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.