Since the STAR legacy system stems from Anchored Instruction, it includes benefits similar to its predecessor. The advantage of STAR legacy is its clearly defined structure that makes the process of planning an educational program more organized for instructional designers and instructors. I think instructors would find the STAR Legacy system approachable with potential to evolve into a variety of educational scenarios.
Schwartz opens with a discussion about the roles of the instructor and instructional designer in creating a program. There is need "to strike a balance" and share responsibilities instead of letting it all rest on one party, and the term used to describe the product of this partnership is "flexibly adaptive designs" (Schwartz, 1999, p.188). Such designs would be able to draw on respectively unique skills, expertise on multimedia applications and program functionality from instructional designers and content and pedagogical techniques from instructors.
A web-based environment seems quite natural for the STAR legacy system. Free website creators such as Google sites and Weebly make development of an entire program and archiving projects very feasible and economical. On the web, students work can "go public" through a published website, blogs, Google Docs, and online journals (Schwartz, 1999, p.203). The ability to revisit and share lessons is a great way to allow students to review and reflect on the material. This is helpful to many areas of study including foreign language. If I created a Chinese language course with the STAR Legacy system, I can develop it around many culturally relevant themes. However, it would not be completely in Chinese so as not to be too overwhelming and intimidating for students learning Chinese as a second language.
STAR Legacy has a consistent learning process which helps to reinforce student's understanding of course goals and what is expected of them. A meaningful challenge and appropriate use of multimedia are some factors that may determine if students maintain interest in the course.
References:
Schwartz, D., Lin, X., Brophy, S., & Bransford, J. D. (1999). Toward the development of flexibly adaptive instructional designs. In C. M. Reigeluth (Ed.), Instructional design theories and models (2nd ed., pp. 183-214). Mahwah, NJ: Erlbaum.
I agree with you that the "advantage of STAR legacy is its clearly defined structure that makes the process of planning an educational program more organized for instructional designers and instructors". To me this module is very organized and crystal clear. If I had to pick any of the modules so far that I would like to implement this would be it!
ReplyDeleteIt seems that the modules we've learned so far can accommodate a range of subject matter. As a newbie, I would start with a module that I feel comfortable with such as STAR legacy. Implementing a new module could be intimidating but I think we can pinpoint our needs better as we become more experienced :)
ReplyDeleteI like this STAR module alot. Like you, I agree that this model lends itself easily to the web for both content development and reasearch by students. Your comment about the STAR module being a "consistent learning process which helps to reinforce student's understanding of course goals and what is expected of them" is definitely correct. I feel that students can learn while having fun with this model.
ReplyDeleteThanks so much for your comments!