextualized new vocabulary words and/or provide
demonstrations of situated language. With MOST, "researchers find that
presenting a video framework is effective in helping children to build a mental
model of a story and in using that mental model for language practice"
(Sharp, 1993). Student can also retell stories with web 2.0 tools listed below
and essential practice English while sharing the interpretation of their
stories.
The STAR LEGACY Modules also present an easy to use setup
for engaging student-directed learning. Unlike GBS and Anchored, STAR easily
focuses on the teacher and students ability to keep track of focus in a simple
layout.
STAR: software
technology for action and reflection
Created by CTGV and similar to Anchored Instruction
5 step cycle: Challenge > Thoughts > Perspectives
& Resources > Assessment > Wrap up
1. Challenge - interesting, realistic
2. Thoughts - ask questions about challenge to have students
present their initial thoughts to show before and after results
3. Perspectives - statements by "experts" describe
what they see in the challenge, provide insights for students, students
complete learning activities to help them focus on important dimensions of the
challenge, provide resources
4. Assessment - preliminary assessments such as homework,
quizzes; help students evaluate what they need to study more, capstone project
can be included, have problems come back full circle
5. Wrap-Up - students evaluate before and after learning,
lessons learned are summarized
I also appreciate the fact that GBS focuses on continuous
improvement. To meet the continuous evolving needs and demands of the
workplace, Nowakowski conducted a Professional Development Needs Assessment
Study (PDNA). With the existing, outdated training and teaching practices
commonplace in today's businesses, GBS offers a promising though challenging
alternative to the status quo.
From an instructional designer's point of view, GBS not only
symbolizes a change agent but also affords the easy adaptation to teach new
skills that the marketplace demands.
GBS coupled with technology can "provide consistency in
training and to improve the participants ability to learn."
Innmasters GBS, the computer simulation course developed by
Andersen consultants, has received positive results in terms of learner
outcome, job performance, and company cost savings. Students comment on the
GBS's ability to allow multiple decision making opportunities and pathways,
therefore promoting active learning and realistic scenario based experiences
(Cambell & Monson). GBS must also constantly undergo improvement. As
Andersen and company's training costs rose, the need to reassess its business
school results in Business Practices School. Further reducing the print based paper
medium allowed learners/employees more realistic learning scenarios by
connecting the bridge between operations and client needs. This was in sharp
contrast to the "blocked" layout of the previous training manuals. Best of all, GBS does not go against our
natural way of learning which behavior-based.
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.
Trello
Lore
Lulu
Letterpop
Audacity
bubbleshare
muveemix
