Learning Objects

Basically the learning object is any resource that can be utilized to assist in the learning process. The different economy types is what creates the division of how material is gained. I have always heard that teachers are their own valuable resource. Someone always has dealt with the lesson or issue that you are struggling with. Sharing experiences, reflections and lesson plans makes it easier on the next person and allows the student to gain more from the interaction. The web has created a wealth of information that we can tap into to be better teachers by using additional content in order to help students with the various learning styles.

Cognitive Flexibility Theory

I thought this theory was representative of my daily struggle to connect with my students. They are so accustomed to their own perceptions that when a new concept is introduced and it should be an extension of what they already know, they either give up or struggle with learning how to combine it with their prior knowledge. This method offers a bridge between the gap. It tends to define for the student their definition of the material and then identifies similarities between the old and the new context. Once the student is open to seeing the link between the two, you can then move forward to a new emphasis to create a learning experience.

The medical examples that were presented were good examples of how this concept works. I have been thinking of a way to use this in a business or technology example and create a web-based interaction. I will look at some of the cases in our text to see if this can be supported by this theory. My concern is how much time can I dedicate to fully see this theory unfold.

Case Based Learning Methods & Reasoning Model

The simple message of this method is "Don't re-invent the wheel". Typically, there is always a precedent for a teaching moment or instructional hurdle. I tend to speak with veteran teachers and use the yahoo group to get ideas on how to proceed in some situations. Not only only do I get great ideas but I also get another perspective to the issue that I usually had not considered.

Using cases is one of the best ways in the business education class to make a relevant connection for my students. In the past, this has held their interest and led to good discussions about solutions to problems. I had not used technology to present the cases and this would certainly increase the retention for my students. We often break up in groups and they are assigned various cases and they discuss and present any possible solutions to the class.
Adding a technological component and possibly a simulation would definitely increase the participation of my students.

STAR Legacy Module

I liked this module because it actually models how I teach on a daily basis. I tend to ask alot of questions of my students to generate ideas about how the new information can be useful to them now and in the future. I look at different aspects of how the material relates to different environments. The students are then given assignments to practice the material and ultimately there is an assessment. Before we move on to a new concept we reflect on what was learned and how it relates to their current knowledge. I have never used this in a web-based format so this will be an interesting spin on a tried and true strategy.

Anchored Instruction

This is very similar to GBS but students work in groups and are problem solving toward a specified solution. The scenario is presented and students use the facts in the story to extract key ideas in an effort to come to a rational solutions. It makes you think of a good mystery where you have to go back and examine clues and what if's in order to solve the mystery. I also like the fact that students are encouraged to be independent thinkers and if they hit a snag along the way, they can re-examine the story to brainstorm their own dilemma to find an answer.

Goal Based Scenarios

I think Roger Schank rally hit a good point that young children learn because they are motivated to do so and that older students learn for extrinsic rewards. I have seen children that excel in classes in which they have a good rapport with the teacher and in other classes, they have behavior problems and poor grades. Students typically retain material when it is presented in a manner that is fun and relevant to their interests. They can be "tricked" into learning. The answer to the age old question" why do we have to do this" is one that students always ponder. Once the lesson is presented in a useful and interesting format, the answer is obvious to the studnet and they actually will embrace the knowledge and use it consistently.

Situated Learning & Cognitive Apprenticeship

After reading about both methods, I really liked the cognitive apprenticeship more. I think as a Co-Op facilitator, I identified with the key practices of this strategy. I know that students learn and retain a greater knowledge with hands-on experience and it helps to assimilate what they already know. This allows for the mentor to correct and enrich what the student can already perform without the student feeling like all the knowledge is new which causes some students to give up.

The teaching strategies described in the readings were modeling, scaffolding and coaching. This allows a building process that students will be comfortable with. It also gives value to the information that is being learned. Students usually want to know why something really matters and this method answers this questions but also lets them put it into practice.