The final unit for this semester in ECI 517 focused on two
theories, case based learning and cognitive flexibility theory. Along with readings on these two topics, we
were introduced to the idea of learning objects.
Case Based Learning
Case Based Learning Methods (CBL) is an umbrella under which
ideas like problem based learning, goal based scenarios and anchored instruction
can all fall. The ideas shared by these
theories are that learning should involve storytelling, and context centered
instruction is superior to more traditional teaching methods.
Case-Based Reasoning Model (CBR) on the other hand is an
improvement upon CBL methods that offer the learner a limited viewpoint. CBR challenges learners to look at how
learning can be recycled and improved upon in order to solve future problems of
a similar but not exact nature. This is
accomplish by citing multiple cases instead of the narrower viewpoint offered
by most CBL methods.
CBR also provides a concrete model with which to work like
that of the Star Legacy Model from last unit.
In the case of CBR the steps are, the 4 RE's: Retrieve, Reuse, Revise, and Retain.
Cognitive Flexibility Theory
Cognitive Flexibility Theory (CFT) is a theory that seeks to
provide learners with multiple viewpoints on a given topic and in doing so
allows the learner to use their experiences plus the conflicting perspectives
presented to develop their own opinions on a given topic. Learning in Cognitive Flexibility Theory is
ill structured meaning that not only will students get diverse viewpoints in a
domain, they will also not get the entire story from just one source. In fact one of the key points is to have
students construct their own knowledge from partial sources.
Comparing and Contrasting the Theories
CBR and CFT have a great deal in common. CBR and CFT both place emphasis on
storytelling. In CBR stories are the
primary mode of instruction, learners use prior cases and seek to use the lessons
learned to solve future problems. CFT on
the other hand, treats the learner to tidbits of information which they use to
create their own stories to explain the situations presented to them.
Next, both CBR and CFT place a great deal of emphasis on
learning in context. The difference here
being that CBR methods place an emphasis on solving problems. On the other hand, CFT can sometimes lead to
the solution of a problem. However, CFT can
just as easily teach learners to find answers to tough philosophical questions. This is accomplished by having learners look
at a situation from multiple perspectives and even from different areas of
expertise.
Also of note is that both of these theories are
constructivist in nature. The Cognitive
Flexibility Theory strikes me as the most constructivist while CBR models can
be more or less based on the number of cases presented to the learner. CFT on the other hand seems to demand a huge
amount of resources and viewpoints to remain true to the theory.
Impressions of Case-Based Reasoning
Case Based Learning is a great way to teach students and I
would love to include more case based learning in my classes. Science is the place where this stands out to
me. I think teaching students scientific
inquiry through case study in conjunction with experimentation would be an
excellent way to model how scientists build upon the prior discoveries of other
scientists.
The major problem I see with the CBR method is planning and
organizing lessons. There are a number
of tools that can help with this. The
most obvious are online case study databases.
Also of note are bookmarking tools like Diigo which will help organize
cases by tagging. Finally, course management
systems, like Moodle, would be extremely useful in organizing units.
Impressions of Cognitive Flexibility Theory
I am very impressed by Cognitive Flexibility Theory
primarily due to the Plantation Letters project. I would love to involve this type of learning
in my social studies classes. I found
the puzzle created by the letters intriguing and I think similar projects would
appeal to many of my middle school students.
I do think the number of reading would have to be adjusted to maintain
their attention though. I also wish more
examples of theories such as this were designed with middle grades curriculum
in mind, but with the upcoming change to common core curriculum maybe this will
happen since social studies will have more of a historical slant.
CFT suffers from the same problem as CBR in that these
lessons seem to require a broad scope to create. CFT truly needs a team of planners to
orchestrate an effective lesson because it thrives on diversity of
viewpoints. A way to tag and organize
documents is key when planning a CFT lesson, suggestion for this include tools
like Diigo or developing a database. I
would also try to use community building tools and seek to form a panel of
experts to help create lessons. Another
key component is a blogging tool to provide students with an outlet for
reflection. Blogging tools are plentiful
and choices include Edublogs, Wordpress, or Blogger among others.
A Word about Learning Objects
Learning Objects an exciting idea in the world of
instructional technology. Learning Objects
are resources that are created in a generic sense so that they are usable for a
wide variety of learning theories. A
learning object seeks to reduce learning objectives to its essential building
blocks. This would allow these blocks to
be reused any number of times and in any number of lessons. These objects would use metadata tags in such
a way to make them searchable in a catalog of resources.
I am already using a version of learning objects in my
classroom. Discovery Education has
sought to gather a database of articles, video clips and images. These resources can be broken down in a
number of ways and included in any number of lessons. Discovery isn't the ultimate realization of learning
objects but it is a step in this direction.
Conclusions
Case Based Learning Method and Cognitive Flexibility Theory
are grand attempts to teach students complex ideas through the use of
stories. These methods require a huge
amount of planning and resources to pull off successfully but with today's
advances in the area of instructional technology and the development of
learning objects, these constructivist theories are easier to design and
implement than ever before.
