SIMILARITIES & DIFFERENCES
This unit was definitely the most interesting to me. I'm naturally a huge fan of embedding various types of media in order to enhance learning. As a learning who excels in a "hands on " enviroment, I've learned to adapt and embrace visual aids when actually touching and feeling is not feasible. Thus far, I've done well.
In terms of likenesses and differences in the platforms, the first thing I noticed is that video is highly encouraged when designing all four. Video for the resources in GBS is a great way to visually aid "the scenario" on the subject for participants who prefer visual stimulation as opposed to only text-based facts and reading when conducting research. That idea is summed up by Hsu & Moore (2010) when they acknowledge that "...the most important resources are stories that contextualize past experience.". What better way to tell a story that will "stick" than in a video. As with GBS, in Achored, I totally see is used in such a way as the movie Mission Impossible. Give the scenario with a storyline, then leave it to the students to solve the issue based on the situation. This also works exceptionally well with MOST because it benefits the student and teacher; the student for obvious reasons and the teacher because it can be used across the program as well as allow for a safe enviroment where lab tests must be conducted (Goldman, n.d.). The most striking difference to me, is that GBS did not seem as conducive to working in groups as the others.
MY REACTIONS
At the onset of the these models, my mindset was on both learning of them and choosing which I thought would be best for our group project at the same time. I must say that with each one I could easily think of a scenario or theme that I would use. For instance, a course that teaches the proper steps and strategies on tracking packages within FedEx or UPS came to mind with GBS. Anchored was a cool reminder of the Sci-fi books my brother and I read as kids. They offered different outcomes for the same situation. As the decisions were made, the situation and outcomes changed. This is an awesome way to include the "what if" factor. Of the four, AI appeared to be the model that allows learners to be the most open-minded and out-of-the-box thinking. As for STAR, it appears to be an all around favorite model...easy to learn, easy to design.
BARRIERS...IF ANY?
Of the four models, MOST would cause the most issue in terms of design. As one who loves design, I believe I'd find it difficult to find a "perfect" balance between the visual multimedia, the text content, and any software that allows student interaction through re-telling a story. More specifically is the balance in text to video content. When I picture a person who just has a harder time understanding a topic than others, my tendency is to offer help. However, that good intention can get skewed by unintentionally gravitating out of the MOST model. As of this post, I've not yet come up with a solution for overcoming that barrier. However, the biggest benefit would be the student gaining appropriate (if not exceptional) knowledge of the topic being covered if the course is designed properly by the designer that can keep it simple and design an effective MOST model online that flows smoothly while maximizing the students' information retention.
WHAT TO USE....HUMMMMMM.
As I mentioned previously, I am a lover of multimedia and use of various types of media within a course; it is what I learn best with so keeping in mind that it is easy to do what you love, I can easily see myself attempting use of each model--focusing on AI and Goal Based at the onset, then MOST. The learning curve for STAR appears not-so-stiff and my need and love of a challenge would reserve use of the STAR model in cases where the others are not necessary. With the trouble of AI being that it is information-intensive, I'd search for some sort of modification in the amount of content required for the model. My mind leads to a series of JAD sessions with the institution/company, for instance, in order to streamline the content. Too much in-depth information not only costs time, it also costs interest. For me, losing student interest is more harmful to a course than time consumption.
TECHNOLOGIES
I have been very fortunate to have been turned on to Coursesites by my teammate this semester. This free online course creation software has proven indispensable when creating a course. It allows for one-stop shopping for creating a course using a variety of structures/models. There are tons of tools that can be incorporated without having to use a varying links to external sites for students. This not only alleviates having to create multiple accounts and remembering multiple logins for students, but the same goes for teachers and /or designers as well. For the purposes of context-based models, I would add one additional application as Coursesites does not (from what I see) have an internal video capture program. For this, I would opt to use Debut Video Capture from NCH Software or CamStudio. Both allow for capturing streaming video directly from your desktop/laptop.
Sunday, October 28, 2012
Sunday, October 7, 2012
Lions, Tigers, PBLs, and Guided Design! Oh My!
SIMILARITIES AND DIFFERENCES
This unit was a little tougher to keep all the strategies separated, nonetheless, I was able to pull a good deal of information from each section...beginning with the similarities. What I found most similar is that although the names may lead one to believe otherwise, the four sessions all center around teamwork and working toward a goal with the assistance and or resources of others. I enjoyed that there are models that are used that teach a person--who may not otherwise think so--to get out of his or her own way in order to achieve a goal for a group as a whole and ultimately themselves. With guided design, Casada and DeShazer (1995) stated from a book by Stephen Covey that to be an engineer you have to be trusted, you have to trust yourself to voice your ideas in order to be a integral part of the team. That, to me, suggests that someone only interested in individual success would not do well in a collaborative environment.
I related Guided Design and PBL more similar to the others because they require some pre-exisitng knowledge whereas Cooperative Learning is based on the group venturing out and conducting research, then coming together as a collective and presenting the results. This is similar to how University of Phoenix conducts its group projects--each participant takes a topic and researches it, they then return with the results, every topic is discussed and those agreed upon for the project as a whole is written and presented by the one designated to represent the group. Everyone havin a part in the research makes for expanded knowledge for the individuals and the group.
Although I initially resloved to not be fond of Situated Learning because of the level of assistance it appeared participants receive from teachers, after reading "Watch It, Do It, Know It", I've come to see it as more of a real world environment with real world experiences that carry a safety net for students to be able to learn through real world experience and also have the security of teachers to fall back on as a means of coaching/guidance.
ANY BARRIERS?
In terms of barriers, I can easily see where Guided Design and PBL would be a challenge for participants with limited or no knowledge of the topic discussed and having to work through a lesson from only what they know. I tend to like a cooperative learning environment because I do enjoy conducting research then presenting my findings. I've found many times at University of Phoenix when I was in a situation of digging too deep for the topic being covered. My need to learn as much as possible about those things I know nothing of most times lead to "too much" for the needs of the project. The only barrier I see in a situated learning environment is the potential stress put on those individuals who wouldn't otherwise put themselves in a situation to--as the 'Watch It...' article suggests--conducting research out in the public eye. With the attention given by the facilitator, it could easily be used as a tool for confidence boosting as well as learning.
WHAT WOULD I USE?
I'm really fond of Cooperative Learning because it does give individuals the opportunity--with the Jigsaw strategy--to obtain and learn from other points of view. I love that someone can see a situation with a totally different eye than me! It's the whole tom-a-to/tom-ah-to thing! With that, I would definitely hope to use Jigsaw and Find the Fib--an interesting tactic to enhance analytical skills.
TOOL SUGGESTION.
In terms of applications I would use to translate this over onto the Web, I'd love to dive into the various software offered by Kagan. There is a series called Instant Engagement that is designed for cooperative learning. It can be used for Think-Pair-Share and also has software designed for use within teams. It appears to be fun and easy to use. This seems ideal until I could design my own application for such learning.
This unit was a little tougher to keep all the strategies separated, nonetheless, I was able to pull a good deal of information from each section...beginning with the similarities. What I found most similar is that although the names may lead one to believe otherwise, the four sessions all center around teamwork and working toward a goal with the assistance and or resources of others. I enjoyed that there are models that are used that teach a person--who may not otherwise think so--to get out of his or her own way in order to achieve a goal for a group as a whole and ultimately themselves. With guided design, Casada and DeShazer (1995) stated from a book by Stephen Covey that to be an engineer you have to be trusted, you have to trust yourself to voice your ideas in order to be a integral part of the team. That, to me, suggests that someone only interested in individual success would not do well in a collaborative environment.
I related Guided Design and PBL more similar to the others because they require some pre-exisitng knowledge whereas Cooperative Learning is based on the group venturing out and conducting research, then coming together as a collective and presenting the results. This is similar to how University of Phoenix conducts its group projects--each participant takes a topic and researches it, they then return with the results, every topic is discussed and those agreed upon for the project as a whole is written and presented by the one designated to represent the group. Everyone havin a part in the research makes for expanded knowledge for the individuals and the group.
Although I initially resloved to not be fond of Situated Learning because of the level of assistance it appeared participants receive from teachers, after reading "Watch It, Do It, Know It", I've come to see it as more of a real world environment with real world experiences that carry a safety net for students to be able to learn through real world experience and also have the security of teachers to fall back on as a means of coaching/guidance.
ANY BARRIERS?
In terms of barriers, I can easily see where Guided Design and PBL would be a challenge for participants with limited or no knowledge of the topic discussed and having to work through a lesson from only what they know. I tend to like a cooperative learning environment because I do enjoy conducting research then presenting my findings. I've found many times at University of Phoenix when I was in a situation of digging too deep for the topic being covered. My need to learn as much as possible about those things I know nothing of most times lead to "too much" for the needs of the project. The only barrier I see in a situated learning environment is the potential stress put on those individuals who wouldn't otherwise put themselves in a situation to--as the 'Watch It...' article suggests--conducting research out in the public eye. With the attention given by the facilitator, it could easily be used as a tool for confidence boosting as well as learning.
WHAT WOULD I USE?
I'm really fond of Cooperative Learning because it does give individuals the opportunity--with the Jigsaw strategy--to obtain and learn from other points of view. I love that someone can see a situation with a totally different eye than me! It's the whole tom-a-to/tom-ah-to thing! With that, I would definitely hope to use Jigsaw and Find the Fib--an interesting tactic to enhance analytical skills.
TOOL SUGGESTION.
In terms of applications I would use to translate this over onto the Web, I'd love to dive into the various software offered by Kagan. There is a series called Instant Engagement that is designed for cooperative learning. It can be used for Think-Pair-Share and also has software designed for use within teams. It appears to be fun and easy to use. This seems ideal until I could design my own application for such learning.
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