Unit IV: Case and Object-Based Learning Environments

Similarities and Differences

It is easy to compare Case-Based environments to others we have learned because it encapsulates many of them.  With Case-Based, students are presented with scenarios and must use resources, past examples/scenarios, and problems to learn the new content.  Anchored Instruction and Goal-based fit within the schema of this type of environment.  Cognitive Flex is similar is more extensive in nature and time-consuming.  Students must make many of the connections themselves as they sort through the resources to solve the open-ended problem or scenario.  All three encourage higher-order thinking skills.  It was mentioned that these environments are not as common in the K-12 environment because of the time and resources they require for creation. 

Resources are very important for all three environments.  One resource that can be shared for use in these kind of environments are Learning Objects.  These are often used for training purposes and are straight-forward in nature.  There is an objective, unit of study, and assessment.  By placing these within a scenario-based learning environment, students can learn the material needed to solve open-ended problems and make connections as they go.

Reaction

Thinking back to the Plantation Letters activity, I was at first a little frustrated by it.  I didn't really understand the purpose of analyzing "themes" and there was a lot of reading involved.  I saw the open-ended questions and wondered how letters written by plantation owners could help me develop a disaster recovery plan.  As I began to read the letters I did recognize a real health care concern.  After reading about the more recent disasters, I made a clear connection and the assignment was suddenly relevant, engaging, and impactful.   

I can see how Cognitive Flex and some of the more open-ended Case-Based environments are not used as much in K-12 education.  The resources needed to develop something like the Plantation Letters assignment are tremendous.  It was require a lot of collaboration and time to design a fully web-based learning module.  Additionally, these assignments require a good deal of struggling.  In the long run, though, a well-designed environment like the Plantation Letters assignment can be very rewarding. 

Can I Apply These Models in Second-Grade?

Probably not.  Let's face it, the assignments presented within Case-Based or Cognitive Flex environments are very open-ended.  I'd have to see a simplified example to understand how it can be presented to second graders.  Occasionally, I present some "abstract thinking" exercises to my students which they usually do struggle with.  I may have a handful of students that understand the point and complete it, but generally I have to explain and simplify.  These environments require lots of resources that students would have to process, make connections to, then utilize in creation of a product.  These are certainly Blooms higher-order thinking skills, but I feel a bit too advanced and complex for second grade. 

Resources

While reading, Second Life immediately came to mind.  Creativity flourishes here as people create their own world to interact with.  There are many big-budget spaces here such as a life-size cell sponsored by Intel.  You can log in, walk up to the cell, and touch the ribosomes, mitochondria, and other parts of the cell.  Second Life has big appeal to some universities because of its "video game" qualities and interactive elements.  This would be a great way to present a open-ended learning environment.

Unit III: Context-Rich Learning Environments

Reflection on Goal-Based Scenarios, Anchored Instruction, STAR Legacy, and MOST Multimedia models

Similarities & Differences 

 As I studied the 4 context-rich learning environments, I noticed that capturing student attention was a priority.  This was accomplished by utilizing the following components:
  

1. A scenario was presented.  With GBS, AI, and STAR, the students were provided with some kind of background story, mission, or challenge.  The content is presented within the frame of the story.  Differentiating the story in addition to the tasks provides a more engaging learning environment. 
2. Students were provided resources.  Similar to situated learning, students are given open-ended problems that need to be solved through higher-order thinking and/or group work. This is especially true with anchored instruction.  Resources are provided in a way that it connects to the story and scaffolds the learning process.
3.  Multimedia enhances opportunities for storytelling.  Whether it's providing background knowledge (as in GBS) or activating it (as in AI and STAR), the use of multimedia within these learning environments is important to create a convincing, engaging context-rich story for students to learn in.  The MOST Learning theory lets students work with teachers to re-create scenes from stories with the help of Web 2.0 tools.  

A key difference between GBS, AI, and STAR is how background knowledge was  assessed.  AI and STAR models assess prior knowledge, whereas in the GBS model it is activated as students progress through the mission.  The STAR model also gives students "expert perspectives" to scaffold their thinking as they progress.

Reaction

Having only taught 4 years, I've noticed something about the curriculum I teach - more and more seems to be added to it and I struggle to relate what I teach to the real world.  I've seen frustration amongst teachers and parents alike.  How can I teach this?  How can my kids learn this?  How is this relevant?  It is crucial to maintain student engagement through context-rich lessons.  I agree with how content is presented in these models.  Choosing a task that is interesting to the student motivates them to proceed. 

As I was learning about these models, I tossed the terms "task" and "assignment" in my head.  Then, I thought of my own class.  When I give an assignment, usually it provides students an opportunity to practice skills through repetition, recalling, summarizing, or any of the lower-order thinking skills.  These are important, but student engagement is not as high as in student "tasks" or "projects."  When I assign these, students have a goal that they must work towards over a given period of time.  Generally, when I assign "tasks" to my students they are more engaged. Here, resources are generally necessary to be successful, as is working together with someone or at least seeking out assistance. 

Why am I doing this?  Why is this important?  What's the point of this?  I'm sure these are questions educators hear often.  If not, students certainly think it.  With context-rich learning environments, I can see students answering the question with, ".. to complete my mission, challenge, or goal." 

Relevance is important for learning.  I think educators, administrators, and districts need to ask a few questions as they develop curriculum.  Is this relevant in today's society?  How can I make this relevant to my students?  How will my students apply this to the real world?  I see the benefit of these four context-rich learning models because they provide relevance to the skills.

Can I Apply These Models in my Second-Grade Classroom?

My students are pretty tech-savvy.  We use the laptops all the time to blog, research, interact with web modules, and view multimedia.  I can see a hybrid-GBS or AI project being used in my classroom.  I don't think my students could successfully complete a full web-based learning module on their own without guidance.  What I'd do is present the background story or mission class.  Maybe it would connect with a book they are reading or some topic we are studying in science.  After introduced in class, students can get together in groups to discuss ideas for how to proceed.  Once students have had a chance to think about it, then I'd show students the web module with available resources, "expert" opinions from the teacher, and some finished examples. 

As I move towards a technology job in my school, I'd hope to use more of these context-rich learning environments with K-5 classes.  As topics are introduced in the traditional classroom, I can develop sites that students can access in the computer lab or at home.  By working with the teacher on these projects, I can better understand how to differentiate the modules.  I'd want to move away from the traditional "computer lab" time slot and instead allow students to work through these web modules while both me and the teacher support them as much as possible. 

Web Resources

Story creation can be a part of the "mission statement" in the learning modules but also as a way for students to show their understanding.

ToonDo - Create an interactive comic strip!

Xtranormal - A dynamic toolkit is provided to the user for creation of stories with numerous characters, settings, and voices.  Many resources are available for free.  Content can easily be embedded into other webpages.

Unit II: Group-Based/Collaborative Learning Environments

Reflection of Guided Design, Cooperative Learning, Problem-Based Learning, Situated Learning, and Cognitive Apprenticeship

Similarities & Differences

All of the environments mentioned incorporate a group learning element.  The teacher provides some level of background knowledge that the student can expand or use in the group component.  With group design, the background knowledge comes as a self-instruction component, whereas with cooperative learning the content may be presented and learned in small groups.  One example may be introducing students to the concept of multiplication by showing 5+5+5+5 = 5x4 and asking students to think of a rule to explain what the multiplication sign means.  With PBL and SL environments, pre-existing knowledge is emphasized through the activities.

To understand how group work may look in these four environments, it was important for me to imagine how a class might look.  In each, the students are in groups but how they interact may be different.  Also, the role of the teacher can vary within each environment.

Group Design - Students would have undergone a self-instruction module then given an open-ended problem.  They would assign themselves roles as they worked through it.  The teacher would be listening to the groups as they worked and assessing their understanding by allowing the group to present their project to the class.

Cooperative Learning - Students learn a concept by working together.  They must all agree on a solution before moving on.  They can also assume roles.  In this case, the teacher is playing more of an outside role, facilitating discussion but letting most of the learning occur within the group.  A presentation may conclude the project.

Problem-Based Learning - Students apply background knowledge by working through an open-ended question.  There may be multiple solutions, but students work towards an "expert" solution that utilizes many concepts and strategies.  Students self-assess their progress as they go.  The teacher here would be guiding students by asking challenging questions that encourage higher-order thinking.  Groups may present their solutions to the class.  Students consider other viewpoints as they listen to their peers.

Sitatuated Learning - Students apply background knowledge by being involved with activities that emphasize real-world connections.  The students would be in groups, sharing their ideas with other groups.  Wrong answers sends a group back to the drawing board so they can discover their mistakes.  Peers or mentors that are knowledgeable in the content area may be on hand to provide scaffolding.

Reaction

Being somewhat of an introvert throughout my K-12 years, I always preferred working alone.  Group work usually frustrated me because I had trouble connecting others and considering other viewpoints.  Sometimes I was doing all the work while my members contributed a small part.  After reading through the articles and learning more about these models, I see now that perhaps my group work wasn't structured as effectively as it could have been.  In my college years, I've experienced a few digital projects that were open-ended in nature.  I like the challenge of coming up with my own original solution and knowing that what I create may be different from my peers.  I enjoy sharing products of my time and critical thinking then hearing feedback.  Group work is now something I prefer, mainly due to the availability of digital collaboration and sharing tools.  In a traditional setting, these can still be provided to give groups opportunities to continue the group experience outside the classroom walls.

Thinking back to my negative group experiences, it is not enough to give a group of students a task and expect them to just "get it" and share a positive experience.  Firstly, the task assigned needs to encourage higher-order thinking.  Many of the models mention real-world connections so students can see the importance of what they are learning.  Assigning roles ensures some accountability for the final product.  Discussion is crucial.  The teacher needs to be able to guide student discussion, keep it focused, and provide plenty of chances for students to reflect on their progress.  Otherwise, the learning will never dive below surface level.

Can I Apply These Models in my Second Grade Classroom?

Cooperative learning is a practice I'm very familiar with.  Our school held some workshops on its use and I've had some success in my 2nd grade classroom with it.  The "think-pair-share" activity is a simple way to encourage discussion and listening skills.  With my second graders in the past, listening to one another did not always work well.  Maybe it's the same with older kids these days too?  In the past, I'd ask kids to share with one another and some would just shout out, frustrating others who wanted to share their opinion.  They just weren't listening to each other!  Luckily, I was able to more effectively structure the nature of their discussions through cooperative learning.  


I try to implement cooperative learning activities as often as I can now.  Students just finished a group project involving research of a polar animal.  They were responsible for researching their animal using safe search engines, creating a poster, planning a presentation, and then presenting their information to the class.  Students assumed roles such as web searcher, library book finder, poster organizer, and speaker.  My role was to walk around and ask what they were finding, how they were finding it, and providing positive comments as they progressed.  A rubric was available so students could track their progress.

Looking ahead, I'd like to provide students more open-ended problems.  It's tough at this age because I'm providing a lot of the background knowledge needed for more concepts down the road, but at least my students have shown me how motivated they can be when they are challenged with a structured group project.  I'd also like to let students assume more a leadership role by being experts in certain areas.  The Cognitive Apprenticeship model intrigued me.  In math, I could have select students who have caught on to a concept guide others students through problems in a group setting.  This would be a logical next step to the group rotation structure I am already using.

Overall, I like the group learning environments and how they encourage critical thinking, connections across the curriculum, and build social skills.

Web Resources

For students needing to map out ideas together, there are a number of FREE tools available.  All of them allow you to draw out diagrams, collaborate, and share with others.  Check them out and see which you like the best.

Mind42
Bubbl.us (issues in Firefox)
Freemind (software, but cross-platform and Java based)
WiseMapping
Gliffy

It's hard to beat Google's services for group projects.  Google Drive makes it very easy to create and edit a working document or spreadsheet.  You can also draw out thinking maps by creating a Drawing, though it's not as fully featured as the links above. 

Google Drive

Unit 1: Individualized Learning Environments

Personalized System of Instruction "Keller Plan" & The Audio-Tutorial Method

Similarities & Differences

Both PSI and the A-T Method provide an asynchronous, individualized, self-paced style of learning.  The student is provided resources to achieve mastery with both of these models.  This also helps maximize interaction between the student, professor/proctor, and the content.  In a PSI course, a proctor is available to "tutor" the student, providing feedback to the student as they move through course objectives.  As Koen (2005) states, "With the addition of the proctor, as in Fig. 2, additional flexibility is added to the educational configuration, and a heightened sense of presence is possible" (p. 601).  A-T differs in that students come together with peers for review sessions.  Immediate feedback may not be available with the A-T method.

Both models benefit greatly from the Internet in regards to providing resources.  Some web resources can be manipulated and explored, such as the inside of a cell.  In a traditional environment, seeing such content would be limited to a textbook or lab, placing constraints on the student.  What about higher-order thinking?  In these models, emphasis is placed on completing objectives, not applying them.  In a course using the A-T model opportunities are provided for peer interaction, which could be structured as cooperative learning.  The immediate feedback provided within both models is based around the Skinner's behaviorist theory.  As students complete assessments they are allowed to move on or required to go back and review the content to ensure mastery.

Reaction

Providing an independent learning environment is beneficial in many ways.  Firstly, students can learn at their own pace.  This is useful for those on busy schedules where synchronous learning is not always convenient.  Most of my grad school courses are similar to the A-T theory in that there is a weekly objective or assignment, plenty of time is given, but it is the student's responsibility to meet and discuss with peers through reflection and sharing.  I like the communication and feedback offered by both models.  A strong instructor presence is an indicator of an effective course, especially an asynchronous one.  A potential barrier in courses like these is the lack of projects and group work.  These assignments let students apply what they've learned and come away with practical applications of course objectives.  Another barrier is that students are expected to learn on their own using the provided resources.  This level of individuality might be difficult for some students depending on the topic.  Those that succeed in these courses would have received valuable feedback from the professor or course proctor.  A deeper level of understanding is possible if the student is driven.

Can I Apply These Models in my Second Grade Classroom?

As a second grade teacher, I incorporate a lot of cooperative learning.  I like to be on hand to guide students as they struggle with a concept together with their peers, learning from the efforts of their peers.  I don't think I could utilize an independent system like PSI or the A-T Method successfully, though I can modify them to some extent.  At this age, the desire to do better is very much influenced by positive reinforcement.  As an educator I try to do this as much as possible, so the "immediate feedback" component of PSI is something I certainly believe in.  Can second graders learn individually? Sure, I've seen them navigate through websites as they researched the water cycle.  I saw them watch movies, take notes, and draw photos as they learned precipitation, evaporation, and condensation.  What was most beneficial to them was when they got to discuss it with their peers, however, and create something to show what they've learned!  In some ways, this is similar to the A-T method, but in my opinion peer interaction is crucial AS they learn, not after.

Web Resources

Creating a website is easier than ever.  With these tools one can customize a course that can be navigated by the student.  Many options are available for resource integration, like Youtube clips, photos, and audio.

Weebly
Google Sites
Wix
Yola

These models encourage immediate feedback between teacher and student and Edmodo is the perfect platform to provide this on the web.  Not only is the design and use similar to Facebook, its completely private for student and teacher!

Edmodo

Who says an indvidualized learning has to be text-based through a website.  How about on an interactive poster?  Glogster allows teachers to set up student accounts.  "Glogs" allow for dynamic display of resources and course content in one easy to navigate web poster.

Glogster

Response to David Horgan's Second Life Post

I am responding to David Horgan's post about the strengths and limitations of Second Life:

http://eac539postdochorganphd.blogspot.com/2012/09/second-lifes-strengths-and-limitations.html

His mention of Linden Labs "dollar" system is a valid one.  Renting space or purchasing land can get expensive.  Baker et al. (2009) states that "costs can vary from several hundred to several thousand dollars, depending on the amount of land and the complexity of the campus design."  The virtual space must also be maintained, which can take a considerable amout of time depending on the goal.  Horgan mentions that Second Life is a great place for a meeting, where users can have an avatar.  Interaction can be formal or informal.  In a meeting environment, the avatar provides a level of anonymity that could encourage participation in the virtual world.  "In some cases, a student who is reluctant to comment or ask questions in class might feel more comfortable doing so in a virtual world"  (Baker, 2009).  Groups can also take "field trips" to different locations that have been built by other users.  This is certainly a cost-effective way to add class content.  Finally, I agree with Horgan when he says that creating spaces in Second Life takes time and presents a challenge for new users.  Buying land is expensive, but if the space is maintained and used for multiple purposes, it could be worth the cost.  It seems as if NC State's space is a good example.

Reference

Baker, S., Wentz, R., & Woods, M. (2009). Using virtual worlds in education: second life as an educational tool. Teaching of Psychology, 36(1), 59-64. doi: 10.1080/00986280802529079

Tutorial Reviews

Facebook for Courses

Social media continues to evolve.  More and more users join in daily and this leads to more information being shared globally.  These days, people turn to social media for news, updates, and events.  Using it as an educational platform seems to be a logical step, but there are some concerns.

I don't know the percentage of the world population that is on Facebook, but I assume that most participants of an online course would have an account.  Lately there has been a big backlash from the public about Facebook's privacy.  Sometimes Facebook chances account settings without permission.  Also, it can be confusing to keep track of privacy settings that apply to pictures or posts.  Some people may be broadcasting their family photos to the general public and not even know it.  Facebook's privacy policy is iffy, at best, and changes all the time.  For this reason, I would not want to use for anything academic.  Additionally, course participants may not want to share their profile information with the other users.  Sure, you can add friends to different "circles" such as Acquaintances, co-workers, family, friends, but many Facebook users aren't familiar with how to do so.

I think some of the features Facebook offers are good for courses, such as Discussion Boards, the messaging system, and notifications, but these have been implemented into a system tailored primary for students and teachers.  Edmodo is the place, and its simply great for classes.  Speaking from experience, I can say that it takes what Facebook does well without all the mess.  Also, its secure.  Students need a special code to access the course.  Check out the video below to get an overview:



Class Wikis

The video showed a good example of a wiki being created and collaborated on with relative ease.  Unfortunately, my experience with Wikis has not been as simple.  I find them a bit clunky.  They are very flexible in that, if you know the code, you can format them any way you wish.  That initial learning curve is steep, though.  It is neat to see the progression of the Wiki as users add to it.  It certainly helps with building community.

I prefer Google Docs over Wikis, though.  I think sharing a document that has customizable privacy options, commenting, and exporting features makes it much more manageable.  Also, Google Docs is smartphone friendly and can be accessed anywhere.

Building Community

I thought Curt Bonk did a nice job explaining elements of an online community.  Just like a group that meets in person, icebreakers are a great idea.  Posting pictures of our workspace was a neat way to connect with others.  Unfortunately, I was a little late in joining in that thread.  Having students talk about their families, work experience, professional goals, and hobbies is an easy way to establish connections up front.

I also liked how he talked about personalizing the course content.  Designing projects around student interests is a goodway to encourage meaningful, authentic participation.  Bringing in guest speakers that are relevant to the course through Blackboard or other interactive platforms is another great idea.

Second Life

A Virtual World with Endless Possibilities

I've always been a techie.  My father was a robotics engineer at the time and introduced me to computer hardware at an early age.  I grew up playing video games, including educational ones such as Carmen Sandiego.  Some wonder why video games have so much appeal to young people.  As a current, avid gamer who logs many hours weekly playing games in many genres, I will try to answer this.  The best games are challenging.  They offer rewards for completing this challenge.  There is always something out of reach, something to strive for.  Think about one of the most classic games, Super Mario Bros.  You get coins for smashing blocks, extra lives for coins, and points for completing levels under the time limit.  The ultimate goal?  To save the princess, of course!

At a recent conference, the presenter mentioned video games as a teaching tool and this brought to my attention why children sometimes struggle to stay motivated in school.  Think about a child assigned reading homework every night.  They have a book assigned to them and are asked to read 3 chapters a night.  They may be thinking - What is the point?  What do I gain from this?  Now, they look toward their TV where the newest video game is waiting to be turned on.  One you may have heard of is called Skyrim.  The child now has a quest, something to discover, treasure waiting in a dark cave filled with monsters.  There is challenge, reward, intrigue, engagement, all in one place.  The world changes constantly and they are forced to think quick, apply the skills that they've learned, and adapt to new scenarios.  They know success is possible because the goal is clear.  Rewards are frequent.

My point is that video games provide a stimulating environment with opportunities for success.  They offer challenges and rewards.  The goals are clear and obtainable, but only when the player applies the skills they learn by playing.  It's no wonder video games are so popular.  Did you know Gamestop, the largest video games retailer, makes over $1 billion dollars each quarter year? 

In high school I heard a lot about Second Life.  I even had some friends join in to different communities on it.  I even remember hearing news stories about addictions to it.  A negative image had been painted in my head, so I steered clear of it.  Only in a distance education course at NC State did it present itself again to me.  Then I realized just how much it had evolved. 

It really is incredible how it is being used on an educational level.  The strengths speak to much of what I said before about video games.  A dynamic environment can be created, complete with video and audio.  Interactions and scripts can be created so students can manipulate their world to learn what may be difficult to set up in real-life.  Avatars can be changed to suit the needs of the class.  Role-playing a court case?  Dress in tailored suits!  The presentation that Amanda Robertson and Cathy Philips gave showed some very elaborate learning spaces.  The Wolflands hub offers students a great starting point with tutorials in a comfortable setting.  I was most impressed with Genome Island, which offered participants the chance to explore the parts of a living cell. 

A virtual environment can take some time to create.  Robertson mentioned that Wolflands took around 9 months to initially create and it is constantly being modified.  The initial work may be daunting for instructors new to the task.  Luckily, there are plenty of free tutorials online to assist.  Educators can also purchase buildings, plants, and anything else they need to create a unique learning environment.  Users in the Second Life world spend a lot of time creating these things for others to use.  Students can even customize the space, as with Wolflands.  Technical limitations may also be a factor.  Most modern computers and laptops should be able to render the world.  A high speed connection is required for streaming media to the world, and it appeared in the presentation that a wired connection would be preferable.  Users may experience a steep initial learning curve, especially if they are unfamilar with some aspects of video games, such as a HUD, inventory, and avatars.

Second Life certainly appeals to me as a gamer.  It is great to see this virtual environment being explored for educational purposes.  Although there is a heavy front-end learning curve and prep time, it appears the pros certainly outweigh the cons.  Unfortunately, I haven't had the chance to participate in a class through Second Life.  I'd be more than willing to try it, though.  Perhaps in the future more classes will be hosted in this digital world.  Look for my avatar to feature very distinct red overalls.