UNIT II GROUP-BASED COLLABORATIVE

INSTRUCTION & MULTIMEDIA

 

1.    What are key similarities or striking differences between the theories/models in Unit II?  Do the theories/models in Unit II share any common foundations or principles?

The key similarities with the four different theories/models in Unit II are they are all group-based collaborative instruction.  The first item for consideration is the use of real world problems to teach decision-making skills within a content area.  Guided Design Process, Problem-Based Learning (PBL), and Situated Cognition & Cognitive Apprenticeships all do this, and in my opinion, Cooperative Learning can also use real world problems to teach decision-making skills, but to a somewhat lesser extent.  With the use of real world problems, things become less abstract and it doesn’t seem like time is being wasted on information that will never be used.  How many of us sat in a calculus class and said “why am I here – I will NEVER use calculus after I get out of this class?”  I just wanted to point out that in my life, this belief is accurate.  Another similarity is that all four models can be print, web-based, or computerized, although some more so than others.  They also provide the opportunity to practice decision-making skills and intellectual thinking, again, some more so than others.

Cooperative Learning is a bit different in that individualistic goals are not necessarily as compatible to group-based learning as the others due to the model’s design.  I saw a lot of Cooperative Learning theory used as an undergraduate – and there was significant competition in the classes where this theory was utilized.

PBL is a theory that I have little experience with.  As a history major, PBL was not used in either my undergraduate or graduate program, but I can see that it could be a useful model depending on the topic under consideration.  Because this theory requires students to solve authentic, open-ended problems, this is not a theory that is used frequently in the humanities programs with which I have been associated.  I have, however, used PBL in my certificate program here at NCSU.  ECI 716 uses this theory and I must admit, since I had no experience with PBL until a few semesters ago, it was a bit difficult for me to wrap my mind around.

Situated Cognition and Cognitive Apprenticeships would be a bit more useful in my background because most learning occurs naturally through activities, contexts, and cultures, but again, is not something with which I have much experience.  I have also used this theory while a student at NCSU.

 

2.    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?

I think PBL and SC-CA definitely have their uses, but I think they are very topic specific and are geared more toward the math and science fields – fields which I stay away from as much as possible.  Guided Design and Cooperative Learning are easier for me to relate to because I have been exposed to them throughout my educational experiences.  I read and reread PBL and SC-CA because they were pretty foreign and rather abstract to me in my chosen field and career. 

Since PBL was so math/science/medical directed, and SC-CA was so abstract, it was difficult for me to grasp.  I can see students being resistant to these models because they are so different, and I understand why students would initially resist both, but I can also see how they would be extremely useful depending on the field of study.  In one of the readings I remember seeing an outcome where it was believed explaining why PBL was being used would be beneficial and maybe beginning with a smaller, easier problem would help students adjust to these new theories.  We all have a tendency to push back against something new, and I know I would push back against both of these because it would be taking me so far outside my comfort zone.  School is difficult enough without turning how you learn on its head, so an introduction and explanation of PBL and SC-CA would go a long way in helping students wrap their minds around this “new animal.”

 

3.    Would you attempt to use any of the 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 use both the Guided Design Process and Cooperative Learning in my career.  Although I use some facets of PBL in my job, I steer much more toward Guided Design and Cooperative Learning because of the type of teaching I do and the students I have assigned to my classes.  PBL and SC-CA would be too much to ask of my students.  That being said, I do use scenario-based training in every synchronous webinar, and I am a big proponent of scenario-based training, but going into the detail with the special computer assists that were frequently mentioned in PBL would be too much to ask of my students since I only have them for a month.  If I had classes that were a semester long, I could see how PBL could be useful, but since I don’t, I use scenarios in a Guided Design Process/Cooperative Learning theory combination.

 

4.    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?  Please spend some time identifying tools and resources for this last point, as this background research should help you complete your projects more efficiently.

I think this would be a great opportunity to use something like VoiceThread.  That may seem an odd choice, but a group VoiceThread account could be quite beneficial when trying to gather information and present it to others because it could be used to show the steps taken to reach the conclusion the group reached.  I also think a LinoIt board could be an interesting method of presentation – students design stickies and then place them in order, either in a timeline formation or in a wheel formation, or depending on the topic, a wheel & spoke formation to show how things interact.  Of course PowerPoint could also be used, as could a blog, a series of Vokis might be different and then there is always elluminate and moodle.  Since I’m not really “up” on all of the different programs/tools/resources available (the USAF severely restricts how clever we can be), so these are some items than I am familiar with that could fit the bill.