Learning Objects

I referenced Jack Johnson’s song lyrics from “The 3 Rs” in relation to the Case Based Reasoning model.  The song seems to also apply to Learning Objects as well.  "We've got to learn to/Reduce, Reuse, Recycle"

Learning objects are online resources that can be:

• Reduced to smaller, manageable chunks that can be tagged and shared for later use  (Kopi explains that by classifying learning objects into 5 types, there is better understanding and ability for retrieval.)
• Reused by others for a variety of purposes
• Recycled in new ways, allowing for integration in multiple areas 

Advantages

I understand the benefits of learning objects in regard to cost effectiveness by being able to reuse content & not having to “recreate the wheel”, being able to tailor a program by using smaller applicable “chunks”, and the potential ease of tagging and sharing online.  Merrill writes that the use of “learning objects increases the precision with which instructional strategies can be described.”  Many recognize the benefit of embedding learning objects into web-based instruction models.  Bannan-Ritland, Dabbagh, and Murphy describe the learning object systems as providing “yet another technology-based instructional delivery environment with exciting features and attributes that can empower learner-driven experiences…”

Disadvantages

At this point, there are many disadvantages associated with learning objects (and the means of housing and sharing them).  Because of the economy types, there may not be easy access to the best materials and/or the credibility of content might not be secured.  As with a wiki, users should be aware that just because content is available, it does not mean that the information is accurate.  Another downside is the contextual component.  When the context is removed to break the learning objects into easily tagged bits, it can be challenging to then reframe the objects for use.  Wiley also brings up an interesting point in his article.  He feels strongly that learning objects are merely “content chunks” or “information containers” that limit a learners ability to execute higher level thinking.  He reflects, “They are utilized as glitzy information dumps, or lectures with high production values, as if all that online or distributed learning required was a larger megaphone for the instructor.”

As new ways to develop, shape, store, and share learning objects evolve, there is potential for them to be very effective components of web-based instruction.  I am reminded of the quote that "Rome wasn't built in a day" and recognize that it will take time for the sharing structure to be refined.

I started with a song reference, so it only seems fitting to end with one.  As few lines from an Ed Cash song remind us: 

     But he knew he still had work to do
     Because he remembered that
     Great things take time

Cognitive Flexibility Theory

The school system where I work has proposed implementing Pay for Performance for teachers beginning in 2014.  One of the measures that will be used to evaluate teacher effectiveness with be a value added measure.  Using a formula that includes student testing results, each teacher will be assigned a value added number.  (You can imagine the uproar that this rating system has evoked.)  In an effort to have as much data as possible by 2014, students will be given a summative test (one test for each of the subjects including math, reading, social studies, and science) at the end of this school year.

There is already a significant amount of testing taking place in the system with state EOGs and formal system-wide formative & summative tests (not to mention the myriad of informal testing that takes place throughout the course of the year).  I understand the value of assessing students’ skills to celebrate successes and adjust teaching methods to reach & challenge each student.  Unfortunately, standardized tests most often only assess students on basic level thinking skills. 

There have been major concerns voiced from parents and teachers regarding this new round of testing that will take away from meaningful instructional time.  Another predominant concern is that students and teachers will be focused on test-taking skills and strategies (after all, a teacher's salary will be directly dependent on their students' test performance) rather than on problem-solving skills and higher order thinking which are key components in effective teaching and learning.

Enter the Cognitive Flexibility Theory…

While logistically it’s harder for me to wrap my head around this model, it is a great structure for helping learners to think critically.  By being scenario-based, students are engaged in real world situations.  I love the dual structure that include multiple media representations that introduce the same concepts, but in different formats as well as the multiple case perspectives that challenge students to look at examples from different points of view.  I love the elements of problem-solving and critical thinking that have to take place in this model.  When I think about ideals in education and buzz words linked to student learning, the ability to analyze, problem-solve, evaluate, construct meaning, think critically, make meaningful connections, and synthesize all come to mind.  This model of Cognitive Flexibility/Case-Based Learning go hand in hand to promote rich learning experiences.

So, let’s push for CFT & CBL rather than more standardized tests!  :)

Case-Based Reasoning

“...stories are important to us, not just because they are enjoyable (exciting, funny, imaginative etc.), but because they enable us, through the various characters, to enter into and reflect on a range of feelings and experiences, and apply the insights gained.” 

(https://czone.eastsussex.gov.uk/teachinglearning/curriculum/religiouseducation/Documents/Primary/Y2_Stories.pdf)

The model of Case Based Reasoning reminded me of Jack Johnson’s song lyrics  from “The 3 Rs” and how important it is to “reduce, reuse, recycle” (or, as the model implies: retrieve, reuse, revise, and retain).

A case-based model builds on stories that provide the backdrop for learning.  The learner is able to select the most relevant information, reuse info from an old case to fit a new problem, revise the solution & test it by simulation, and retain information.

Rather than repeating the past, we are able to learn from it and make informed decisions as we move forward.