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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!