#13. Learning Objects

Learning objects reminds me of the language learning program Rosetta Stone. It is a highly commercialized  product. The website offers demos but a purchase or subscription of the program is required in order to take full advantage of the features. From skimming their product page, the program integrates multimedia tools within the lessons with items like audio CD, headphones/microphone, live online chats with native speakers, games, and even a mobile companion on iPods and iPhones. To get a better idea of the program, I did experience the demo and found several things interesting: it's very interactive, the images are functional and appealing, and no translations were needed.

Rosetta Stone boasts lessons for a multitude of languages, which seems to follow the learning objects process of customizing learning theory to a variety of content. The program followed learning objects' procedural learning by first presenting information (hands-off), then allowing the student to respond with some guidance (do the next step), and finally giving the student an opportunity to arrive at the answer with little or no guidance (you-do-it) (Merrill, 1999, p.409). Furthermore, exercises give students instant feedback and wrong answers are "retained" and asked again until the student gives the correct one (Merrill, 1999, p.417).

A multimedia-rich program such as Rosetta Stone probably required years of research and a very knowledgeable, experienced team of experts to develop and implement. I think it would be difficult for most instructors to be involved in such a large-scale undertaking without the right amount of financial backing and manpower. However, open and enthusiastic collaboration is an initial step to understand the types of projects that can be explored.

Before Koppi's article, I did not fully understand the weight of the issue in regards to teachers' hesitation in sharing their teaching material. I am more inclined to think of "social responsibility" as a motivator, but it seems that a majority prefer a "reward" in the form of recognition or salary raises (Koppi, 2004, p.455). Considering the sacrifice of time and resources, rewards are realistic demands, but it is unfortunate if it becomes a dilemma that distracts teachers from pedagogical goals like offering students a quality learning experience. Administrators and the school system have a responsibility to discuss with teachers about the necessary investments and proper compensations.

References:

Koppi, T., Bogle, L., Hodgson, N., & Lavitt, N. (2004). Institutional use of learning objects: Lessons learned and future directions. Journal of Educational Multimedia and Hypermedia, 13 (4), 449-463.

Merrill, M. D. (1999). Instructional transaction theory (ITT): Instructional design based on knowledge objects. In C. M. Reigeluth (Ed.), Instructional design theories and models (2nd ed., pp. 397-424). Mahwah, NJ: Erlbaum.

#12. Cognitive Flexibility

As with other models that encourage real world experience, the Cognitive Flexibility model has great intentions even though it seems to be one of the more complicated to implement. Ill-structured knowledge, multiple representations, case-based scenarios, and complex situations are presented with CF models of learning. Epistemic cognition, which are perceptions that learners have about the nature of learning and structure of knowledge is also a primary consideration (Jacobson, 1995, p.304). CF is more concerned with knowledge construction and transfer rather than rote memorization (Jacobson, 1995, p.305).

From the CF lecture, an example on the various uses of the word "bat" helped me visualize how CF could be applied to foreign language courses. However, I am not sure how to further develop the CF model for foreign language instruction that could use it to the fullest potential. I do not think the CF would be the most ideal method for several reasons. Rote memorization is pertinent in some degree and presenting complex situations may confuse and discourage the student. Most of the decision making process in learning a language is linear; there are very limited number of ways to ask for someone's name in a conversation. As a result, the intensive effort needed for development of a CF could not be justified for a foreign language course.

Modern technology serves CF well with more appealing interfaces and improvements to issues of navigation and accessing information as addressed by Jonassen due to growing expertise in the industry (Jonassen, 1992, p.314) Take the EASE History Tour for example, it is wonderfully designed, with a simple yet pleasing layout. Though there is a large amount of content, the site does not seem cluttered.  Topics are clearly organized, and there is a library of lessons that pertain to each topic which instructors new to the site could use as a starting point.  The "Tour" page which gives explicit instructions on how to look for information and what icons mean is especially helpful to both instructors and students. To develop a CF, I think the bulk of the work would be invested in the planning stages, like designing the program blueprint, web development strategies, and collecting case study material. As technology and user preferences change, the site would need to be updated accordingly.

While CF provides a wealth of resources and problem solving opportunities, it seems less involved with interaction and hands-on learning than other models. I would suggest a live video chat with experts or even a video game simulation that can respond dynamically to a learner. Video game technology is very adept with user-friendliness and navigation components. Perhaps this area should be explored to facilitate the development of a computer or web-based course. Just as we consider the creation of learning-oriented TV programs, video games can be refashioned for educational purpose as well, if individuals and entities are willing to make the investment.

References:

Jonassen, D.H., Ambruso, D.R., & Olesen, J. (1992). Designing a hypertext on transfusion medicine using cognitive flexibility theory. Journal of Educational Multimedia & Hypermedia, 1(3), 309-322.

Jacobson, M.J., & Spiro. R.J. (1995). Hypertext learning environments, cognitive flexibility, and the transfer of complex knowledge: An empirical investigation. Journal of Educational Computing Research, 12(4), 301-333.

#11. Case-Based

Once an idea has taken hold of the brain it's almost impossible to eradicate. An idea that is fully formed - fully understood - that sticks; right in there somewhere.---from Inception

Since case-based learning associates with human memory and narrative story-telling, I could not resist a reference to "Inception" an inventive film about ideas, memory, and perceptions. In some ways, the quote is true. Whether it's an idea, memory, or a story, I think it will "take hold of the brain" if it is truly significant and intriguing to the person. However, if we do not value or use the information, we are likely to forget it.

To imitate the way that natural human memory works, the CBR approach gathers and organizes information through indexing. Criteria is set on what information to include and where it belongs. To utilize the indexed database, the CBR process is composed of four REs---REtrieve, REuse, REvise, and REtain (Wang, 2003, p. 46). The learner views the case study and evaluates it with the current situation. Then the learner may choose to use the solution from the case study or decide on a better one. Finally, the new problem and solution is added to the case library. Jonassen mentions that "stories can function as a substitute for direct experience" for novice learners (Jonassen, 1992, p. 69). While it may be good preliminary practice, I do not think students should be led to become completely reliant on second hand knowledge. Every situation has its variables and learning vicariously lacks the full sensory experience. They should still be encouraged to engage in the experience first hand at some point, as with Problem-Based Learning and Cognitive Apprenticeships.

Perhaps one of the challenges of developing a case-based course is determining the appropriate material to include within the case library and an efficient system easily accessible to the learner and manageable for the instructor. A lesson can be learned from the KITE CBR Engine where the formative evaluation showed that knowledge scouts tasked with collecting stories "were not retrieving important information within the stories, such as resources used or lessons learned" (Wang, 2003, p. 57). Each member of the CBR project needs to have a solid understanding of their roles because it directly affects other member's tasks and the case library.

For a foreign language course, I imagine a case library as a collection of stories, both fiction and non-fiction, categorized by theme, such as home, school, eating at a restaurant or any situation that involves use of the language and also by difficulty to accommodate a range of learners from beginning to advanced levels. It is unique how the KITE CBR search engine is tailored to work like the human brain, generating results based on "semantic meanings of cases" instead of like Google and Yahoo sites which rely on number of keyword appearances that often return irrelevant content (Wang, 2003, p. 56). To create an intelligent search engine would require web development expertise. Otherwise, a simplified solution could be to populate the site with hyperlinks that connect the webpages and provide navigation. Video and speech to text tool can be incorporated with more complex narratives. After a student reviews a story, they can rewrite one based on their own experiences and upload it to the case library.

I think a case library can be a meaningful resource for both non-experts who want to learn from other professional perspectives and experts who need a review or reference. Problems and solutions are embedded in probably every industry and profession. Case-Based is a good approach to archive education for posterity.

References:

Jonassen, D.H., Ambruso, D.R., & Olesen, J. (1992). Designing a hypertext on transfusion medicine using cognitive flexibility theory. Journal of Education Multimedia & Hypermedia, 1 (3), 309-322.

Wang, F.K., Moore, J.L., Wedman, J., & Shyu, C.R. (2003). Developing a case-based reasoning knowledge repository to support a learning community: An example from the technology integration community. Educational Technology Research and Development, 52 (3), 45-62.