Unit III: CONTEXT-BASED INSTRUCTION & MULTIMEDIA

What are key similarities or striking differences between the theories/models in a given unit? Do the theories/models in a unit share any common foundations or principles?

Goal-based scenarios (GBS), Anchored Instruction and STAR legacy modules all focus on connecting learning to real world experiences and having students actively involved in the learning. I like that these models are engaging students and having them use critical thinking skills to solve problems that “experts” or “real” people would encounter. I feel that these modules would strike students interest because they would feel a connection to the problem and care that they helped to find a solution.  Nowakowski explains how GBS has “participants learn skills and knowledge in a realistic task context, which provides a motivational framework that allows learners to acquire individual skills and facts as they work to achieve a challenging goal” (p. 6). In The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design, Anchored Instruction is described as providing a “motivating and realistic context for problem posing, problem solving and reasoning” (p. 65).  GBS, Anchored Instruction and STAR modules also aspire to encourage problem solving for future encounters.  The article on STAR explains that challenges should “promote learning in the context of problem solving so that learning will be more likely to be used for subsequent problem solving and less likely to remain inert” (p. 195).

GBS, STAR and MOST can be presented and assigned to individual’s verses a group. GBS is unique in that it can be used with either a group or individual. Anchored Instruction on the other hand is structured to be presented to a group, with each member having an assigned duty to carry out and present back to the group. MOST is the odd duck in this group of models because it is created specifically for at risk students and presented to help individual students build vocabulary and literacy skills. MOST environments are set up to assist the individual student at whatever stage they are at in their literacy development. Both MOST and Anchored Instruction use the multimedia to present content. Anchored Instruction uses multimedia to embed data that will help the group solve the presented problem whereas MOST uses multimedia to “embed decoding instruction in meaningful contexts and authentic tasks” (Bransford, p. 245). This model strives to motivate students to improve literacy skills, think critically and increase vocabulary. In both Anchored Instruction and MOST models, students are using visual clues in the multimedia presentation to help process information. The difference in these two presentations is that Anchored Instruction has a set path for the group to follow and the media is purposely filled with clues that will help students think about the best solutions to the presented problem. Like Anchored Instruction, GBS and STAR models also have a set process that students should follow. Students are presented with a “problem” then asked to follow the module steps to research, process and present a solution. STAR has the most defined steps of all the modules. If the problem has multiple layers, students will use the same five steps for each layer. Out of all the modules presented in this unit, I could see using the STAR model in elementary school because they have this set path to follow. This would also be a good model for younger students because they are held accountable for their learning when they are asked to present what they already know as well as reflect on what they have learned. We use the KWL (what you Know, what you Want to know, what you Learned) assessment a lot in elementary.

Anchored Instruction, STAR and MOST models favor in the way they encourage students to “learn from one another” (Bransford, p. 223). Anchored Instruction is focused on cooperative learning and students work with their group to find needed details within the multimedia. “Students in groups can also monitor one another and thereby help keep one another from getting to far off track” (ETR&D p. 68). In the STAR model “participants can leave legacies that help the next group that explores a particular topic” (Schwartz p. 189). GBS is structured more towards the individual and students learn through “repeated cycles of planning, doing and reflecting” (Collins, p. 31).

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?

My initial reaction to these learning theories is that they are a great way to motivate students!  I love how GBS, Anchored Instruction and STAR modules focus on real world issues so that students are invested in finding a solution. While reading each module I also felt that creating the videos or scenarios would take a lot of planning and work to put together! I think this would be a huge barrier to using this in my school. Teachers simply do not have enough time to create such elaborate models. I appreciate the time and details that Vanderbilt put into creating the Jasper videos! I enjoyed reading about the different “problems” that were presented and could just imagine students getting excited to tackle the details and find a solution. I love that the Anchored Instruction videos are set up to be solved, yet they could also be tweaked by asking “what if” questions to gain that deeper understanding. The GBS scenarios reminded me of the super old game I played in middle school, Oregon Trails or of the books you can read and choose the next step by turning to a certain page. Students are faced with a problem and they have choices along the way that affect their path. Again, I love that this model is developed around a set of skills yet designed based on the interest of students through a “real life” issue. In the GBS module students are empowered by the role they are assigned and have to use the resources provided to make the most intuitive decisions to help the situation at hand. 

Would you attempt to use any of these 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 would use all of these models with the elementary aged students I work with. I think that all students would benefit from being engaged and motivated to think critically in these learn by doing models. The models would have to be modified to fit the interests of this age group and the resources would need to be age appropriate. I feel that students would be very excited to work on “real world” challenges and agree with the models that students should learn life long problem solving skills.  I like the idea of using the MOST model to help at risk students and agree that students benefit from learning to “become effective at listening comprehension” (Bransford, p. 243). 

What web-based tools or resources could be leveraged to carry out these learning theories/models online?

Since GBS, Anchored Instruction and STAR models have students research information and use specific media, social bookmarking services would come in handy to keep information organized and easily accessible to use and share. Examples:

• Delicious http://www.delicious.com/
• DZone http://www.dzone.com/links/index.html and
• Clipboard https://clipboard.com/  

The MOST model is based on visual elements and visual information. The model calls for students to produce books and or presentations to provide “an additional means for seeding connections among home, family, and community” (Bransford, p. 247). A few Web 2.0 tools students could use to create books or presentations to share with their parents are:

• Zooburst http://www.zooburst.com/: a digital storytelling tool that students can create and share in 3D popup book style.
• Storybird http://storybird.com/ is another way to create simple digital books.
• Glogster http://www.glogster.com/ is a visual tool where students could add photos, video and text.