Davis and Ragsdell Article

The article, "Design of an Effective, Web-Based, Global Learning Environment Using the Keller Plan," discusses methods to create and effective web learning environment for virtual students.  The authors specifically address the "Keller Plan," which was "designed to maximize learning by stressing achievement and positive reinforcement" of student achievements." (Davis and Keller, 1)  The article also discusses the differences between sychronous and asynchronous learning environments as well as distance education needs of off campus students.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

Most of my onlne courses are structured in the format of a Keller Plan, so my first reaction was "great, I already understand the concepts."  When I teach for North Carolina Virtual Public Schools, my curriculum is also laid out in this manner.  The positives of this model are that students favor the individual pacing; some evidence shows tutored students learn better than lectured students; and encourages students to take responsibility of thier learning, and be proactive. Further, courses that are not offered at a physical school can be taken online, providing additional learning opportunities.  Some of the barriers to the use of this theory/model are 1)up to date technology is needed; 2) can be expensive to acquire access to these classes; 3) the proctor for the course may not be skilled in the course content, and therefore cannot assist with the learning process; and 4)some students are not self motivated enough to learn.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

After learning the details fo the Keller Plan, and referring to my personal experience with this type of learning module, I would not attempt to design a lesson for my current students using this method.  A great majority of my students are not self motivated enough to work independently.  Further, my computer classes require direct feedback from the instructor when completing the task.  This past summer I taught a computer course online for North Carolina Virtual Public High School.  My success rate was much lower than in my face to face classes; and my drop out rate was much higher.  Some reasons for this was that students each had different versions of software which started the confusion.  Others were not proficient with the computer and became frustrated and stopped working in the class.   Lastly, not having a hands on instructor to help them immdiately when problems arose caused alot of frustrations.  I have actually taught a blended class whereby my students accessed content in Moodle; and I provided hands on help.  This also did not work as well as my face to face lectures/instruction.

I would, however, try using this method with my upper level Advanced Business Studies students becuase they have a little more initiative and the course material is more self study.

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 this learning theory/model online?

The instructor can use Moodle, Elluminate; Wimba Pronto; Wimba Messenger; classjump.com; or similiar technology to present these lessons.

Davis, R. L. & Ragsdell, K. M. (2000). Design of an effective, web-based, global learning environment using the Keller Plan. ICEE, Taipei, Taiwan, August 14 - 16. Retrieved January 17, 2011 from http://www.ineer.org/Events/ICEE2000/Proceedings/papers/WB5-1.pdf

Session 14: Learning Objects

This weeks reading discusses learning objects. Learning objects are tagged, online content resources. Although not a learning theory or model, they facilitate learning and add to the content by providing additional resources for the learner.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?
Initially when reading about this resource, I thought, "wow, I didn't know it had a name!"  I have been using learning objects both as a teacher and as a learner for many years.  The Internet is so accessible now, and there is such a wealth of information available that can enhance student learning.  Some of the barriers to using learning objects is that the links to these resources may break or content moved; therefore students no longer have access to the resources.  Use of learning objects within curriculum also needs to be evaluated by the teacher prior to using them.  For example, the content may not be valid; authentic; or appropriate.  Learning objects that have been properly evaluated can provide so much information and knowledge than can a classroom lecture.  For example, a student could gain so much more information on a Holocaust lesson by exploring pictures, letters, personal accounts from Holocaust survivors and members of the liberating forces than just hearing lectures from instructors.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I often utilize learning objects in my classroom.  I am fortunate to have a computer for each student since I teach the business education curriculum.  Often, I supplement my lectures or lesson with available content via the Internet.  I use numerous subject databases including the Library of Congress - American Memory website; and other government websites such as the Federal Reserve, Federal Trade Commission, etc.

Numerous authentic databases exist, albeit some are not readily found using google or bing.  Therefore, databases such as ERIC, NCWISE OWL and other types of subject databases must be found alternatively.  Colleges and Universities have excellent databases from with to use.

Session 13: Cognitive Flexibility Theory

This weeks reading discusses the Cognitive Flexibility Theory. This theory "emphasizes the real-world complexity and ill-structuredness of
knowledge." (Spiro, et. al) This model also involves the "selective use of knowledge to adaptively fit to decision making" in a unusual situations.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

As I was reading this weeks selection, I was impressed with the level of learning that takes place with use of this model. Students will most definitely stretch their current knowledge while working through lessons developed using CFT. Another thought that entered my mind while reading about this model was "how to help our students in elementary through high school develop the basic cognitive skills to be able to use CFT in the future." Some existing barriers are that many of our students are not able to think outside the box enough to use this model. Other barriers are that most CFT situations are "ill-structured," meaning that they mimic real life uncertanties; and are often hard to make into a learning lesson.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

Although I would love to use a model such as this in my classroom, many of my students are not capable of successfully working through the model. I do use a smaller, easier version of this model with students in many of my activities, I just did not realize it had a name. For example, when teaching about budgets, I have students ask family, friends, etc., a series of questions that help them understand emergencies; etc.

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 this learning theory/model online?

"Multimedia, because of its hypertext capabilities, is well-suited to modeling this flexibility due to its multidimensionality and
nonlinearity" (Spiro, Feltovich, Jacobson, & Coulson, 1991a). There is so much information available on the internet, students can become quite knowledgeable. Further, using web 2.0 tools; subject directories; etc. can help students to research scholarly information from which to increase their knowledge.

Session 12: Case Based Models

When reviewing the Case-Based Methods, I am reminded of when I was pursuing my Master of Taxation degree. The professor would give us scenarios, then we would have to research tax law and tax cases to determine the proper tax treatment of the situation. Case Based reasoning helps students to find the necessary resources to discuss and debate issues such as case law.

These models are definitely more suited to professionals, lawyers, accountants, and persons with the ability to apply research skills. I would not use these methods in the classes I teach currently, simply because I do not feel my students would benefit. Most students would possibly be frustrated, and not be able to complete the assignments. Additionally, these models do take considerable time to create, and students would need access to large amounts of resources.

Possible use of this method via the Internet would include researching subject databases such as Lexus/Nexus; ERIC; and other professional based directories.

Session 11: MOST Environments

This weeks reading was about the MOST environment learning model.  This model is designed to support literacy, and the abilities to read, write, speak, listen omputer, thick critically and learn on one's on.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

As I was reading about this week's model, I really liked the concepts and theories behind the MOST environment.  This model is designed to help at-risk learners or students with different linguistic and conceptual development interact with, teach and learn from other students who may or may not be more advanced in these areas.  I especially like the fact that this model helps teachers to use a "new attitude" toward at-risk students and how they learn.  Some of the barriers I see to this model are:  1) students are at different ability and learning levels, so the teacher has to structure the lessons individually to the classroom; 2) for young children, the sessions need to be short so as to help them process the learning;  3) keeping the attention span of middle school and high school students; and 4) viable sources of video may not always be available in the proper context or age level.  The benefits of this model will definitely help students to gain valuable information; and help them to become more literate; and possibly develop life long learning skills.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I currently use some elements of this method in my current curriculum.  Teaching business classes, especially classes that deal with the US economy, I use multimedia to help students grasp concepts they might not otherwise grasp from a class lecture.  For example, when I am teaching about the freedom of the US, I use instructional videos that showcase life in other countries.  When I teach the banking unit, and am explaining how a bank works, I show the movie, "Its a Wonderful Life."  There is an excellent speech from George during the bank run scene that explains how the bank really operates.  The kids love it, and "get it."

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 this learning theory/model online?

Uploading multimedia clips; and how to clips, similiar to what we do in our Web Based modules for this class, are prime examples of helping students to develop literacy.  In fact, today's students are digital natives, so even the most at-risk learner may benefit from a web based instructional unit. 

Session 10:STAR Legacy Model

Session 10 discusses the STAR (SoftwareTechnology for Action and Reflection) Legacy learning module.  With the STAR method, modules are presented in a five-step cycle that begins with an interesting problem or challenge to be solved.  Students are then asked questions to assess their prior learning; then subsequently complete activities that require them to think, look at perspectives and resources, complete assessments; then reflect on the learning.  Additionally, students are asked to leave "legacies" to help the next group with their learning modules.  In this way, the STAR Legacy module is evolving over time.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

As I was reading this week's selection, Schwartz, et al. compared the STAR Legacy model to anchored instruction becuase of its adaptive design.  I really like the concept of the STAR Legacy in the way that it challenges learners to deepen their expertise on a particular subject, and encourages the learner to leave legacies to help the next group of learners succeed.  Teachers, students, and other learners may adapt a particular content to thier unique strengths, needs, and interests.  If used correctly, this model can help everyone involved to explore, learn and deepen prior knowledge of a subject or content area.  Barriers to this method include:  unmotivated students; a poorly designed STAR model; lack of sufficient scaffolding during the learning process; lack of sufficient prior knowledge before starting the project; lack of homogenous prior knowledge of group members, and unwillingness to be flexible during the learning process.  For those that overcome these barriers, a deeper knowledge of the content/subject area occurs; increased reasoning and reflective skills.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

Again, because of the structure of my curriclum, this model would not work in my lower level courses.  However, I can see where this model would work with my Advanced Business students; and quite possibly my Microsoft IT Academy students.  Over the summer, I plan to look for/develop a course such as this so that I may incorporate it into my curriculum.  I really believe this model helps students take ownership of their work by allowing them to reason and reflect on what they need to know.  I also believe it will provide substance and challenge to my courses once incorporated.

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 this learning theory/model online?

In my opinon, this method would lend itself more to being an online module, simply becuase of the wealth of information that is one the internet.  In designing the course, however, the teacher/developer would need to utilize more reliable sources such as subject directories and authenticated websites instead of Wikipedia, etc.  Lots of web tools could be included to help team collaboration - Microsoft Sharepoint, Google Apps and Google Sites; Elluminate; Wimba Pronto and Classroom; etc.  This type of assignment could be developed as a WebQuest where students can explore on their own, and come to a main conclusion.

Session 9: Anchored Instruction

This week's reading discusses Anchored Instruction.  This model helps students to become actively engaged in learning by "anchoring" instruction in topics that are interesting and realistic problem solving situations. (Goldman, Petrosino, Sherwood, Garrison, Hickey, Bransford, Pellegrion, 257) 

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

When reading about this teaching technique, it reminded me of the situated learning model where student  knowledge is situated in a specific context within a particular social and physical environment.  Students are given open ended questions and are encouraged to extract key issues, facts and/or data.  Cooperative learning groups help students to work together to solve problems; and help students to become more independent thinkers.  My initial reaction to this model was "wow, I wish that I could teach a course that would allow this type of instruction!"  Unfortunately, my curriculum's are pre-set, with specific objectives that students need to learn for the End of Course test.  Mastery is measured on how well the student performs on the test.  Therefore, in my curriculum area, especially the courses designed for 9th -10th graders, it would be almost impossible to implement this method into my teaching.  Some of our upper level business courses such as Honors Accounting II and Advanced Business Studies would lend themselves more to this model.  For students, and teachers, that overcome these barriers, I feel that students would "own" much more of their work, and would develop more as independent thinkers.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

As stated above, many of the courses I teach do not lend themselves to work well with this model.  Therefore, this model would not work well in my current classes.  The curriculum I teach has specific objectives and activities that students must complete in order to score well on the End of Course test.  Further, my curriculum does not have much room for alternative assignments.  For my upper level courses, however, this model would work extremely well.  It will require some effort on my part to structure the lesson adequately as to allow students to struggle; yet provide adequate scaffolding at the proper time.

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 this learning theory/model online?

Students could most definitely use the web in the application of this model.  In fact, I feel that alot of the Master level courses we take online are similar to this model.  The professor gives us assignments that force us to explore, extract, and develop appropriate responses.  Using the Internet to explore solutions, definitions, and alternatives to given problems will help students to be self sufficient and to research effectively.  Using subject directories to explore scholarly articles on the subject matter will also provide  additionally knowledge and information on the given problem.

Session 8: Goal Based Scenarios

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

 I completely agree with the authors that traditional methods of instruction do not teach students to learn skills, and that teaching is concentrated on imparting factual knowledge.  GBS differs in the fact that students learn "how to"  rather than "know this."  (Schank, 3)  My initial reaction to this model was positive.  In fact, I have been teaching in this style for many years, although I did not realize it was GBS. In my computer classes, I use GBS abot 90% of the time.  Computer courses are more adaptable to this model than are lecture courses, therefore, I don't use it as often in these types of courses.  Some of the barriers to using the GBS model that this method may not work as well with lower level students.  This model focuses on real-world applications and some students may not have been exposed to certain situations.  For example, using GBS to help students learn about online security and safety issues may not be relevant to the student who does not have access to, or not literate with a computer and the internet.  For students that over come these barriers, they will certainly have more "real world" knowledge than before the lesson. 

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

Currently, I employ this method quite frequently in my computer courses.  Rather than teach the curriculum directly from my curriculum guide, I develop real world scenarios for them to complete.  For example, when teaching about publications, I have students create a flyer for an upcoming yard sale or event they are having.  I have them create a card for a loved one, etc.

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 this learning theory/model online?

The same curriculum structure used in the classroom can most certainly be used on the web.  Using Microsoft Sky Drive; GoogleDocs; or even creating a web page are excellent curriculum ideas for this method.  One caveat is that the teacher must be available to provide "just in time" help for students that are struggling. Otherwise, these students may become frustrated and shut down.

he core of a GBS is a simulated task that makes clear to participants what skills they need and why, what problems they are likely to encounter, and when, what is the most effective means for dealing with those problems, and why they are effective."   Further, Schank, Berman, and Macpherson decribe GBS as a "learn-by-doing simulation in which students pursure a goal by practicing target skills and using relevant content knowledge to help them achieve their goal."

Session 7: Situated Learning Environments and Cognitive Apprenticeships

This week's reading focused on Situated Learning Environments and Cognitive Apprenticeships.  This type of learning model allows students to work in teams on projects/problems with close scaffolding by the instructor.  Most of the learning occurs natuarally through contexts and situations.    Some examples from our reading include learning math calculations while selling food products for campus food services; and allowing students to "switch" roles with the teacher to formulate questions from classroom reading.

1. What are your initial reactions to this theory/model? What are barriers to its use? What
benefits might be expected for those who overcome the barriers?

My initial reactions to this model were very positive.  In fact, this model is used often within our school for the Occupational Track students to help them learn core skills such as math, English, and science.  Additionally, this method is used for our EC students to help them understand novels; math; and science as well.  Some of the barriers to the use of this method include:  lack of teacher preparation and involvement with use of the model, not completely understanding the mechanics of the model, and lastly not being in control of the students cognitive processes. Teachers and students who over come these barriers learn to apply these skills learned to varied contexts and everyday life settings.

2. Would you attempt to use this theory/model with the students you are currently teaching
or hope to teach in the future? Why or why not? Could elements of the theory/model be
modified so that it would work with your current/future students?

I would attempt to use this theory/model with my current students to help them understand concepts and situations in real life.  My Principles of Personal Finance course teaches students about managing personal finances.  This method could be employed to help students learn to budget, and to help them be cognizant of costs of housing; food; etc.  I don't think that the model needs to be adjusted for my students; however, I do believe proper planning of the activities and outcomes is crucial to the success of the method as well as the students.

3. 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 this learning theory/model online?

This model tends to lend itself to application in Web Modules.  Screen sharing, chats; synchronous discussions; and creation of modules using Camtasia ensure that the teacher is available for students to provide the proper scaffolding.

Problem Based Learning - Session 6

http://www.pkal.org/documents/PBL_GeorgiaTech.cfm

Problem Based learning exposes students to problem solving techniques.  Rather than using a traditional instructrion model that culminates n a problem after the lecture; the PBL method actually begins with a problem for students to solve.  This learing theory begain in the 1950's as a movement to restructure medical school education; and is now employed in business training and in K-12 curriculums.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

After reading the required examples and discussions, I immediately thought about the fact that this method would not work well with my current student base.   Problem solving is a learned skill; and a skill that so many of our students need.  Yet, many, including the upper level students, struggle with this concept.  There are several barriers to its use, especially at the high school level:  Students need to have basic problem solving skills in place; students need to be self motivated to research and dig deeper, rather than rely on the teacher to give them the answers; the teacher needs to adequately plan and structure the lesson to help students along the way; and the teacher needs to monitor group interaction like a guide monitors the group they lead, to help students discover solutions. 

When students overcome these barriers, they experience greater recall and retention of knowledge; development of transferable skills to be used in the workplace; and increased motivation/interest in their school subjects.  Our reading mentioned college and university classes, especially in the medical fields, use this method often to help students increase their knowledge.  I would expect that doctors, scientists, etc., would need to develop problem solving skills because they will utilize this method in their real world occupations.   For example, if I am sick and my doctor does not know exactly what is wrong, I expect him/her to research and discover my problem. I would hope that he/she would not simply settle for someone elses opinion or refuse to look further into my symptoms.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I would not attempt to use this theory with my entire class, simply becuase of the amount of work involved; structuring of groups; and the ability level of my students.  I do feel that our students need this type of education and learning process to develop lifelong skills; yet my curriculum is sometimes prohibitive of this type of method.  Students are given activities that culminate the lecture, rather than to discover the answers to problems.   I do plan to look into creating some PBL activities for my students next year to help them develop these crucial skills. 

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 this learning theory/model online?

As mentioned in the class lecture and powerpoint notes, students could work together with their groups using tools like Elluminate; Skype; Pronto; and Wimba to create a game plan.  Students would need to be assigned a problem and a due date.  Further, they need information on and access to many resources, but do not need a well structured "web quest."  This will ensure that students seek out answers on their on, and not just look at the "web quest" designed by the teacher.  Lastly, students can present their findings using a web page presentation.

Session 5 - Cooperative Learning Environments

A Cooperative Learning Environment "provides a variety of educational advantages over more traditional instructional models" for students.  (Haller, Gallagher, Weldon, Felder, p 285)  This learning model suggests that learning is "best achieved interactively, rather than through a one-way transmission process." (Haller, et al, p. 285)  Students are encouraged to learn from and teach to one another.  Some of the tenets of Cooperative Learning are individual and group accountability, face to face interaction,  interpersonal skills and positive interdependence between team members.  Individual students are accountable for specific tasks; and each team benefits when all members perform well. 

For the past several years, there has been a huge push for Career and Technical Education (CTE) teachers to incorporate cooperative learning into the curriculum.  Each summer, during our CTE conference, at least one break out session focuses on Cooperative Learning Techniques for teachers to use in the classroom.  Some of the techniques presented for use are:

• Think-Pair-Share - students think; then share with a partner; then share with class
• Round Robin - students are assigned to groups; given a problem; then think; then answer in a round
• Numbered Heads Together - students grouped into 4's; each is given a number; then they work together to solve the problem; then teacher calls a number - 1 to 4- and the student answers.

These activities help students to work in a smaller group where they feel more confident in sharing their knowledge or asking questions.  Once the groups have come to a consensus on an answer, each team member feels confident in answering the question; and has most probably gained additional knowledge about the subject. Lastly, by grouping students in to heterogeneous groups, students from all academic and socio-economic groups are exposed to new ways of thought.

I have used some of these methods in my classroom with both positive and negative results.  As a CTE course, I have a wide range of diversity in my classroom:  Occupational students, Students with Individualized Education Plans, and AIG students.  In my observation,  Cooperative Learning is very dependent on the ability levels of the students in the classroom.  Lower functioning students may not benefit from cooperative groups, and may possibly hinder the learning process of the other students in the group.  Because of the demographics of the class, it is important for the teacher to:

• Think through the cooperative activity by answering key questions
• Ensure students understand the nature and value of the activity
• Provide clear instructions
• Organize groups effectively
• Manage group activities

In conclusion, conducting a successful Cooperative Activity puts alot of responsibility on the teacher to make sure the learning process occurs.  Cooperative Activities should not be structured as a time filler; or a way for the teacher to avoid teaching.  Rather, these activities should reinforce lessons taught; and help the students to gain additional knowledge on the subject.

 References
Haller, C.R., Gallagher, V.J., Weldon, T.L., & Felder, R.M. (2000). Dynamics of peer education in cooperative learning workgroups. Journal of Engineering Education 89(3), 285-293.

Johnson, D.W., Johnson, R.T., & Smith, K. A. (1998). Cooperative learning returns to college: What evidence is there that it works? Change, 27-35.

Millis, B.J. (2002). Enhancing learning and more! Through cooperative learning. Manhattan, KS: The IDEA Center.

Guided Design - Session 4

This week's readings introduced the concept of Guided Design as an education strategy that incorporated "real world" problems to help students learn a decision making process.  Guided Design originate at West Virginia University to help ; and has been widely used in high schools and in business and industry training.  Use of this method has been shown to positively influence student's personal confidence and competence.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

• The Guided Design theory is heavily employed in our Career and Technical Education classes here in North Carolina.  In fact, every curriculum I teach has some element of Guided Design included for student instruction, especially my Finance and Accounting Classes.  Additionally, since CTE classes are responsible for preparing students for entry into the 21st century workplace, it is imperative for students to learn decision making skills. 

• There are some barriers to the use of Guided Design, however.  Students that are uncomfortable with making decisions struggle with this type of assignment.  Further, many students have never been exposed to the decision making steps; and are therefore unfamiliar with the design of the theory.  Unmotivated students or students with specific learning disabilities will struggle with the independence of this model.   Higher level students sometimes overshadow struggling students in group settings, so careful appointment of group members is essential to success.           

•  For students who overcome these barriers, the result will be increased decision making skills; greater confidence and competence in themselves; and an increase in learning.

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

• I have effectively used this model with my students; and most of the time it has been successful.  This past week, I actually taught a lesson on decision making to my Career Management students.  The students in this class are attendance or academically challenged; and are taking my class in the evening in order to receive enough credits to graduate on time.  Students were given several real life scenarios and were asked to  identify the problem; choices/alternatives; opportunity costs; consequences - both good and bad; potential outcomes; and reflection.  The first scenario was done as a group; then the students individually worked on the remaining scenarios in groups of 2.  Afterward, we regrouped and shared steps in each scenario as a class.  The students led the discussion, and I simply added to the discussion; or kept it on track.  Students were so much more involved and in tune with the lesson than other lessons I have taught.

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 this learning theory/model online?

• Collaboration tools such as Elluminate; Wimba Proto or Wimba Classrrom; Ipod/Itouch Facetime; Google Docs; or Wikis could help students to join together for discussion.

• The Internet, including subject directories, could help students to gather information on which to base their decisions.  Additionally, the Internet has numerous decision making websites that can help students to learn the process.

This is by far my favorite method studied.  I feel that this method forces students to take ownership of their work; and puts the teacher into the "guide on the side" mode rather than the "sage on the stage."  Today's students want (and need) to be more involved in the hands on of the learning.  Helping students to learn decision making skills in the real world will further help them to be successful 21st century leaders.

Casada, M. E., & DeShazer, J. A. (1995). Teaching professionalism, design, and communications to Engineering freshmen. In Proceedings of the American Society for Engineering Education, Biological and Agricultural Engineering Division (pp. 1381-1385). Anaheim, CA.


Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges, 3(1).


Wilson, P. N. (2004). Mutual gains from team learning: A guided design classroom exercise. Cardon Research Papers in Agricultural and Resource Economics (No. 2004-07). Tuscon, AZ: University of Arizona.

Audio Tutorial System

The Audio Tutorial system was devised in the early 1960s by S.N. Postlethwait as a supplementary remediation tool for struggling students.  Although the first tapes were supplemental lectures, additional materials and study aids were subsequently added.  A weekly learning kit was developed to allow students to complete an entire lesson without attending a formal class session.  Three basic study sessions  were developed and included:

• Independent Study Sessions - units that could be studied at any time by students; and included taped lectures; diagrams; and necessary materials.
• General Assembly Sessions  - scheduled weekly for all students to listen to guest lecturers; watch films; and take course examinations.
• Small Assembly Sessions - scheduled regularly with 7-8 students and the instructor; and required students to give short lectures to the group.

What are your initial reactions to this theory/model? What are barriers to its use? What benefits might be expected for those who overcome the barriers?

Initially,when I read about this method, I am reminded of my first Distance Education Courses years ago.  The instructor would video tape his/her lesson; and send it along with various worksheets, and learning tools to my home.  I would complete the activities and research, then return my work to my professor via the mail.  Once per semester,  I would have to attend a session with my instructor and take my final exam for the course.  Personally, this method of instruction provided an opportunity for me to complete a master's level program in my chosen field on my own time.  Further, very few colleges in my surrounding area offered the particular master's program I desired. 

There are several barriers to the use of the Audio Tutorial method:  students who are not self motivated will do poorly; audio tapes may not work properly; students may lack the necessary equipment to use the tapes; and students may not comprehend the instructions given in the tapes and therefore not learn.  There are numerous benefits for students who overcome these barriers.  For example, students can learn when it is convenient rather than be subjected to a particular class meeting schedule.  Students are prompted to take ownership of their learning process rather than being hand held by the professor. 

Would you attempt to use this theory/model with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theory/model be modified so that it would work with your current/future students?

I would attempt to use this theory with my current students, especially those that are home bound or need remediation.  Instead of using tapes, I would create instructional podcasts and dvds for these students; and include various handouts and electronic files for them to create/manipulate.  I feel that this method is excellent for students who are not very motivated; and would help them to succeed in my course.  Weekly meetings with the instructor would help students to answer questions; provide for additional instruction; and allow the student to present lessons learned from the previous week.

Although I teach in a traditional high school, I also teach part time for our alternative school in the evenings.  This past summer, I taught for North Carolina Virtual Public School online.  Not all students fit in the traditional, seated classroom.  Students have different learning styles; as well as outside obligations that prevent them from being in school every day.  This blended approach to learning is perfect for  students that need some direction; yet flexibility in their schedules.  For less motivated learners; or students that struggle with comprehension, online classes are just not the correct venue for learning.  I saw this first hand this summer in the NCVPS course.  Using this A-T model would definitely be a viable alternative for this type of student,  The night alternative school provides a way for students with obligations during the day to attend school.  However, several of my students have missed days because they did not have rides; or because of other obligations.  Structuring the course in the method of an A-T course would alleviate some of the absences of these students.

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 this learning theory/model online?

This method could be revamped to be an online course.  For example, the audio tapes could be podcasts and camtasia videos to instruct the student.  Using a tool such as Elluminate would help students to collaborate with their small groups as well as their professor.


References

Kulik, J. A., Kulik, C. C., & Cohen, P.A. (1979). Research on audio-tutorial instruction: A meta-analysis of comparative studies. Research in Higher Education, 11(4), 321-341.

Kozma, R.B., Belle, L.W. & Williams, G.W. (1978). Instructional techniques in higher education. New Jersey: Educational Technology Publications.

January 10, 2011: First Course Blog

This blog is the first blog for my course, 517 Multimedia, offered through NCSU Master's Program.  Today is the 10th of January.  It has snowed about 4-5 inches, with some freezing rain/sleet on top.  School was out today; and will be out on Tuesday, January 11th. 

I have spent most of the day playing in the snow with my husband and son; working on curriculum; and exploring this course.