Learning Objects

Learning Objects, where have you been all my life?  That was my first thought when I read this week’s lecture notes.  Learning Objects appeal to me because they can be used in many different lessons which could potentially save time.  High-quality Learning Objects could be a valuable resource in any profession.

I have never used Learning Objects, but I believe that they are desperately needed in the army band field.  We have bands in Japan, Hawaii, Germany, Afghanistan, Iraq, and all over the United States.   Learning objects can help alleviate the need for some onsite training and allow members to spend more time at their home station and will save the government money.

We have something called Army Bands Intranet which is available only to members.  On this site is a list of all the army bands and their members and there are forums where topics and issues can be discussed.  There is even a resource section where certain forms, documents, and training aids can be shared by all. 

I have often wondered why the resource section isn’t more organized and why there aren’t more resources on the site.  There is also no way to do a search on a particular resource topic.   All of the documents and training aids seem to be posted randomly.

This is where the Learning Objects become beneficial.  The Army School of Music, Directorate of Training and Doctrine (DOTD) in Virginia Beach can initiate the creation of learning objects.   They should have quality control over the content and organization of such objects, but all band members should be allowed to contribute.   Based on the Koppi article, here are some objects that can be added:

1-Raw asset, e.g. an image

Example: unit patches (pictured above) or any image that can be used in any presentation

2-Learning asset, e.g. annotated image

Example: image with the instructions on how to properly set up a dress uniform

3-Task or exercise, e.g. research activity

Example:  Before the students attend the resident course, they could look online for research projects to present to the class.  All of the initial research can be done at the home station.  All the student needs to do upon arrival is to present their topic.

4-Learning design with content (containing some or all of classes)

Example:  All of the drum major or conducting movements.  One video can be used for each skill.  These videos can be used by students attending courses or members in bands who need to learn the skills.

5-Generic learning design-e.g., a generic problem-based learning design.

Example:  A Problem-Based assignment where the problem is stated and depending on what course the student is attending, (warrant officer, E-6,E-7) is how the problem would be solved.  How would you solve this problem if you were the soldier’s Commander?  How would you solve this problem if you were the soldier’s Platoon Sergeant?  How would you solve this problem if you were this soldier’s Squad Leader?

There are four problems that could arise with Learning Objects.  They are Organization, Quality Control, Context, and Copyright.   First, these learning objects would have to be organized and maintained by someone.  The layout and navigation should be user-friendly and objects should be easy to find through a quick search.  Quality control is an issue as the Learning Objects should come from a credible source and support the mission of the organization. 

The biggest drawback to Learning Objects is to create objects that can be used in a variety of contexts.  If I wanted to create a drum major training video, I wouldn’t shoot the whole video.  I would shoot each movement separately in short segments so the videos can be used in different situations.  For example, the videos can be used to train novice marchers, to train people to be a drum major, or to train someone how to conduct a ceremony.   

Copyright concerns need to be addressed anytime material is posted or distributed.  This is where the Army Band DOTD can help.  Since DOTD is maintaining the learning objects, they can also have some oversight on copyright issues. 

Almost any type of media can be used for Learning Objects.  Audio, Video, Power Point-the possibilities are endless. Music-specific learning objects are also useful.  A virtual piano can be used in any ear training or music theory lesson. 

**all patches are from abi.army.mil

Cognitive Flexibility

At first, Cognitive Flexibility seemed confusing.  I had to read the notes a couple of times to fully understand this method and after a while, I was able to construct my own meaning. Basically Cognitive Flexibility is best used when knowledge needs to be applied during fast-paced situations.  For example, in some occupations, it would be best to have someone who is able to apply their knowledge and think on their feet.  An emergency room worker should be able to assess the situation, diagnose the problem, and fix it.  You would not want your emergency room worker to stop and try to recall what he or she learned in a class and then not be unable to apply that knowledge to the situation.

Cognitive Flexibility can be combined with other methods of instruction previously discussed in ECI 517.  Case-Based scenarios are the best way to apply the Cognitive Flexibility method.  Situated Learning, Cognitive Apprenticeship, and Anchored Instruction also appear easy to combine with Cognitive Flexibility.

Cognitive Flexibility can be used in a variety of military training environments.   It probably wouldn’t be used every day in the military band program.  I suppose our audition process can be related to Cognitive Flexibility.  We are required to perform and are given music we have never seen before to sight read.  These “performances” are a demonstration of what we know and require us to react to the situation.

I have used this method before in training subordinates in their duties as Unit Prevention Leader.  A Unit Prevention Leader is someone who runs the urinalysis program.   Other than a week-long class, I didn’t get much guidance when it came to actually giving a urinalysis.  Situations that aren’t covered in the class continuously arise.  You can’t stop the urinalysis to look up something in the regulation.  So, when I trained my subordinates, I would give practice tests and have all kinds of crazy scenarios for them.  I think they were better able to handle a “real” test because they had already thought about what they would do in certain situations. 

This method probably has the most possibilities as far as use of multimedia.  I see it best being used in a virtual reality type of environment where the student would be required to interact with a variety of situations and make timely decisions. The only drawback I see is that the multimedia for this method could be time-consuming and costly to produce. 

Case-Based

My first though was, “How is this method different from Goal-Based Scenarios, Anchored Instruction, or Cognitive Apprenticeship?”  Then I realized that Case-Based Scenarios are based on real events rather than made-up stories or situations.  These situations have happened to someone, somewhere so they provide learning opportunities, good or bad.

Case-Base scenarios remind me of what the Army calls After Action Reviews (or AARs).   AARs occur once an event (in our case it is usually a concert or some type of training) is complete.  What went right or wrong with the event?  What can make it better?  Curiously enough, the AAR, by definition, doesn't determine the success or failure of the event, but it does serve as a way to make the next event better.  These After Action Reviews are usually done informally.  If the AARs were done formally, they would make great Case-Based scenarios for our career field.

I do like the Case-Based methods and see myself using them in the future. There are two ways I would present a lesson using Case-Based methods. One way would be to present the entire problem and have the student answer a few questions at the end of the presentation.  For example:  What went wrong here?  What went right?  How can we make it better in the future?

The second way to present the case is to present parts of the event, ask a few questions like:  If you were this person’s leader, how would you react?   Would you do____________?    Would you not do ___________?   Where could you send this person for support?  After these questions were asked, I would present the outcome of the original case.  Then we could discuss what went right or wrong and how the problem can be fixed in the future.   We can compare what the students thought should happen to what really happened.

One problem I see with this method is coming up with cases that are accurate. Perhaps the person recalling the case does not remember specific details or is unaware of the outcome.  In some situations, the case needs to be heard, but the privacy of the individuals involved needs to be respected. 

I can best see these cases being presented using interactive web sites.  They could either be presented as text or with images, sound, and video.  Each case could be presented from a different view point.    For example, instead of stating the case, the case could be presented from the view of someone involved.  If I created a military case to be used by a class of people learning to be squad leaders, the case would be presented from the viewpoint of the squad leader.   The stories can also be organized by topic so that specific areas are addressed in the cases.

MOST

When I first read about MOST, I was very glad to see a method that is used for at-risk students.  So far, none of my graduate courses have discussed students with learning disabilities or those who are at-risk. I believe that literacy is important and this method is useful as a way to meaningfully engage at-risk students in learning.  It is very necessary to capture the attention of these students at an early age so that they can have a bright future.

The only limitation I see is that, if the videos are poorly planned and produced, they will only be a source of entertainment for the students rather than a content-rich resource.    The instructor must ensure that the videos support the content and instruction.

I like this method, but don’t think I will use it because I don’t have any at-risk students.  If I ever need to use MOST, I will not hesitate to do so and I am glad that I know of its existence. 

I could see this method being used to teach language.  I lived in Germany for six years and attempted to speak the language in three ways. 

1)      Immersing myself in the environment-didn’t work so well.  The Germans didn’t seem to understand me, though I do speak fluent restaurant German.

2)      Taking conversation courses-Was good for learning basic grammar and how to structure a sentence.  Some of the practice conversations were kind of contrived.  For example, “My name is Karen. I come from the USA.” does not come up in many conversations.

3)      Watching German TV-I learned a great deal the few times we were on tour and I got to watch German tv, especially one particular show with a lot of drama.  I could understand even more by turning on the closed captioning. 

The point of all of this is that I believe meaningful video with text works for language acquisition and basic literacy.  MOST is the equivalent of me watching German TV with the closed captioning turned on so that I can learn to speak the language. 

There are many ways to use MOST with technology.  I imagine that schools with at-risk students generally don’t have good budgets so low-budget or free might be the best plan.  If the students need to create their own online book to tell a story, Bookbuilder is something they can use.  I have managed to do a lot of things with Microsoft products as well.  For example, I can take clip Art in a Power Point saved as a JPEG and turn it into a movie with Windows MovieMaker.  For the narration you can either use Audacity, a free audio recorder, or a text to speech program.  I have found some free text to speech programs, although the voices don’t sound as natural as the paid programs.  You can always upgrade and they have voices in different languages.  Here is a link to one I used last week.

http://www.spokentext.net/login.php

Star Legacy

Once again, a method I have studied in class has helped me to create training for work.  I really needed some divine inspiration for an Equal Opportunity class I have to give next month and I certainly found it in this week’s lesson.  I will be using this method to present training on racism and sexism.  This topic is not new to anyone who has been in the army longer than a day so it is hard to think of new ways to make the subject matter interesting.  Here is how I will use the five areas of the Star Legacy to give training:

1-Challenge-I will present two problems-one on racism and one on sexism.  These problems will be presented through video scenarios.

2-Thoughts-I will give the students two different index cards( one for racism and one for sexism) and ask them to write the definition for each topic in their own words. They will then go to the poster board to write their phrase which will be read out loud to the group.

3-Perspectives and Resources-I will then give the definitions and characteristics of racism and sexism.

4-Assessment-We will review the scenarios and discuss key terms.  Then we will, as a class, answer five questions in the Power Point Quiz

5-Wrap-up- I will ask everyone to look at their card and write how their opinion has changed on another poster board.   We will discuss these changes with the entire group.

The only problem I had with creating this lesson was getting my topic in the order that it is presented in the lecture.   I really wanted to have the students write down their thoughts before they watched the video because I want to gage what they already know.   The video will help to provoke thoughts on the topics.

Many technology resources can be used with Star Legacy.   I am using videos to present the scenarios.  If I wanted to present this training online, I could replace the index cards and poster board with a blog and use an online quiz for each individual instead of quizzing the group using Power Point.

Anchored Instruction

At first it was hard for me to distinguish Anchored Instruction from Problem-Based Learning or Goal-Based Scenarios. A lot of these systems share some similarities, but if you look below the surface, you will find that each is different in subtle ways.

As with a lot of other methods, Anchored Instruction involves a lot of time.  The instructor has to find resources to embed and come up with cover stories.  The only solution I see to this problem is to use Anchored Instruction less often.  This limited use gives the instructor more time to come up with fresh ideas and keeps the students from getting bored with overuse of the method.

If I can find a way to use Anchored Instruction, I will.  I am a proponent of any method of instruction that involves the application of inert knowledge in real-world situations.  Why study clarinet if you aren’t going to play in a concert?  I find it appealing that Anchored Instruction has the information embedded into the cover story.   This embedded information is perfect for younger students who need more scaffolding.  

So far, I haven’t come up with a solid idea for implementing this method.  I think I could best utilize Anchored Instruction when I have a video to present.  Since I am required to give classes with no test at the end of the instruction, keeping the audience engaged is a major problem.  I am constantly looking for new ways to check for understanding.  Perhaps I can pass out some sort of learning guide with questions and problems before I present the video.  The audience will have no choice but to pay close attention to the details of the video.

The best way to utilize Anchored Instruction is through web quests.     According to Skylar, Higgins, and Boone, with web quests, students are given:

• a structured environment,

• specific steps for completing the task,

• a list of appropriate Web sites, and

• instructions for compiling data for the research

project.

All of these points fit perfectly with Anchored Instruction.

Reference:

Skylar, A., Higgins, Higgins, K, & Boone, R. (2007).  Strategies for Adapting Web Quests for Students With Learning Disabilities.  Intervention in School and Clinic, 43(1), 20-28.

Goal-Based Scenarios

For some reason, I looked at the printed notes for the lesson before I watched the screencast.  The first slide about children learning because they are motivated really caught my attention. I agree with every statement on the first few slides and it is a mystery to me why some students (myself included) enter kindergarten with a strong desire to learn, but become turned-off to education by the time they reach middle school.  I often wonder what occurred during those years to create such a change in attitude.   It’s like an educational black hole. I believe that Goal-Based Scenarios will help students remain interested in school and in learning.

 The major challenge to Goal-Based Scenarios is that it appears to be time-consuming.  An instructor would have to think of a scenario for each subject and some less- creative instructors would have a difficult time with this task.  The solution to this problem would be to use only a few Goal Based Scenarios.  Perhaps they could best be used as a fun way to review material before a test. A less creative instructor could also “borrow” ideas from their peers.

I will probably use this method at some point because I am always looking for creative ways to present training.  I just need to figure out what motivates adult learners.  Each place I am stationed will have different groups with different motivations.  In my last army band, the average age was around 35.  In my current army band, the average age is much younger. Whatever the age, I must quickly assess the group and determine what their interests are.  I have always believed that most people are interested in themselves so I would try to make the scenarios personal to the students by including their interests.

Technology can be utilized to greatly enhance Goal-Based Scenarios.  Web sites are the best way to present the scenarios.   Interactive games are a perfect way to capture the students’ interest and teach them a set of skills.