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?
CBL or case-based learning
includes the tenets of goal-based scenarios, anchored instruction, cognitive flexibility
and case based reasoning (Oliver). CBL also uses real stories and historical
context used mostly in decision making for role playing. This is also similar
to cognitive flexibility theory in terms of using case studies or case comparisons
for learning content. However, cognitive flexibility theory differs in terms of
aiming to help students transfer knowledge and skills beyond the initial
context. Cognitive flexibility theory (CFT) also works much in the same way as
constructivism by building on what is already known.
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?
While
both learning models require comprehensive databases of information, case-based
learning seems to be the lesser of the two in terms of complexity. Because case-based
learning primarily focuses on contextual application, the need to find cases for
cross context application is absent. This may make case-based learning easier
but does not negate the importance of finding quality resources that follow the
4 instructional architectures of learning objects for CBL/CBR/CFT: receptive,
directive, guided discovery, and exploratory (Oliver). If this can be overcome,
than the use of stories as natural formalisms for storing and describing memories
and experiential knowledge (Jonassen, 2002) can be achieved as a benefit. The
more multimedia the more time intensive as evident in "creating multimedia
case study was significantly more labor-intensive than traditional case
studies" (Jarz, 1997). If the time and support are available to invest in
this type of approach, careful consideration must be placed in content and
pedagogy for effectiveness.
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?
Much work is to be done in terms of
determining the educational efficacy of multimedia hypertext (Jonassen, 1992). In
light of endless instructional technologies emerging in the use of multiple
subjects, equal emphasis should be put on publishing the pedagogical importance
of each application for the benefit of promoting the practicality and
significance of IT. Cross examining the roles of different learning theories
with different tools to produce the highest learning should be more readily
available for evaluation. Everyone is interested in using different models and
tools, but knowing how to best put everything together in a pedagogically sound,
cohesive, instructional design is ever so challenging, especially at the rate
in which this new frontier of instructional design continues to grow.
Case-based learning/reasoning and
Cognitive Flexibility Theory both heavily rely on case comparison. These case
comparison learning objects/materials would need to be sourced to established,
reliable resources such as digital libraries. If these types of shared
exchanges were available through some sort of partnership, the likeliness of
using the two theories would certainly be feasible.
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.
Great for storing and organizing
multimedia files for case comparisons
Great for research
Valuable source for creating
original works of multimedia
Sample of collected works
You mention that case based learning is not as complex as the cognitive flex model. I didn't really notice this when I first studied the lessons, but now I see your point. I think that case based learning is easier to design (from an instructors point). It may also be easier for students to execute.
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