Learning Objects

     Even after reading all of the materials this week, I still want to reference this as “learning objectives.”   I think that this is a great approach to enhance any content area.  As noted in the readings and lecture for this week, the learning object must contain three components:  a learning objective, a unit of instruction that breaks down to teach the objective, and a unit of assessment to measure the objective.  The benefits are evident.  The learning experience is maximized by allowing access to tagged, on-line resources, it is manageable by breaking down the content into smaller parts which increases flexibility, ability to foster collaboration, and the potential to save time, money, and work.  Wiley’s article discussed how learning objects can be reused and transverse.  Some things that you would need to be mindful of is the legal issues surrounding the use of learning objects and it would be important to focus on creating a constructivist path of learning as well.  It would be easy to steer away from this. 

     As far as creating a multi-media environment, the web 2.0 tools and other collaborative tools available would play a significant role and it would be easy to mainstream.  Gelling all of these together could easily create a rich learning experience and fulfill the purpose of learning objects.  As Bannan’s article notes, creating a multi-media environment allows for appropriate scaffolding of instruction as well.   The object can begin with highly scaffolded and proceed to somewhat of an open exploration of sort.  Bonk’s excerpt discussed how learners traditionally accessed information, such as from Encyclopedias.  This brings back some memories!  Now, we have so much more information at our fingertips!

Cognitive Flexibility Model

     When I initially began reading the articles, I thought that this is more complex than the other models previously discussed in this course.  Basically, as Jacobson’s article points out, “CFT is a “multi-faceted” complexity of knowledge, CFT uses multiple themes, schemas, analogies, intellectual points of view in instructional activities.”  CFT is also grounded into case based learning/reasoning.  Cases are used to build knowledge around “real world” situations.  This model ties into constructivism and experiential learning.  The neat idea of CFT is that the knowledge and/or content overlaps.  Learner’s should be able to assess and evaluate various ways to approach a problem from a variety of resources.   The Learner’s are making connections with the CFT model.  I think that in order for student’s to benefit the most from this model, is that authentic and “real-world” situations/problems should be provided.  It is equally important as to how the information or problem is represented.  With the CFT model, I definitely agree with the readings, that learner’s will take away more from this type of model.  They gradually build upon their own prior knowledge and they will likely recall what they have learned.  As with the other models discussed, the integration of multi-media options would be endless.  It seems that anything is possible and enhanced with the use of technology and creates a rich learning experience.  The disadvantages of course would be the time involved needed to design this model, expense, the ability level of the teacher would need to be taken into consideration and possibly designed from a team oriented approach. 

This is a cute comic that represents CFT:

http://postgutenberg.typepad.com/.shared/image.html?/photos/uncategorized/2008/06/21/zippy_copy.gif

Case-Based Learning/Reasoning...The Life in Which We Live...

     I must say, this model immediately took me back in time to my undergraduate years and graduate school at ECU.  In both Criminal Justice programs, we relied heavily on these methods of learning.  I cannot begin to count the number of cases that were relayed to us from our professors, researched, read and analyzed.  This was merely learning in context.  The learning outcome, which is problem solving, for this model and the previous instructional models researched has been similar.  Jonassen’s article stated, “The rationale and means for analyzing, organizing, and presenting stories to support problem solving are defined by case based reasoning.”  Also, his article points out that stories are used for instructional support and “stories are the oldest and most natural form of sense making.”  I think we can all agree with that.  Whether we can recall stories being told from parents, grandparents, teachers, professors, or any one in general, it provides us with being able to understand a diverse group of people.  I can also recall stories being used in various trainings that I have attended, including my teacher orientation class.  As discussed in our lecture, I can see where I can recall how I used Case Based Learning and Case Based Reasoning synonymously when I worked in the public mental health sector.  We often staffed cases and discussed solutions based on past cases and experience with other patients.  I think we can all benefit from information from others where they have lived and learned through experience.  As Wang’s article further discusses, this ties back into Experiential Learning.  Stories have the capability of providing us with a rich learning environment and as learners, we are able to likely apply the lessons learned from those stories to new problems that we may encounter.  I think we have probably all encountered a situation, particularly at work where we may be confronted with a task and try to recall a situation that was similar in order to come to a resolution. 

     Yes, I would definitely employ this method in education, as I have found that I already have in the form of advice.  Although, I think that primarily it can be more beneficial in higher education and training programs, it also has a place in K-12, perhaps not as pronounced.  Jarz’s article discussed how multi-media case based studies can be beneficial and have a huge impact on learning.  I agree that the use of multi-media can improve the quality of education.  The multi-media options could include video, audio, podcasts, numerous web 2.0 tools, including bookmarking tools, such as diigo, and many other avenues of addressing various learning styles.  It is important that we keep in mind the challenges associated with the instructional design piece.  There will definitely be a huge amount of time needed to develop this, a team oriented approach will be needed, and there is always the possibility of being too biased when trying to recall the most appropriate cases when applying reasoning. 

     I wanted to share this quote:  “Story is far older than the art of science and psychology, and will always be the elder in the equation no matter how much time passes.” —Clarissa Pinkola Estes