Cognitive Flexibility Hypertext - Presented by Nicole Lester

Cognitive Flexibility Hypertext also known as CFH is a new instructional model that combines theory and technology of complex subject matter. (Spiro & Jheng 1990). Cognitive Flexibility Hypertext focuses on "the nature of learning ill- structured and advance knowledge domains". Hypertext refers to text displayed on a computer or other electronic devices suited for  learning. CFH participants can view text, pictures and videos while processing and combining their learning in multiple ways. 

Theories that share a similar family tree:*Constructivsit Theory (Bruner) - students should be encouraged to "construct" their own knowledge and build upon what they have already learned, a K-W-L chart. * Subsumption Theory (Ausubel) - instructional materials should integrate new material with previously learned material; New and old ideas should be compared and cross-referenced. One example that come to mind are books that are being replaced with Kindles, students are downloading textbooks instead of purchasing them.      *Genetic Epistemology (Piaget)- students develop cognitively when they are presented with new situations that require them to adapt previously learned material. 

Examples of Cognitive Flexibility Hypertext
http://www.instructionaldesign.org/theories/cognitive-flexibility.html.  In this example students must give a number of different perspectives for a clinical case.

http://home.sprynet.com/~gkearsley/tip/spiro.html. 

Measure/ Assessment Cognitive Flexibility- used in children.

en.wikipedia.org/wiki/cognitive_flexibility

Refereces

Spiro, R., Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the nonlinear and multidimensional traversal of complex subject matter.


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

Spiro, R.J. & Jehng, J. (1990). Cognitive flexibility and hypertext: Theory and technology for the non-linear and multidimensional traversal of complex subject matter.

Situated Learning presented by Jason Arca

Situated Learning is an instructional model that was identified and researched by social anthropologist Jean Lave and former teacher Etienne Wenger, for which they also intertwine with Communities of Practice, another instructional model.  According to these researchers, learning is [both] social and comes largely from…our experience of participating in daily life (Smith, 2009).  

Situated learning occurs in the contextually, in activities and in situations.  This is in contrast to most classroom activities where content is learned outside of context, and is presented in abstract or hypothetical form.


Family Tree

Situated Learning falls under the overarching theoretical school of Constructivism/Interpretivism.  The general characteristics of Constructivism is learning are active and constructed through personal experience with the environment and validated though social interaction.  From the cultural aspect, there is a tie-in to Vygotsky’s Social Cultural Learning theory, a subset of Constructivism.  From it’s description, we can see close relationships to other instructional models.  Working in actual context is closely related to working on real world situations from the instructional models of Anchored Learning and Authentic Learning.  And of course, working in social groups is similar to working in collaborative groups, which is the Collaborative Learning model.  Also, if the situations can be thought of problems to be solved, now there is a relationship to Action Learning and Problem-Based Learning.  To see all the related instructional models, or the family tree, click here.



Practical Application

To create a practical application of situated learning, students have to be full participants in a meaningful situation.  This goes beyond just experimentation or being an observer.  There are couple ways that this can be employed in Chemistry, the subject that I will be teaching.  There are virtual laboratory software that will allow students to play the part of a chemist.  Although the context is not real, not having real materials or generating waste allows students more freedom to try out different variables and techniques.  A case study on virtual environment technology can be found here   There can also be partnerships made with laboratories or chemical plants, a water purification plant for example.  Video conferences can be made with the plant and students can play the part of someone who works there, ask questions, and contribute their input.

Double-Loop Learning, Eric Okula

Eric Okula

Double-Loop Learning

            Double-Loop learning falls under the overarching theoretical school of Organizational/Developmental. 

The basic principle goals of Organizational and Developmental of learning are:

·         To build personal interpretations of the world based on individual experiences and interactions (constantly open to change, cannot achieve a predetermined, "correct" meaning, knowledge emerges in relevant contexts)

·         That learning is an active process of constructing rather than acquiring knowledge

·         That instruction is a process of supporting knowledge construction rather than communicating knowledge

·         You should not structure learning for the task, but engage learner in the actual use of the tools in real world situations 

·         Learning activities should be authentic and should center around the problematic or puzzlement as perceived by the learner

·         The focus is on the process not the product

·         The role of teacher is a mentor not a teller

·         One should encourage reflective thinking, higher-order learning skills

·         One should encourage testing viability of ideas and seeking alternative views

Basic Characteristics of Double-Loop Learning

            This model is based off of the work of Professor Chrys Argyris.  To better understand double-loop learning I think it is best to first example single-loop learning.  Single-loop learning, as illustrated below has two parts; the action strategies and the results.  In this format you have a certain unwavering ideal result or consequence.  After a failed attempt you make a correction to your strategy and attempt again to reach your original ideal result; If unsuccessful, once again you exam your attempt to tweak or alter your technique before trying for the same ideal result or consequence.  This cycle continues forever or until the result is met.  In a double-loop learning situation however there are two separate occurrences instead of a single-loop happening over and over again.  When using double-loop learning if a result or consequence was not ideally met instead of simply re-attempting it the learning thinks deeper about the process and asks “why?” instead of simply “what?”   This deeper thinking and reflecting allows for one to better align their goals with a more structural framework. 

   

Links:

 http://www.afs.org/blog/icl/?p=2653

http://www.markhneedham.com/blog/wp-content/uploads/2011/03/single-double-loop.jpg

http://www.gse.harvard.edu/news-impact/2013/11/remembering-professor-chris-argyris/

Practical Example of Double-Loop Learning

            I can think of a very practical example of how double-loop learning could be a great learning style for a baseball player or coach.  Let’s, for our example, look at a player who is trying to hit a homerun off of a pitcher that is known for his best pitch which is a low and outside curveball.  In order to hit a homerun you must make contact on the lower part of the baseball thus giving you the necessary trajectory for the ball to clear the outfield wall.  If the pitch is low that is very hard to do, plus because it is a curveball the ball will be dropping as it approaches the hitter making it even harder to lift into the air.  Moreover, the fact that the pitch is outside makes it even more difficult to hit a homerun as for most hitters their power decreases as the ball moves away from their body.  Trying to hit a homerun on this pitch would result in failure after failure.  In a single-loop model the player would just keep trying to do different things (swing sooner, swing later, swing with more of an uppercut, drop their shoulder, etc.) but it would be very unlikely for the player to reach success as the cards are stacked against them.  In a double-loop model however the player can reassess his/her goal.  In doing so it would be discovered that a homerun is not the ideal outcome.  Low curveballs are easy to get on top of with your bat thus making them ideal for hitting line drives.   Outside pitches are great if you want to hit a line drive because allowing the pitch to travel outside gives the hitter more time to see the pitch and thus a higher percent of successfully reaching their goal. 

Embedded is a silly video that points out the differences between single-loop versus double-loop learning.   In the video the girl in hungry and when applying the single-loop model she continues to try and avoid a banana while when applying the double-loop model and reflecting on the situation she comes to the realization that the banana is actually exactly what she needs.

https://www.youtube.com/watch?v=wuMQWslvExA

MOOs and MUDs by Joanna Christiansen

Description/Basic Priniciples

When I was first assigned the topic of MOOs and MUDs I have to admit I had never heard of it in terms of technology and my mind immediately pictured a bunch of cows standing around in the mud as pictured below.

Of course, I had a lot to learn.  As I researched this interesting topic I found that it is a form of technology that I have used quite a bit and just didn’t know its appropriate terminology.   I must admit I have a geeky side as I have played online role-playing adventure games such as Everquest II online quite a bit.  This is a multi-player role-playing game in which players around the world sign on to a server and find their avatar in a virtual world that they can manipulate by making new rooms, furniture or food, and battle such things as goblins.  The players can chat with players in game from around the world and team up to complete quests.  This game is based on MUD/MOO technology.   Technopedia.com (2014) defines MOOs and MUDs well, 

“Multi-user domain (MUD), object oriented (MOO) is a virtual reality system in which several users are connected at one time. Users from around the world log in to use this object-oriented database system, which is stored on a remote server. MOO was originally designed to allow role-playing gamers to play text-based adventure games across computer networks. Since then, MOO has been adapted for educational and other purposes such as collaborative software development, distance education and conferencing. MOO is one of the most popular versions of MUD development.” (p. 1) 

Practical applications for education

According to http://www.siue.edu/~dsawyer/CMC/MM.html  (2014), “MUDs and MOOs provide a virtual place where people can come together. These places can be communication oriented or a virtual classroom where lessons are happening. They could be designed to be game oriented within a learning environment. This would be a way to keep students engaged for a longer period of time. For example, a game that requires student to solve math problems in order to reach the next part of the game. A foreign language class could access a MOO that uses a certain language to communicate. MUDs and MOOs could also be used a virtual meeting places for extended classroom time. Students could meet in this virtual classroom to work on assignments or receive instruction.” (p.1)

Some of the educational adaptions of Moos that I have personally used have been mostly connected to homeschooling my children and my nephew:

• For a time, my nephew was a student of California Virtual Academy which promoted Independent Study.  He was in high school and all of his classes were online.  Each class had online class times in which the whole class interacted with the teacher for a lesson as if they were in an actual classroom.          
• We have used online language programs.  My nephew took a Spanish program online which taught him the basics of the Spanish language through a virtual class which was interactive.  
• Our own Class Live Pro with National University can be considered a MOO due to its conferencing tool.  
•  A fun MOO/MUD application I have seen in educating my children is through a game.  My kids are huge Minecraft fans and we found an online class for them that teaches Early American History through Minecraft.  There is an in game historical lecture and then discussion about how the kids can build a colony for example that would use the resources that the first settlers actually had.  The kids then build their colonies in game using those appropriate resources.  The class represents a nice supplement to the student’s history curriculum.  
•  When my kids needed to master their multiplication facts they played a game through Big Brainz called Timez Attack which is online.  The kids make their way through a high graphics dungeon and battle ogres to move through the various parts by hitting them with multiplication facts. 

These ideas should give you an idea of the possibilities for furthering instruction for all students not just homeschooled children.  Virtual education which uses Moos could be incorporated into any classroom or even assigned as a supplemental resource for students to use at home.  A teacher friend of mine had mentioned that she set-up a twitter account for her history class students at the high school level.  The students could post questions or comments about what they were learning and the teacher could post interesting historical facts or information about relevant TV shows that students could access and learn more about what they were studying.   A twitter account could be considered a MOO due to its ability to reach multiple users, share ideas, and conference. 

Family Tree – Overarching Theoretical Background of MOOs/Muds

 Constructivist

Constructivitist Learning Technology

Online Collaborative Learning (OCL)

The use of MOOs/MUDs ultimately falls under the constructivist theory of learning.  Harasim (2012) states, “Constructivist theory posits that people construct their own understanding and knowledge of the world through experiencing the world, and reflection on those experiences.” (p. 60).  Constructivist Learning Technology takes the constructivist theory a bit closer to the topic of MOOs and MUDs.  Harasim (2012) states, “Computers are viewed as the optimal medium for applying constructivist principles to educational practice, because computer software can support various strategies and approaches more easily and effectively than other media. (p.73). As we move into the 21^st century and use modern technologies and online learning we come to Online Collaborative Learning (OCL) which stems from a constructivist viewpoint.  Harasim (2012) states, “OCL theory provides a model of learning in which students are encouraged and supported to work together to create knowledge: to invent, to explore ways to innovate and, by so doing, to seek the conceptual knowledge needed to solve problems rather than recite what they think is the right answer” (p. 90)

It is an exciting time to be an educator.  So much knowledge is being shared so easily and there are so many resources available to help students learn so many different types of concepts.  MOOs and MUDs ultimately help the sharing of knowledge, collaboration, and makes learning fun!

Relevant Links

• For more information on Moos and additional links to a listing of Moos - http://moolist.yeehaw.net/moo.html 
• For math drills (addition, subtraction, multiplication, or division) in a dungeon game format - http://www.bigbrainz.com/ 
• A virtual school for grades K-12 - http://landing.k12.com/lp1/sem/ef/paperclip_dyn_group.html?theme=brand&st=CA&leadsource=sem&product_type=va&product_interest=cava&target_audience=gen&target_grade=gen&utm_campaign=California_Local_-_Brand_Desktop&utm_medium=sem&utm_source=google&utm_term=K12_virtual_academy&adgroup=k12_Virtual_Academy&keyword_match=Broad&message_class=direct_response&vendor=ef&provider=google&geo_distro=ca&ef_id=UsozhgAABIEPyazr:20140616035829:s

References

Harasim, Linda (2012) Learning Theory and Online Technologies. New York: Routledge.

Muds and Moos. Retrieved from http://www.siue.edu/~dsawyer/CMC/MM.html on 06/15/2014.

Multi-user Domain Object Oriented (MOO).  Retrieved from http://www.techopedia.com/definition/24990/multi-user-domain-object-oriented-moo on 06/15/2014.

Information Processing Model by Doug Christiansen

Press CTRL + Mousewheel to make print larger/smaller depending on your individual vision needs.       

      At a moments notice the brain is responsible for processing or dismissing every bit of sensory information it receives. Our brain analyzes, quantifying, and helps us make sense out of our world.Information is taken in and we make either a conscious effort to try to retain information or an unconscious effort is made on our part to retain information: Sometimes the information we want to retain is lost before it reaches our short term memory and sometimes it is even lost once it reaches our short term memory.
     
      As educators we endeavor to help students retain that which we teach because we believe their is value in that information. As such it is important to understand the various models with which we process information. Cognitive Psychology concerns itself with how the brain handles information: Much the same as a computer our brain process all the information we receive as mentioned. Like a computer and or internet network if we are receiving an information overload (lag) our "computer" slows down. How much information we can handle at any one memnet is defined as out attention capacity. While we have the ability to be selective in our attention stressors outside our control and/or experience might inhibit our ability to self select the information we want to act on: this is where the "fight/flight/freeze" concept comes into play.

       According to McLeod (2007) our brain follows brain follows its own self defined set of laws: This is known as the nomothetic-idiographic debate amongst psychologists who study the brain and how it functions and relates to personality and decision making. Steve Pinker, a psychologist at Harvard University explains the cognitive approach in the following short video - Please watch:

The Informational Processing Model can be broken down into two essential elements:

1.) Serial processing: Essentially this means one process has to be completed before the next process starts. Think of connecting the dots in an orderly fashion.

2.) Parallel processing: Assumes some or all processes involved in a cognitive task(s) occur at the same time. Humans differ from computers in that we are primarily parallel processors while computers must process information in a serial (one at a time ) fashion.       

       According to McLeod the two main models within this school of though are the Broadbent's Filter Model and the Treisman's Attenuation Model. These models both assume that the stimulus (incoming information) is one part of the processing equation and what the subject brings to the situation enhances the processing of information: In the classroom setting this would be prior knowledge and/or skills related to the task being completed. Whereas Broadband's model notes that we filter out unwanted/needed information Treisman's model argues that what we actually do is attenuate it: that is, we just turn down the information we are not actively seeking to use. The models are pretty close in agreement on most other features of processing information excepting that, according to McLeod, the location of where the information is filtered is different in each model.

Classroom Instruction Application(s):

In the classroom we would want to focus on providing information to the students one chunk at a time. Ideally this information is presented in the smallest manageable packet at a time without insulting the intelligence of the students (i.e., do not make the material to simple). We would then begin to increase the amount and rate of information as well as the difficulty level of the material as the easier concepts are learned.

In a language arts class we might teach parts of a sentence such as nouns, verbs, adjectives then define these ideas into shades of the original such as common, abstract, proper, and concrete nouns. We would do the same with verbs and adjectives until the basic rules are understood and the students can master basic sentence structures: We then might have them work in groups (parallel processing) to develop evermore slightly complex sentence structures and be able to identify these ideas within each other's writing samples.

In a math class we might start with a simple cartesian coordinate system and then demonstrate basic linear equations and build up to more complex equations. As the students master the fundamental basics we move on to ever more complex instruction and applications/equations such as the life graph of a fruitfly and graphing the temperature drop of a known value for a cup of coffee in a freezer.

In elementary school we teach the students about the Pilgrims and the Indians and the first Thanksgiving Meal: they learn about cooperation and working together. As they grow in age and maturity we begin altering the narrative more towards reality and they learn of betrayal, inter tribal rivalries, alliances, disease, religious persecution, and the greater narrative of the actual First Thanksgiving story - something their young minds most certainly would not have fully grasped and appreciated at such a young developmental age. As the brain grows though it is able to process more efficiently and more effectively: It can handle greater amounts of data and can more readily process data that in its infancy it might not have been able to fully comprehend.


References

McLeod, S.A (2008) Cognitive Psychology Retrieved from http://www.simplypsychology.org/cognitive.html
McLeod, S.A.(2008) Information Processing. Retrieved from http://www.simplypsychology.org/information-processing.html
Diagram 1: Information Processing Model (n.d.) Retrieved from http://jaredmgriffin.files.wordpress.com/2011/05/information-processing-model.jpg

Individualized Instruction - Jeanne Jarden

INDIVIDUALIZED INSTRUCTION - Jeanne Jarden

What is Individualized Instruction?

When I was first assigned this model of instruction, I thought “isn’t this just another term for differentiated instruction”? My research would say in one way, yes, Individualized Instruction is often referred to as Differentiated Instruction. And in Special Education or special situations, individualized instruction can be taken to a very organized and coordinated effort amongst educators, counselors, students and parents in the form of an IEP, an Individualized Education Plan. But in the regular Ed classroom, Individualized instruction opens up all sorts of windows for exploring multiple levels of learning; in approaches to learning, abilities brought forth and in speed at which each particular student learns.

Individualized instruction deals with the classroom practices of teaching that recognize the uniqueness of each student learner and then provide support for the individual type of learning of the student. Based on this model of instruction or teaching strategy, teachers can structure learning environments that are specific to the variety of learning styles, interests, and abilities found within a classroom. The intent of individualizing instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process. It provides the opportunity for students to learn at their own pace, in their own way, and be successful.

What Overall Theory of Education Does Individualized Instruction Adhere To?

This teaching strategy seems to fall under the family tree of Constructivism in education. The educational philosophy of constructivism has as its basis the ability of learners to give meaning to new learning based on their prior knowledge (Caine & Caine, 1991). In both classroom situations and in more specific IEP’s, the prior knowledge and experience of a student, as well as the ability of the student, are very determinate in how the student will process the information, as well as how far they take the information

What are the basic Principles of Individualized Instruction?

•  Identify the basic concepts in learner outcomes. With individualized instruction, once the main learner outcome is reached, students that are ready or interested can take the learning to the next level with guidance from the teacher.

•   Monitor and assess student learning throughout the lessons. Pre-assessment, ongoing assessment and post-lesson assessment are crucial. Pre-assessment is very enlightening for individualized instruction in that it help the teacher to determine the level of support needed for an individual student as well as which students may be able to take a lesson to the “next level”. Areas addressed in the pre-assessment can not only gauge ability but interest.

• Create Meaningful Lessons and Activities to Encourage Learning. Teachers are constantly challenged to make lessons interesting and engaging for our students. This is where online technology and individualized education make a great marriage. By outlining the basic learner outcomes of each lesson and then letting each student progress at their own pace, it could be difficult for a teacher to provide additional stimulation or resource beyond the basics for fast learners, as well as finding time to help those that are struggling. By encouraging the faster learner to use the internet to broaden their concept of the learned outcome, we are implementing individualized instruction using wider resources. This also frees the teacher's time a bit to help those that require more assistance.

With Individualized Instruction, teachers have a wider range of options and a broader chance that their students can succeed with either the basic content required or on a higher level. By extending a student's resources and being flexible with the learning styles of each student a teacher is enabling each student to learn at their own pace and with as much assistance (or lack thereof) as is required. Parent should be involved as well and can be provided with resources, prompts for conversations of topics with their children and a list of web resource per topic being studied. As teachers, using current technology enables us to open many learning windows for our students and ensures a more globally competitive future generation of thinkers.

Caine, R. N., Caine,G. (1991). Making connection: Teaching and the human brain. Alexandria,VA: Association for Supervision and Curriculum Development.

Time to Know, 2012, Individualized Instruction,  Retrieved from 

http://vimeo.com/35966016