UNIT III: CONTEXT-BASED INSTRUCTION & MULTIMEDIA

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