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.