Objet D' Learning
So it was hard for me to learn about learning objects. But, I did manage to get a concept of learning objects in my brain. They can be:
flexible
dynamic
highly engaging
devices
persons
places
symbols
a single entity or a part of a library
reusable or not!
interactive
tagged and catalogued
based on learning objectives, job function or business unit
decontextualized
granular
created by module designers or their users
viewed, adapted or manipulated
Depending on who you're talking to any of those qualities can be challenged or judged as desirable or not desirable. It would depend on the goal of the object and it's creator.
I think I liked the definition offered by Koppi (et al) the best - "Learning objects were defined as discrete chunks of reusable learning materials or activities that can communicate with other learning objects to build a learning environment.." That being the case, I might be able to create one or two!
Baby, You Can Drive My Car! Beep Beep Yeah!
The first thing I actually thought when I read the title of Cognitive Flexibility Theory (CFT) is - what does it really mean? The articles we read this week definitely answered my questions. Yes, questions. The other question that quickly came to mind when I first began reading - is these multimedia learning environments are set up so that learning is non-linear and students go on their own individual journeys of knowledge seeking - then how do you insure that they get the basic, foundational knowledge that they will need to master a subject area? It did not take much reading before both questions were answered!
The multimedia, hypertext learning environments that were described had plenty enough structure and scaffolding to direct students in such a way that they would get an adequate foundation of knowledge and still have the freedom to explore and learn in a unique path. I came up with an analogy to help me figure this system out. The descriptions of these learning environments reminded me of our highway system in America. We are required to learn how to operate cars and there are rules and regulations we must learn and follow to be permitted to drive. After that, we can go anywhere we like! We can go over some roads repeatedly. We can set out on a journey by studying maps and plotting our trip, use a GPS, or we can simply drive on any road and just see where it may take us. The variations are quite possibly unlimited! And, the experience is unique to the driver.
The readings kept referring to CFT being a good vehicle (yeah, pardon the pun) for learning in an ill-structured domain. So, what constitutes an ill-structure domain? (a) Each case involves the interaction of complex multiple schemes or perspectives, and (b) considerable case irregularity exists across nominally similar situations due to complex interactions (Spire et al,, 1991a). OK! Got it. The highway analogy is still working for me.
To help us grasp the CFT even more we were given a couple of examples; the EASE History website and the Plantation Letters website. Our class interacted with the Plantation letters and we reflected on our assignment through Ning. As similarly reported in one of the studies, I did not like that I could only look up the letters by key search words such as; childbirth disease, doctors, food, etc. I would have liked the option of being able to also look the letters up by author and date as well. However, I enjoyed the assignment and it made me think of how much more I would have enjoyed studying history if it had been presented in such a format. The assignment actually drove home (can't help myself!) how studying history can be relevant to modern day problems, which overcomes the most popular objection I've ever heard about studying history!
From our readings, the main benefit of CFT is that it facilitates knowledge transfer. There was much discussion of how traditional teaching methods provide more rigid, inert knowledge. Memorization of subject matter encourages the propensity to use the knowledge only when similar circumstances arise. Even though the knowledge may be used in new, unfamiliar ground it is not because it is linked to a particular set of circumstances. This is why teaching just to produce satisfactory scores on End of Grade tests has just got to go away!
So, bottom line - I like the GFT! I agree that it avoids over simplification and rote memorization of complex concepts. I like the idea of using hypertext, allowing non-linear individualized paths of learning. Now I just have to figure out how to come up with my own GFT, and then get some folks to test drive it!
Shades of Deja Vu
It could be that our research used to build our last module felt like similar ground - we built a module that encourages students to share their knowledge through sharing experiences (stories) with one another. Or, my Expressive Art Therapy training focusing on the community (or the tribe) and the power of stories could be why this feels like familiar ground. I have always considered myself a storyteller, so I really like Janassen's discussion of the "narrative," and it's use in education. Some of the research sited explained why the accepted use of narrative has gained much more acceptance, such as this description; “the means for the social distribution of experiential knowledge through community interaction.”
There were new tidbits as well; this was the first time I heard the descriptor - information engineer. I liked that! To fancy myself as an Information Engineer sounds appealing. And, to build a module containing authentic stories that represent reality and would be applicable to the future use of the module students would take some engineering!
In a sense, isn't the experience of something like deja vu the goal of case-based instructional modules? After completing such a module, wouldn't you want students to feel like they have been in this situation before? Maybe they had seen something like this or done something like this before? I know that's what I want for my students - the confidence and the comfort of being familiar with a situation, regardless of whether they had actually experienced it before.
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Making the MOST of an Online Multimedia Module
- enhance oral comprehension
- facilitate decoding skills within relevant and authentic tasks
- facilitate word recognition in a meaningful context
- engage students in activities that encourage and require strategic reading
- provide visual enhancement and reinforcement
There are plenty of average students and even those that excel in arts and humanities, specifically literature, that could also benefit from such a module. And, the studies also indicate this is true.
The Bransford article discussed and highlighted research on how the addition of visual information makes a contribution to students' comprehension and interpretation of text. My honest thoughts were - isn't this a no brainer? Yes! Visual images contribute! But, this is coming from a visually oriented person. During my reading my mind kept going back to our enjoyment of "story time" in my ASL (American Sign Language) class at work. Each week, we learn new signs, and then our dear colleague tells us a story, using only a few of the signs in our vocabulary. We have to guess what the rest of them mean. In spite of a few hilarious misinterpretations we usually translate the story quite well.
I also just recently viewed an excellent performance of La Sylphide by Carolina Ballet. I opted not to read the story in the program, to see if I could instead interpret it from the dance. Piece of cake! No problem getting the story from the dance. OK, I realize that some need empirical evidence, but I am already satisfied that visual cues of any kind help convey a message.
I really like that the MOST modules at the Peabody Institute are set up so that students may write their own books, and again think that students who are not at risk would also benefit from such a module. I think my favorite aspect of the module is that students are not required to "master" certain skills before using the module and can build on what they do know. And best of all, it provides another way for students to learn pronunciation and other literacy sub-skillls without all the boring drills!
Building a STAR Legacy?:
It has a straightforward and simple overall framework; yet it is adaptable and flexible enough to contain complex tasks and activities. What I like most is that the simple outline allows teachers, and more importantly, students to realize where they are in the learning process. I find this very appealing and I think others do too. I also like that students and module participants can leave behind a "legacy" for the next round of users. There is a lot of room for creativity. That combined with user input and the module flexibility can help keep the module up to date and relevant to each generation of users.
The module can actually also be used for multiple cycles, allowing the module to grow along with a user group as they progress and deepen their knowledge. I also think it would be fun to challenge others to "test your mettle."
For all the reasons stated above, the STAR Legacy model provides a excellent framework for teaching within an Expressive Art Therapy curriculum. The framework also includes having students and teachers form postulates based on their own knowledge before they begin their research to answer the challenge. Recapping by reflection on the learning experience is also an important component of the STAR Legacy module. In the field of Expressive Art Therapy, there are always different perspectives to consider. Brainstorming and learning from your colleagues' experiences is always encouraged and valued.
So, I'm off to build my own legacy!
Videos, Pilots and Eagles - Oh My!
The thought of making such a rich series of videos to be used within a multimedia online instruction module seems like a daunting task and one that would require much time, thought, planning and even video production skills that I do not currently possess. So, it made me question how would someone like me actually produce a module that contains video which would be sophisticated enough to be broken down into "sub-problems" to be solved in order to achieve an overall successful cooperative learning environment? One that would help students acquire knowledge that is more alive, rather than just inert? Successful - also meaning that the learning situation would render knowledge that would continue to serve students well and be available for spontaneous use. How could I produce a video like that?! Or, would I really have to? The Wizard of Oz kept coming to mind.
Maybe the answer would be to use video/film that is already available, such as the Wizard of Oz. Some articles mentioned the use of other films as well. There are many movies that contain factual and historical data that could be used to convey and support teaching science and mathematical concepts. What would I teach with the Wizard of Oz? With the Jasper adventures the students had to dissect the videos to calculate flight paths, fuel requirements and other variables to save the wounded eagle. What would flying monkeys and a girl trying to get home provide? Then it dawned on me - using several different film clips might do the trick. Since I plan to teach concepts related to Expressive Art Therapy, I could pull from different videos, films and movies to convey and provide the components I want to use. The world keeps becoming a smaller place all the time!
Everyone Is An Expert!
Not that I didn't appreciate all the examples, models and advice on applying GBS in an online environment - I did! But, should I say it? Just reading all the articles seemed to put me in a state of conflict. I thought - here I am reading about learning from doing. I really felt like I should be trying to design a online GBS system, rather than reading about one! Ahh, but that is what this course is all about and I will definitely get my chance. No doubt, I'll be referring back to these articles when that time comes!
Which reminds me; there was plenty of discussion about memory (which I do find fascinating) and how we file information away for use at a later date. This is a key to understanding true learning. We are capable of absorbing information, storing and using it. Information that has already served its purpose or has not been used is purged from the mind. This is what makes GBS an exceptional method for retention of knowledge; the content will be used.
If there was one true gem that I really took from this segment of our studies - it is that everyone is an expert at something! I really like this concept! Reading that was one of those light bulb turning on over the head, big smile on my face moments. It is profound. Who really cares that GBS has 7 essential features - when EVERYONE is a expert!
OK, so I really do care, and I will probably follow the guidelines closely to develop a module that does contain all the essentials!
Can You See What I'm Thinking?
We read alot of good articles for ECI 517 this week. Many of them were very helpful; explaining concepts such as scaffolding and fading and how to use multimedia as a medium to train apprentices in an authentic learning environment. Very impressive stuff! And I appreciated the useful extra activities provided in the Darling-Hammond article. My favorite by far was this same article entitled "Watch It, Do It, Know It: Cognitive Apprenticeship."
Not only was I impressed by the content; I also appreciated the clean, easy to read format and presentation. What I enjoyed most was the discussion about making thinking visible - referring to not only the instructor's thinking process, but also an individual student's thinking process. I have always been a visual oriented person and have often found ways to help myself process new material by either making a tangible article or by associating the material to a visual image. I really like the idea of spelling out steps as they are taken or having someone articulate what is happening in their head as they are working through an idea or problem.
As for the overall concept of Situated Learning and Cognitive Apprenticeships, the methods seem very natural to me. I have already experienced modeling, scaffolding, coaching and apprentice types of teaching/learning experiences as both a teacher and a student. Being an arts and crafts fan, many of these methods come very naturally when you are learning how and/or teaching someone to make something. Using multimedia as a medium to convey knowledge and skill seems like a natural step to take. I can not tell you how many times I have referred someone to a video tutorial to see how to knit a particular stitch or complete a project.
I have had plenty of one-on-one and tutorial teaching experiences as well, so a Cognitive Apprenticeship doesn't seem like a far reach either. Showing a student how to do something, watching them complete steps, guiding, correcting, holding back when they are able to work independently is something I am quite comfortable doing. And, now I think I might even be able to see what my students are thinking!
Do You Have A Problem With That?
The Problem Based Learning approach has an interesting history, with beginnings in medical training. Allowing medical students to interview patients, participate in group and individual research and to seek solutions proved to be excellent way to educate aspiring medical professionals. From what I see, there are plenty of disciplines that can effectively employ problem based learning in their curriculums.
Hung, Bailey and Jonassen provided a helpful explanation and suggestions to deal with what they term as the "tensions" of PBL. I prefer to call them concerns. Using the PBL approach may cause topics to be covered in much more depth at the sacrifice of a less broad or encompassing curriculum. However, PBL encourages long term knowledge retention and helps make the material covered more relevant to the learner. Using this approach does require a lot of preparation - instructors or facilitators need to predict possible learning paths and direct students to resources that help solve the problem(s). ' Kind of seems like a very intellectual Easter Egg hunt. After every thing I have read, I am destined to try it. I can see it in my future - looking at a lesson plan and asking; have you got a problem with that?
Are You A Team Player?
Of course, using a Cooperative Learning format requires more instructor preparation time and many students do reject Cooperative Learning assignments/activities when they are so accustomed to looking out for number one and/or unable to see the practicality or pertinence of the assigned tasks.
As for my future teaching plans, I can't imagine teaching Expressive Art Therapy concepts without using Cooperative Learning in the process. The goals of increasing teamwork, improving negotiation skills, increasing confidence, developing higher order cognitive processing and enhancing creativity among students would be nicely met by using a Cooperative Learning approach. I still haven't figured out - how exactly will I do this in an online environment? I am open to your ideas and suggestions!
