This unit provided a wealth of information on contextual models
using rich multimedia. Throughout each
article, many similarities were identified as well as some minor differences in
each model. For example, the
similarities I observed in the Goal-Based and Anchored models were using
motivational and realistic scenarios.
Other similarities in the two models pertained to using embedded lessons
or data designs, focusing on case-based reasoning to solve realistic problems,
structuring the learning in which inert knowledge is replaced with more
opportunities for the learner to use their ability to discover solutions from
visually appealing multimedia. I believe this is the foundation for the
models. Other noted similarities were
context-sensitive scenarios to ultimately guide the learner from novice to
expert.
Some of the differences I noted in the models were details
such as the cognitivist approach in the Anchored model versus the Goal-Based
model. The Anchored model placed more
emphasis on designs that will help the learner overcome an inert knowledge
problem as suggested by the authors. For
example, there was a scenario in which the students were asked to read an
article in a limited amount of time.
Each student began with the first sentence and read as far as they could
within the allotted time. Of course, no
one finished the article because the authors suggest that most learners don’t
realize there is an inert knowledge problem in the way we find solutions. If the learners had skimmed the article for
pertinent facts instead of starting from the beginning, they would have
uncovered the main idea in a timely manner.
I remember smiling as I read the article because I am guilty of this
behavior as well. I can recall many
occasions when skimming would have been a reasonable solution. Other noted differences were found in the
Star model such as more emphasis on reflection and using learning cycles. Focused feedback from the coach and having
the learners leave a legacy (STAR) for others to follow were some other
differences not found in the Anchored and GBS models. The only difference I noted in the MOST model
was the emphasis on accelerated learning.
Noted barriers from the perspective of a designer would be
building instruction using the MOST model because of its rich multimedia
requirements and also developing motivational and realistic content to
stimulate as well as have learners overcome inert knowledge problems. For the learner I believe the barriers would
fall within the realm of the inert knowledge problem identified in the Anchored
model.
Each of the models provided many benefits for the learner
such as intentionally providing opportunities for them to grow from a novice to
an expert, the potential for a learner to overcome the inert knowledge problem,
the ability for a learner to learn how to use the newly acquired knowledge
versus obtaining knowledge that will not be transferred to other areas in their
life, and finally learning in an environment that provides rich and visually
appealing multimedia.
My personal preference is the Anchored model. I believe it is relevant and would be a
feasible design option because of its contextualized and cognitivist approach. Another
reason I chose this model is because I found it to be the most interesting of
the four models provided in this unit.
The
web-based tools a designer could leverage using an Anchored approach are
LetterPOP—media in which the learner can create newsletters, photo collages, events,
and announcements to share in the learning environment; Prezi—which takes presentations
to a new level, Diigo—a social bookmarking environment in which my group used
in the last module; Brainflips—a flashcard environment in which you can add
images, audio, and video to guide the learner.
Dale Chen also suggested several contextualized instructional tools such
as Lore and Scoop that I believe would serve as excellent leveraging tools.
This list is certainly not all inclusive because we now have available a
plethora of instructional design tools for building outstanding web-based
instruction.
