anchor
verb
an·chor
1: to hold in place
2: to secure firmly
The anchored instruction model is one that resonates with me. In thinking about my educational journey in middle & high school and the ways that problems were presented for me to solve, I rarely had the opportunity to mesh theory & practice through realistic scenarios. I like how Goldman et al explain that the goal is "to increase students' skills at solving problems that require an understanding of the relationships between data and theory...”
The sample ECI 517 Anchored Instruction modules posted on the moodle provide both a clear big picture goal, while also requiring students to solve intermediary tasks to achieve the desired outcome. The embedded video component allows the learning to “come to life” in a way that print and/or audio alone lack.
The article “Anchoring Science Instruction in Multimedia Learning Environments” outlines design elements that entwine to create a rich learning experience. These elements include the narrative format, the generative design of the stories, embedded data, the complexity of the problems, use of video, links across the curricula, and episode pairing. These components work in conjunction with the design features of posing challenges throughout the storyline rather than just at the end, the need for ancillary materials and/or experimentation beyond the video, and a first-person point of view to aid the learner in taking ownership.
For me, anchored instruction feels very manageable and just plain makes sense. I enjoy being able to wrap my head around the big picture, work my way through small purposed steps, collaborate with others, have access to visuals (especially in video format), and the opportunity to get involved in a hands-on manner that relates to the bigger picture. This model encompasses the notion that the learner’s knowledge and understanding will be deep-rooted & secured firmly.
"In thinking about my educational journey in middle & high school and the ways that problems were presented for me to solve, I rarely had the opportunity to mesh theory & practice through realistic scenarios."
ReplyDeleteI remember a high school social studies course of mine where you could tell that the teacher had been using the same transparencies for years by how cracked and yellowed they'd become. The entire semester consisted of a reading the text and answering questions at the end of each chapter with a "project" at the end that consisted of making a diorama --yes, a diorama in high school!! which was sadly the most enjoyable part of the course. I would have really enjoyed the opportunity for a more engaging and authentic approach to the content instead of the dull monotony that was that course. Still, the teacher was a nice guy and nearing retirement and had some occasionally interesting personal stories about his travels so I didn't mind the course all that much.
Now that I am a teacher, I can see how someone would end up in that position, though couldn't imagine it would happen to me because I would probably be as bored as the students. In my own experience, the complexity of the problem, the story backdrop, the location of appropriate materials, and the management of teams over a longer project; all of this seems like a difficult task for a teacher to tackle if they are designing the experience themselves. Even more so than any of the other models we've discussed so far. I think if a teacher is to do it on the scale of those provided in the examples and readings, there would have to be a lot of support from C&I or outside for all the project planning. I've used a variety of programs as a teacher, and while several are great and incorporate projects, inquiry, PBL and the like, I've yet to come across one that uses AI on the scale shown here.
Julie,
ReplyDeleteYour comment about "posing challenges throughout the storyline rather just at the end", totally makes me think about this model in a new light and feel much more excited about it. I love teaching through "stories" - when i use case studies I think of them as mysteries that students have to work together to solve. I love the idea of using one story (one organization) throughout an entire semester where students have to solve a serieis of problems related throughout the semester, all part of the the same storiy. This hits it for me! Thanks!
Barb
Julie, as you noted, AI places the student in the "first-person" perspective, and this type of learner-oriented method may improve motivation, participation, and authenticity of the experience for the learner. I think the issue with some traditional methods such as lectures and textbook readings is that they expect students to absorb information and naturally process it without regard to how that information is perceived by the student. AI's video-based instruction and accompanying resources seem more stimulating and may appeal better to different learning styles. I agree it is important for students to take ownership of their learning and train themselves to be innovative instead of imitative.
ReplyDeleteI understand your viewpoint but how often would you use this model? I see this model as being used in certain situations where the best way for students to learn is by placing them in the drivers seat. Some students may have a hard time navigating through exercises while others may excel, which prevent the instructor from introducing a new assignment. This model is great but I think that it should be used on for special assignments.
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