Case-Based Methods and Case-Based Reasoning Environments, Cognitive Flexibility Theory and Learning Objects

The three models Case-Based Methods and Case-Based Reasoning Environments, Cognitive Flexibility Theory and Learning Objects presented are similar in that CBR and CFT are similar and Learning Objects is different from these two, referring to online resources. CBR and CFT depend on case based studies and context of real life scenarios. They both have context and comparison of data or information.  CFT however allows more flexibility for the learner by allowing the different branching options that lead to higher critical thinking. 

My initial reaction was that both models require a lot of time resource and factual information to for the cases. In addition it needs to be organized, developed and the almost impossible with training budgets and time needed for corporations to take out of their busy schedules for learning.  If the resources are available, it would however be great for adult learning, because learning can be relevant, and the designer can build upon existing knowledge and make learning interesting. I would consider these theories for learning, especially the CBL. This can be adapted more easily for learning than the CFT as I think the CFT would require more resources and development to branch to different pathways.

Depending on what the learner needs to be able to do, I think given the resources, this would make learning quite engaging and interactive. Adult like learning that is relevant, they like to have information and scenarios because they can identify and relate to information when given in a story or case. I think CBL is more applicable to the practical world in corporations, where the adults can learn in the real context of the workplace and live cases. .Learning Objects would therefore support these models.

Given that these models are time intensive and resource intensive, it would require a lot of organization, design and development to be successful. I therefore would recommend Mindjet, bubbl.us to organize ideas and the management of brainstorming and project. I think it would require a team effort to create this so the group would need to work and review during all phases, I like the use of Google docs for collaborating, WebEx to meet and share ideas etc.

The Context-based learning models and Multimedia, Goal Based Scenarios, Anchored Instruction Environments, STAR Legacy and MOST Multimedia Environments all share some similarities and differences.
Goal Based Scenarios, Anchored Instruction Environments and STAR Legacy all focus on general topics, they try to teach learners through contextualized learning; relevant and realistic experiences or information given in scenarios or challenges etc. and therefore learners can easily associate or connect to the context/content which results in higher critical thinking and problem solving, easier recall and learners can use skills in various context.  In creating context based instruction, information is given the learners in chunks at the vital data is given at the right time in scenarios or in a story etc. This design encourages learning from each other by sharing and/or reflecting.
The MOST Model; Multimedia environments that Organize and Support Text model however is based on teaching for the individual for literacy skills and created for at risk students. This uses rich multimedia for creating and supporting instruction. The use of visuals is very important used frequently with other multimedia like audio, games etc. These models are time consuming and challenging to create because of the amount of resources and time needed.

My initial reaction to these theories or models was that they give many possibilities to create instruction that is relevant, interactive, reflective and interesting.  I think the Goal Based, Anchored and STAR Legacy would be great models for Adult learning theories, in the corporate world as they teach thing that are relevant and help learners relate to scenarios in the workplace. The GBS model sounds like it is the best one for teaching adults. I also felt that the MOST model sounds very interesting but would require a lot of work and multimedia skills to create training but learners would find these interesting and would be more eager to learn by playing a game, read, listen etc. It gives the learner a variety of activities and uses the different senses for visuals, sound, reading etc. I was very excited to hear about this model as I think it can promote creativity in literacy and encourage children to read and by making it more interesting and interactive.

I would use all of these models as they are engaging and would give a variety to learning for the learners. I especially like the GBS, Anchored and STAR Legacy for adults as it involves relevant real life experiences. These can be used for adults to teach soft skills like Negotiations and Persuasion etc. I think they can be used for students K-12 also but have to be customized for the subject in mind and thought of carefully to to design with the time constraints both in the corporate environment and the time allotted for the curriculum for students. I think this is the most challenging is being creative with the problem of time constraints The MOST mode is also important and can be very useful especially for students to teach literacy skills and can be adapted to bring interest and excitement in literacy..

For contextualized models, the web tools I am aware of and recommend that would benefit learners working in groups to share and organize, create multimedia visuals, sound and screen casting are:

• Diigo
• Delicious
• Bubbl.us
• Coursites.com
• Podomatic.com
• Google docs
• Bubbleshare
• Camtasia
• Snagit
• Flickr

1.The similarities of the models are based more on communities or learning in groups in relevant, practical or real world learning.  The instructor is key to the success but especially in the problem based model presenting the challenges or problems to . The  cogntive apprenticeship is geared more to the individual learner while the Cooperative learning environments,  Guided design and Problem based learning  aim is more on communities peer or group learning . The CLE reminds me of today's community of practice, a structured enviroment with activities but in an environment that gives the opportunity ti learn from peers and reflect the 70-20-10 learning.

2. My initial reaction was that this is great becasue learning in corporations are heading toward the 70-20-10 model and are looking towards communities of practice, coaching,  mentoring and peer to peer learning. New technologies are trying to replicate this with such a global workforce. The improvement in collaboration and communication tools are helping these models work well. People however seem to prefer face to face but in the corporate world and even on the web it allows for just in time information, best practices etc to occur. I think Montessori classrooms are excellent examples of all the models when examined closely. Montessorri learning  brings many different ideas of learning or models years ago and these models all describe some aspect of learning. Montessori provide practical, relevant learning, peer to peer, guided in a collaborative coorporative classroom. It even combines a little of the higher order thinking of the PBL , depth compared to breadth. The teacher works as a mentor as in situated learning to again guide the student.

 I am not a school teacher but but have more experience with adult learning but even in the adult world of training, it is the buzz word for learning: communities of practice.

3.These models most definitely can be modified to teach in today's global environment in the classroom or  on the web using technology and collaborative tools for students in the schools or and adult learners.  The web however is still a challenge to replicate the face to face collaborative learning but it is becoming very close or adapting to use the web tools resourcefully.  Collaborative learning from a young age will help a student be ready for the real world, havin to work in team and solve problem or work on projects with team members from different countries in different timezones. The ability to speak and communicate is becoming more and more important in the corporate world.

4. I think the Web had many tools for collaborating to use these models. At work, Share point can be designed to create a community of practice similar to Moodle to have threaded discussions etc. I like the use of WebEx and other communicating tools to meet and chat with one another and be able to work live and see eachother. The use of cameras and teleconference is another innovative way Cisco is trying to the experience more real.

END OF UNIT Blog 1 

I was surprised to see that much of eLearning is derived from the PSI and A-T theories from the 1960's. To me, it seemed that the internet gave rise to virtual space to combine both and improve upon them, however these are still the foundation to eLearning. 
 
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? 

A combination of the Personalized System of Instruction (PSI) the Audio-Tutorial method (A-T)allow for learning at the individual's pace, similar to today's eLearning and Web based training. The Keller system of the PSI is however more in line with the asynchronous educational system in today's online environment: with content sequenced and broken into smaller modules, testing after each module and the opportunity for proctor. This has more structure while the A-T seem to provide more of a self study approach with the audio being the main content together with supplementary materials and the need for involvement of a facilitator to meet for status checks and assessments.

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?

My initial reaction was that audio tapes are outdated and seem to have no structure while the PSI seemed very rigid and too structured. The barrier of use of the A-T is that there has to be some type of assembly or meeting to for assessment. It cannot be asynchronous and would be difficult to function independently.  On the other had the PSI seem to be more isolated and structured with no facilitation or forum for learners to share ideas. I think a combination of both these theories will provide a good learning system; tapping to the different senses, having a structure or system to follow with self assessment and improvement, facilitation and assembly to share.

 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? 

I think element of both model can be combined to create improved teaching and learning. With the A-T model I think the independent study session, General assembly session, Small assembly session provide the opportunity for collaboration (e.g. break out sessions) and Community of Practice for sharing of ideas and solutions.  The ingredients of repetition, association, adaptation to the individual student needs, provision of appropriate experiences relevant to the course objectives, the use of an integration-experience approach, with each activity supplementing previous experiences would result in a greater application model. In addition. the Personal System of Instruction allows for a more structured environment and assessment at more frequent checkpoints so learners can be be more independent and self assess themselves. This system is more about doing than listening. I like that it outlines the objectives, the small learning modules with self assessment and immediate feedback and positive reinforcement. I think the PSI would for the structure or system and the A-T would supplement the activities or application of some of the modules.

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. 

1. I like the use of Jing. It is from Techsmith which creates Camtasia and Snagit, two very powerful tools to create some Web Modules. It is a free tool however less robust but it can be leveraged to create small modules of learning content with audio and video which appeals to different senses, application of how to do items etc. 
2. I have also used and been in classes that use Twitter to share ideas and respond to those ideas. 
3. I have created podcasts of more easily with Podomatic. Podcasts can be used for things like audio presentations etc.
4. I have used Delicious and Diigo to share bookmarks with group members.