Unit 4

Refer to the diagram above for an easy break down of similarities and difference among the models.  

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?

I found the first three parts of this unit to be very similar.  In many ways, I felt that they all built upon the previous one in which the foundation is created through Case based learning which then extends into case based reasoning and finally evolving into cognitive flexibility theory.  Throughout each of these designs was a strong emphasis on ill structured problem solving.  The diagram displays many of the similarities like providing multiple perspectives of the case and the development of the participant’s research and reasoning skills.  Through this there is a level of active engagement in learning.  I noted that cognitive flexibility theory (CFT) mentioned feedback as being important; however, this was not specifically discussed with the other models.  The creation of a CFT, case based learning and case based reasoning module is complex; however, their authentic nature helps participants build schema that can be used in future cases.  This can improve future learning and application of the process for solving problems.  While I got the impression that case based reasoning helps students connect their learning to arrive at a solution quicker because of previous knowledge, it seems that foundations developed through case based learning is the foundation for this.  One notable difference was found in the CFT model which requires the adaptation of one’s thinking.  It seems as though each model has participants transferring knowledge beyond the skill.  Unlike the CBL model in which students are given one problem, the CBR model integrates multiple scenarios.  However, integrated with this model are the ideals of CBL.  Finally, the biggest difference seemed to appear in the learning objects.  Learning objects are goal oriented and are uses as support materials.  It seemed to me that the learning objects, being a digital resource, can be integrated into multiply types of lessons.  The learning objects definition reminds me of how classroom instruction is organized.  LO can be interconnected with all of the models mentioned in this unit. In summary, these theories focus on ill structured problem solving as a means of developing reasoning skills.  The use of learning objects assists participants in developing the appropriate reasoning skills as a search tool in order to access and reuse content.

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 to these learning theories (CBL, CBR, and CFT) was overwhelming.  In previous units, I found it easy to wrap my mind around the design of the given theories.  However, the complexity in these theories made it challenging.  It is clear that developing a CBL, CBR, or CFT would require the knowledge and man power of a design team.  Moreover, the development of the stories necessary for a participant to offer a solution to the ill structured problem would take a significant amount of time and research.    Even though I was overwhelmed with these theories, I was interested in the development of these models.   I believe the biggest barrier to the use of these is the time, money, and research needed to develop a meaningful design for a classroom of learners.  On the other hand, a benefit would be the accessibility participants would have to stories/research that would be necessary to assist in developing a solution to the ill structured problem.  Additionally, students make connections to the stories and problems which help them index the learning for future use.   Finally, I found that using stories to help students learn vicariously was genius.  I can’t tell you how many times students in my class refer to stories to help explain a problem they do not have a direct experience with. 

*I feel that information regarding the Learning objects was detached from what was discussed throughout the 1^st three theories.  My understanding is LO is not a theory; however, it is used as support material.  This did not seem as intimidating as the theories.  Therefore, I can see myself using the LO as a search tool in order to develop perspective taking.  

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 am on the fence with using these theories in my classroom.  There are clearly benefits that can come from using these theories in my classroom.  However, the time that is needed for development and execution is overwhelming.  Additionally, the time needed for the students to solve the ill structured problem may prohibit me from covering the objects that are expected.   With this being said, I can see myself using the nature of storytelling to assist my students’ in developing reasoning skills to solve ill-structured problems.    I can see myself using components found within learning objects to help build my student’s reasoning skills so that they can solve ill structured problems with more confidence.  

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?

There are a variety of webtools and resources that can be used to carry out these learning theories and modules online.   A few of the tools I have experience with and feel could be adapted for these learning theories are weebly, google docs, voki, video, and blogs  Below you will find each tool with a description of how each could be used.

Weebly: Weebly is a free website creator tool.  Using this as a foundation for CBL, CBR, and CFT can help the creation process get started quickly, since the websites are predesigned.  Weebly also offers drop boxes to submit questions and assignments to the instructor.  Additionally, outside tools can be embedded within weebly to create an appropriate learning environment for the participants.

Google docs: google docs can used as a resource for students to experience the narratives needed in order to develop their perspective.  Moreover, this tool can be used simultaneous among group members who can assist in developing a solution to the ill structured problem.

Vokis/video tools: These tools would be essential in providing background information for the participants.  While google docs can provide some narrative using visual and auditory skills can improve the quality of understanding for participants.  It can also help students who may be intimidated by reading or struggle with comprehension.

Blogs: Using a blog tool can help connect group members as well as provide each group member an opportunity to express his or her thoughts.  This tool can also hold participants accountable for expressing their own learning but at the same tie analyze the perspectives of other group members.