1. Similarities, Differences, Common Foundations.
In Unit IV, we studied two last theories of instruction (Case-Based Learning & Reasoning and Cognitive Flexibility Theory) and a content resource (Learning Objects) that could be incorporated into almost any of the instructional models we have studied this semester. A common element of these is that all involve the merging of resources, scenarios, stories, examples, etc. (Learning Objects) for instructional purposes. Some of these resources can be very “real-life” as we ourselves experienced in the Planation Letters module or as in the Turfgrass Case Library1, the KITE Case-Based Reasoning engine2, EASE History3 , the Technology & the 20th Century: Impact on Society & Culture4 , or the Cognitive Flexibility Hypertext on Transfusion Medicine5 about which we read in the articles. All involve the students working through the case-materials and multiple-representations of content so as to arrive at their own conclusion. The goal is to improve decision-making and problem-solving. The student assimilates, indexes, and organizes all the information so as to create a “flexible knowledge” of the material at hand.
Case-Based Learning supports the development of “flexible knowledge” as promoted by Cognitive Flexibility Theory. As defined in the Macromedia article on Michigan State, Cognitive Flexibility Theory is “an approach to computer-based learning and instruction designed to promote the mastery of difficult but important ideas and the development of adaptively applicable knowledge.”6 Learning Objects can be utilized to design such learning and instruction. Consider, for example, the Cognitive Flexibility Hypertext on Transfusion Medicine. A database was designed of different “events” (such as syphilis, Hepatitis A, B & C, etc.). Students then work through Practice Cases, created from these events in the database. The goal is to improve the risk assessment by third year medical students in the field of transfusion medicine. I would think this very much is an area in which “flexible knowledge” would be imperative so as to improve a doctor’s diagnosis skills.
2. My Initial Reactions / Barriers to Their Use
While I don’t know if I could apply this to my own teaching in AP Calculus or AP Statistics, I very much can see a use and value to it in other fields. Medicine (as mentioned above), engineering, and risk management, assessment, & intervention are some fields in which I envision Case-Based Learning & Reasoning and Cognitive Flexibility Theory being of great use. One additional field in which these could be applied is in education … teaching pre-service teachers about classroom management via case examples. A “what would you do?” kind of application. (Did we read about this somewhere???) A database of actual classroom scenarios could be collected and pre-service teachers could work through these to learn how to handle different situations before they find themselves actually in them.
A major barrier, however, that was mentioned throughout the articles is the time required to develop instructional materials in the vein of these models. The collection or development of the cases (stories, materials), the merging of them into some kind of logical framework, and the “publishing” of these might be beyond the ability of the normal teacher simply because of the time required. Having worked through the Plantation Letters module, for example, I can only imagine how much time was required to create a complex module such as that with the transcribing of the letters, the cross-referencing of themes, and the creation of the module itself.
One “issue” that was mentioned in regard to Learning Objects was the hesitation many (teachers) have to share their materials (Learning Objects) freely with others. An issue of “intellectual property” for which there is no reward for sharing with others except for the altruistic satisfaction of helping a fellow educator. As a teacher myself, I think this is something that many of us do grapple with. I have experienced it in my own career.
3. Implementation with My Students
Perhaps the article that resonated with me the most was “Institutional Use of Learning Objects: Lessons Learned and Future Directions”. We teachers need to start looking at our course and teaching materials as Learning Objects. Koppi, et. al. defined Learning Objects to be “discrete chunks of reusable learning materials or activities that can communicate with other learning objects to build a learning environment.”7 Isn’t that the entirety of my course materials that I have collected over the years to integrate into my teaching? The PowerPoints I create for the daily lessons are Learning Objects. Every worksheet for my students that I create is a Learning Object. Each supplementary lesson I record in Adobe Connect is a Learning Object. (Here’s one that I made for my AP Statistics students: http://ncssm.adobeconnect.com/p3t7si5dp5d/ ) The You Tube videos to which I refer my students are Learning Objects. (Here’s one that I made for my Online AP Calc students: http://www.youtube.com/watch?v=EYAlG0Skuh4) I have a brand new outlook on my materials now!
4. Web-Based Tools
Given the very nature of Case-Based Learning & Reasoning and Cognitive Flexibility Theory, utilization of web-based tools and resources is almost a necessity. They enable us to house, index, and cross-reference materials (as we saw done with the Plantation Letters). Online resources such as blogs, Dropbox, Google Docs, and so many more can be used to facilitate the sharing of materials. The Document Viewer in the Planation Letters module, for instance, used Macromedia Flashpaper and Ning.
One website that immediately came to mind as I read through the articles was one that many of us AP Calculus teachers love … the Wiki “Designated Deriver” (http://designatedderiver.wikispaces.com/). It is a repository for AP Calculus materials, all “donated” by teachers from all over the US and some abroad. In a strange coincidence of timing, a big issue on the AP Calculus teachers’ blog just last week was the idea of “intellectual property” and how some teachers hesitate to share materials if there are some others out there who refuse to do so. Designated Deriver is now password protected and anyone who joins the Wiki is “honor bound” to contribute materials.
Citations:
1. Janassen, David H. and Hernandez-Serrano, Julian, “Case-Based Reasoning and Instructional Design: Using Stories to Support Problem Solving”, ETR&D, Vol. 50, #2 (2002), Page 74.
2. Wang, Feng-Kwei, Moore, Joi L., Wedman, John, and Shyu, Chi-Ren, “Developing a Case-Based Reasoning Knowledge Repository to Support a Learning Community – An Example from the Technology Integration Community”, ETR&D, Vol 51, #3 (2003).
3. “Case Study: Michigan State University”, Macromedia, 2005.
4. Jacobson, Michael J., Maouri, Chrystalla, Mishra, Punyashloke, and Kolar, Christopher, “Learning With Hypertext Learning Environments: Theory, Design, and Research”, Journal of Educational Multimedia and Hypermedia, 1996.
5. Jonassen, David H., Ambruso, Daniel R., and Olesen, Julie, “Designing a Hypertext on Transfusion Medicine Using Cognitive Flexibility Theory”, Journal of Educational Multimedia and Hypermedia, 1992.
6. “Case Study: Michigan State University”, Macromedia, 2005.
7. Koppi, Tony, Bogle, Lisa, and Lavitt, Neil, “Institutional Use of Learning Objects: Lessons Learned and Future Directions”, Journal of Educational Multimedia and Hypermedia, 2004.
