Learning Theories in Unit Two

The second unit in ECU517 covers several significant topics and learning theories. Not only were more models covered in Unit two, but all these models seemed to have many layers to them. As a whole, there was a lot for reflection and consideration in these Unit Two learning theories.

Reactions, Benefits, Similarities and Differences

While I had different initial reactions to Guided Design, Cooperative Learning, Problem-based Learning (PBL) and Situated Learning Environments/Cognitive Apprenticeships, it seemed all of these worked in some of the same arenas. I liked how these theories seemed to address the collaborative, social aspects of learning and might allow for addressing more critical thinking skills than other models we'd studied. In addition these theories all seemed to draw learners into a lesson by rooting the experience in real world, authentic examples or challenges. This connection to real world and context are very clear in the Guided Design, Situated Cognition and PBL models, but could also be parts of the Cooperative Learning as well. This kind of learning can be more relevant and meaningful to students and may make a bigger impact on the learners.

In addition the interdependent nature of learners in Cooperative Learning, PBL and Situated Cognition would seek to create an environment in which groups that work and learn together succeed. Learning to work with others and share a common goal is another crucial life skill.

Overall I see a lot I like about these theories and notice there are more similarities than differences among them.

My Experiences and Using These Theories in the Future

While I've maintained on my earlier blog post that the appropriate theory might depend greatly on the objectives and content, I think all of these theories could be effective in learning environments. One of the greater benefits in these models may be engagement of the learner when the teacher becomes a facilitator and the students work together.

However, there are challenges or risks in this as well as problems that may arise in the group dynamics, and there may be resistance in learners who feel more comfortable or accustomed to another approach. If a learner is successful using another model closer to the traditional models of lecture and individual assessment, they may wonder why they need to work in groups on real-world problems. While most of my experiences with the kinds of group work found in cooperative learning and PBL have been positive, if a member of the group is not participating effectively, the work of the entire team may suffer. In learning models that depend on interdependence, this can create real issues for the remaining members of the group. It's critical that the instructor who is connected with the group make certain everyone is making contribution and give coaching when needed. This role of "teacher as facilitator or coach" comes with a different set of challenges, no less time consuming. And if not monitored properly these theories might cause headaches for teacher and students.

While I've seen and experienced the cooperative learning and PBL models more often in various classrooms , I can see where the Guided Design and Situated Learning Environments might be very effective as well, because they do make connections and use social learning. It seems to me a lot of the informal learning we do outside of a classroom is context based learning through problem solving and group work. As a parent of school-age children, it troubles me that our current system of high stakes, standardized testing in K-12 public education seems to lack so much of the above theories.

Yes, I can see value in using these theories/models in a learning environment, but I think all the theories we've covered likely have their place in some kind of learning or lesson. While I like the social learning and real-world applications of these theories in Unit Two a little more than those in Unit One, I think the content and objectives would likely point one to the best theory for the module.

Web-tools and Resources

There is no shortage of web-based tools or resources that might be used to take these theories online. One might look to tools that would provide work spaces for students to plan, discuss, collaborate and finally present their ideas.

If students have google accounts, then Google Apps would be an all-in-one solution for giving students tools for communicating and collaborating on content (Google Chat, Google Docs ,Google Sites) and presenting (Google Presentations). Wikis are good platforms for this as they easily allow for this kind of sharing and user contributions. PBworks and Wikispaces both provide platforms that allow for discussions and user-generated webpages. Finally, a good option for a free, but more closed LMS-like environment would be Edmodo which is designed as a hybrid social platform/virtual classroom.

If one was looking for a disaggregated solution for web-based tools or resources the following might be useful:

• TitanPad, TypewithMe , Bubbl.us and Wallwisher are good options for collaborative planning and group work.
• Today's Meet would be a simple text-based communication tool for meeting with groups.
• Skype or Oovoo could be used to have synchronous meetings with teams or learners.
• Group presentations might be prepared on Glogster, Vuvox, Prezi or Sliderocket.

PSI and Audio Tutorials

The most striking similarity between the Personalized System of Instruction (PSI) and the Audio Tutorial approaches may be the ways both allow for self-paced learning and the teacher/instructor provides an environment and materials to support the learning. The differences may lie in what happens after the unit is completed. In the PSI model the student must demonstrate "mastery" or they may not move on - this sounds like a programming "if then" scenario and in the Audio Tutorial model the final step would be a sharing session followed by a quiz or test assessment. Neither scenario reflects the more traditional classroom model of teacher delivering content in a synchronous face-to-face session.

I think my reactions to each depend greatly on the kinds of courses or objectives these methods were being used to teach. While some courses or content would fit these methods nicely, I wonder about opportunities for social learning that take place in a course, and if the content can be put into blocks and interactions monitored by TA's or proctors, what value is the instructor bringing to the course?

However there are courses or units of instruction that could best be measured by these kinds of methods - units developed on rote learning that could be measured by a quiz. If learning objectives can be achieved by the tests at the end of units in the PSI or by the end of unit reviews, then I see no problem with either method. However if these methods were used in course that is designed to measure critical thinking skills, I imagine there might be issues in these approaches.

Finally both approaches are based on the learner being responsible for progressing through the material and unit blocks with a large amount of independence. There are some groups of learners that might not excel in this environment.

I don't think either of these options would be my primary approach for teaching. But there are many factors to consider, and I don't know that I would reject either outright. I do think elements of each could be used from these approaches. While reading on these models I thought a couple of times about the "flipped classroom" and all the sites that make tutorials available (like the Khan Academy) . And I know there are aspects of these theories still being used in my courses today. The elements I like about both involve the responsibility and autonomy given to the learner and the ways face-to-face time can change if content can be delivered in other learning spaces.

I think the Internet is the gamechanger in regards to the ways these tools and resources can carry these to an online environment. However I don't just mean the use of the Internet to provide content in an LMS. I'm referring to the Internet as the source of resources. Many subjects and resources have been created in iTunes, YouTube and in Open Educational Resources - so content which used to be very scarce and bound to a place is now very easy to access. Therefore the challenge again becomes if a student can access courses and knowledge from teachers around the world, how does an instructor add value to the course. I don't think it will be as a creator of more tutorials or content, but I think there will be a great need for a teacher as a guide, colearner and veter of information. And the need for that role is seen in both of these methods/theories.