Sunday, October 28, 2012

Reflections on Context-Based Instruction and Multimedia

Exploring Goal-Based Scenarios (GBS), Anchored Instruction, STAR Legacy, and MOST Multimedia


What are key similarities or striking differences between these four theories/models? Do the theories/models share any common foundations or principles?

The contextualized learning models covered in Unit Three could, in some respects, be regarded as an extension of our previous unit on group-based collaborative instruction & multimedia theories. While GBS, Anchored Instruction, STAR Legacy and MOST Multimedia do not emphasize group dynamics and collaboration to the extent seen in GD, CLE, PBL and SL&CA, for which social interaction is a defining characteristic, they do share two key principles or components in common: (a) the role of the teacher as facilitator (these models are learner- as opposed to instructor-focused) and (b) the importance of authentic and relevant learning scenarios and contexts. And, like the collaborative instructional designs from Unit II, context-based designs have also been found to increase learner motivation and retention.

By situating learning in realistic contexts and taking advantage of natural cognitive and learning processes, context-based approaches have application for instruction in a wide range of settings and for students of various ages and stages of development.

With the exception of Anchored Instruction, which is intended for use with groups, these context-based approaches can be used either by individual learners or groups.

The Anchored Instruction, STAR Legacy, and MOST Multimedia models were all developed by the Cognition and Technology Group at Vanderbilt University. 

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?

I found it interesting that three of the four models we examined were created by the same group at Vanderbilt University and would like to understand more about the evolution of the Cognition and Technology Group and Learning Technology Center. I was particularly fascinated by the results of the Swiss Family Robinson experiment they conducted (Bransford et. al), on the impact of multimedia on extralinguistic processing and the positive effect it has on information comprehension and retention.

Anchored Instruction may be difficult to use within a pre-set curriculum, and the  problem-formulation skills take time (Oliver, n.d.), however the higher order and critical thinking abilities that students gain through engagement in this type of design are crucial for success in postsecondary education programs and for living in the "real world".

Authentic situativity in online Anchored Interactive Learning Environments (AILE) can also be difficult to achieve without significant resources dedicated to the production of these learning environments, but with the increase of free online applications and desktop software programs available to educators, the creation of effective, technology-mediated context-based learning is becoming easier and less expensive. 

I appreciate the MOST Multimedia model's effectiveness in enhancing learning and achievement among at-risk students who may lack basic literacies. Engaging struggling and at-risk learners plays an important role in fostering positive attitudes toward education and developing skills needed to cope successfully with problems and challenges both within and outside of formal education settings.

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?

The STAR Legacy Model was the easiest to understand and the one I would most readily use in courses I TA or might teach in the future. I found the examples on IRIS Center's website, recommended by Dr. Oliver, particularly useful in demonstrating the application of this model to various real-world problems.

As with the collaborative instruction models covered in the previous unit, I think there will be some exciting opportunities in the future to leverage these context-based approaches, particularly GBS and Anchored Instruction, in conjunction with game-based learning theory, as virtual reality extends the reach of applicability of  "serious games" in the classroom and online.

Since we're taking learning theories/models that were not necessarily created with the Web in mind and turning them into Web modules, what Web-based tools or resources could be leveraged to carry out these learning theories/models online?