ECI 517 2nd Unit Blog

All three of these educational modules focus on groups, and so I think they present a challenge for web integration. It is not a challenge that is insurmountable but I do think that these three are more challenging than the previous, individualized models for instruction. Throughout graduate school, I have been exposed to both the cooperative learning model and Problem-based learning. I especially like problem-based learning, or as it is commonly called in English Language Arts curriculum inquiry based learning. I really like the idea of students directing their own instruction, and addressing real life problems, as problem-based learning allows students to do. I have seen it presented in the past as students discussing issues relating to a novel (in ELA), then from the discussion and listing of different issues, investigating one, and producing a creative product based on it. So, for instance if I were to do a unit on The Crucible, we'd have a fairly traditional unit going through the book, then based on the themes we might discuss, sin, betrayal, accusations, McCarthyism, students would select a topic and conduct an inquiry. I think this could work well in combination with one of the other individualistic type models, if students were guided through a work and then set loose for a week or so to produce a creative product on their own.

Cooperative Learning, I guess would work much like our unit projects have worked in this class, in that I would assign students to a group, and have them work together to produce a project. I personally do not like jigsawing because sometimes I think everyone should be involved in everything and slowly gravitate to what is best for them. Of course this would assume a lot of responsibility on the part of the student, so I think in a high school class I might be required to define roles within the group more. I think cooperative learning goes on in the classroom all the time, so honestly there wasn't much new here.

Situated Learning and Cognitive Apprenticeship, also has some good correlation with an accepted Language Arts curriculum, and I think it could work pretty well over the web, so long as there is consistent contact with the mentor. Writing workshops, of course, are what I'm talking about. I think that they are a great example of apprenticeship, because the teacher models how to be a writer, how to think like a writer, and how to consider things as a writer. Students explore their abilities, get feedback and go back and explore some more. This really does make a lot of sense when you think about it in an historical context, because that is how people learned their trades before modern schooling. I think the best way to do this on the internet would be to set it up as a writing workshop, provide some prompts and discussion about prewriting and revision techniques, and then constantly stay in contact with the students via skype to discuss their progress and process. To me, it is the most promising of these three activities for developing young writers.

Mark Twain Biography Screencast

ECI 517 1st Unit Blog

I felt that these two types of web modules were very similar. Though personalized system of instruction is more, well, personalized, it seemed to use much of the same principles of the audio-tutorial model. I guess what I mean is that both of these theories involve a student guiding themselves through prerecorded lectures about a particular topic. While the idea that the student is guiding himself at his own pace is good, I think both models rely too heavily on a lecture based, assign and tell model. As we have learned in other classes, this requires a motivated student. So, I could see these types of modules working very well for a professional environment where there is a monetary and authority based incentive. However, in the classroom, I think I would limit using this module type. The benefit, if used correctly, for this module type could be large though. Because in one recording session, you are effectively giving personalized instruction to many, many students. The audio-tutorial model did rely on an additional facilitator, which I think will definitely strengthen the experience for the student, but it would require more individualized instruction, so it isn't quite as much bang for the buck on the time side.

I think that the audio-tutorial approach could make it into my classroom. Perhaps as a way of teaching grammar and style within a writing workshop class. So, if I were to notice during a writing conference that a student was struggling with a particular element, I could have audio-tutorials posted on a website that I could direct the student to. I would be using some basic web tools like google sites, and I could use voicethread or something similar to create the individual lessons, with the pictures on the slides acting as the lessons, but a screen casting program would probably be best, or a video to guide the student through the lesson. Then, after they completed the module in question, I could have a tutorial with the student during which I could confirm that they understood the material. That's really the best usage I can think of for either of these approaches, and only because grammar is kind of dry (of course the audio lesson would include in text examples, teaching it within the proper context). Otherwise, I think I would elect for more interactive types of tutorials.