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.
Me and my son
Friday, April 22, 2011
Saturday, April 16, 2011
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.
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.
Monday, April 11, 2011
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.
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.
Friday, April 1, 2011
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.
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.
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