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.

Situated Learning/Cognitive Apprenticeship

As a cynical person who often asks the question, “Why is this important in the real world?”,the articles on Situated Learning and Cognitive Apprenticeship really caught my attention.  Most of the methods of music instruction seem to involve Situated Learning and Cognitive Apprenticeship.  Perhaps this is why I gravitated toward music at a young age.  I could find the purpose in what was being taught.  You learn to play music so that you can eventually perform the music. 

I see only one problem with both of these theories.  Our notes tell us that meaning is negotiated between teaching and learning.  The video in this week’s lecture uses the example of a reading program in Seattle, Washington where students in one group are supposed to run the discussion.  I don’t see young, inexperienced, or some learning disabled students  leading a discussion successfully.  There are also some students who view teachers as the authority and might have problems with this system because they aren’t constantly being told what to do. To overcome this problem, the teacher can use scaffolding or give cues.  The number of cues given would depend on the age or experience of the students.

I believe this system works perfectly with music education.  I think music teachers use Situated Learning and Cognitive Apprenticeship without realizing that what they are doing has a name. I can really relate to the Teaching Strategies of Cognitive Apprenticeship described in the Darling article.  This is how I see these strategies being used in music instruction:

Modeling-The instructor can play for the student or have a recording of a professional group.   When I was student teaching, I rarely played for the students because I thought instruction was all about the student. My cooperating teacher suggested that I play for the students so they could get a concept of a good sound.   His theory worked.    I have since discovered that words just don’t adequately describe what you want the student to do, but if you play for them, they get the right idea. Sometimes I even play something the right way and the wrong way so the students can hear the difference.

Scaffolding-If I am going to teach a piece of music, I make sure the students understand all the rhythms and key signatures so they will be able to play them when they encounter them in a piece of music.  If we are playing a piece of music in a different key, I make sure we play that scale first.  I go through the parts of each instrument and look over any fingerings that might be difficult.  Sometimes I create exercises based on those fingering patterns.

Coaching-Most of music education is coaching and providing feedback on the students’ performance.  The students can even critique one another. I could even have guest artists come to help the students.  Since I am a clarinet player and was told never to play trumpet in public by my college brass teacher, I would invite a friend who is a trumpet expert to come in and coach.  In return, I would coach my trumpet-playing friend’s clarinet players, if needed.

Making Students’ Thinking Visible-I had a clarinet teacher in high school who was very good at this so I try to incorporate it into my teaching.  This teacher would explain how to play something correctly to me. Then, I would play it correctly and she would ask what I did to change my playing.  She really got me to think about what I was doing so that I could play the music correctly, even when she wasn’t supervising me.

The possibilities are endless as far as the utilization of technology in this system.   Skype and Elluminate are two programs that will help facilitate the learning process and communication necessary for Situated Learning and Cognitive Apprenticeship.  Even though music is a perfect fit for this type of learning, I don’t see a lot of music classes being taught online because of the performance aspects involved.  .  The music theory and ear training classes would be perfect for the online environment, but you can’t play in a musical ensemble online.   Private music lessons are technically possible, but I see a lot of technological problems with the online music lesson.  Perhaps in the next ten years, new advances will make online music lessons a possibility.  I feel that online lessons could help students in remote locations.

Problem-Based Learning

My initial reaction to Problem-Based learning was, “Isn’t this the same as Guided Design?” It took me a little while to understand the difference between the two theories as they are quite similar.  I now understand how to apply each theory to different training situations as needed.

Most of the training I give in the army doesn’t require me to give a paper and pencil test to the trainees.  For this reason, it’s very hard to keep the class engaged and motivated and to evaluate whether or not learning has taken place.  Problem-Based learning is useful in these situations because I can give the class, give the problem, and then have the band members brainstorm (based on information given in class) and come up with a possible solution.  At the end of the class, we can discuss what went right or wrong in the situation and how we can best apply the knowledge gained to the real-world problem.

I see some limitations in the traditional classroom, though.  I can see some students being so focused on getting a high grade and the “right” answer that they get frustrated with a system that could have several correct answers.  Or sometimes, attempts to solve the problems are a complete failure and such students don’t understand that a lot can be learned from failure.  I am not sure the best solution for this problem, but I believe the instructor can help the students to see the importance of Problem-Based learning and clearly state the goals and expectations before the training is presented.

I will definitely use Problem-Based learning in the future.  I can see it best being used in a leadership course.  The class can go over leadership techniques and resources to use to help soldiers.  Then, the class could be presented with a scenario that involves a problem soldier.  For example:

You are in charge of a soldier who is new to the army.  This soldier shows up late every day and has abused their government credit card.  They have also failed a pt (physical training) test.

Each student in the leadership class could act out a scenario and take turns being the soldier’s squad leader.  Then the class can critique the actions of the squad leader.  This helps the future leaders to “practice” dealing with soldier issues. 

I can see Problem-Based learning using skype or some other kind of communication software.  I can see Problem-Based Learning best being used with some kind of interactive media.  I imagine this type of media could be expensive and time-consuming, though.  One of the best army training modules that I have had to endure was an interactive DVD on suicide prevention.  A situation was presented and a decision had to be selected at certain points in the DVD.  The situation progressed based on the decisions of the class.  The class ended up making every “right” decision that was presented in the training, but, in the end, the person in the case study still committed suicide.  This was a powerful learning experience.

Cooperative Learning

I have always had positive thoughts about Cooperative Learning because I support any method of teaching that does not involve students sitting in a lecture.  I believe that Cooperative Learning is as close as you can get to replicating the work environment.  Students need to learn to work collaboratively as they would in their future workplace.

 As much as I enjoy Cooperative Learning, I do believe this method has barriers.  I feel that some student personality types will not work well with this system.  Some will want to “run the show” while others will be content to sit back and let others finish their work for them.  The in instructor can prevent any Cooperative Learning disasters by clearly stating the rules and expectations before the lesson.  Specific roles should be assigned to each student.  A grading rubric will also help the students to understand their roles in the Cooperative Learning and the teacher’s expectations.

Another problem mentioned in one of the articles is that the high achieving students’ performance diminished because of such activities.  Perhaps the instructor can help prevent this from happening by giving such students more control over decisions or more responsibility.

I used Cooperative Learning the most in my elementary school general music student teaching days.  I have even used Cooperative Learning to teach concepts to grumpy, middle-aged army bandspersons.  I once had to find a way to teach map reading to a band.  This is something that is an army requirement, but we don’t do it in our job every day.   There is little motivation when you aren’t actually graded on the material.   I decided to present the information and break into five groups to construct a map with all the army symbols.  To my amazement, even the most cynical of my peers seemed to be engaged in the training.   I will definitely use Cooperative Learning again in the future.

I can see cooperative learning being best used in the online environment.  Students could collaborate to create a website or Wikispace with information.  They could use the jigsaw method where each student does research on a topic and posts their portion of the information.   This method could be challenging to use online because most online students seem to be busy professionals.  They could be in different time zones or work different shifts so “getting together” online could be a challenge.

Guided Design Process

I started to read about Guided Design with an open mind because I knew nothing about it. This process sounded very intriguing so I was very eager to learn more.  I like that Guided Design helps to foster higher order thinking skills and can best be applied to situational training and real-world problems.

This process might not work for some subject areas, though.  Certain subjects require a “correct” answer and there is little or no use for Guided Design in these subjects.  For example, I don’t see Guided Design being used very often in a traditional math class.  The students in the math class could be given real-world problems like the engineering students in the article, but this approach might prove to be too time-consuming if it is used often.  I cannot think of a way to overcome this barrier, but I would suggest that the instructor try to use Guided Design whenever possible because it is a system that allows the students to be engaged in what they learn. 

While I was reading about Guided Design, I was also approached to teach a class at work.  My class is on Equal Opportunity and I was having a really hard time trying to come up with ways to make this topic interesting.  Reading about Guided Design gave me a few ideas.   I want to move away from the “death­-by-Power Point” classes that seem to plague the Army and I believe that Guided Design will help me create a class that keeps the group involved and engaged.   The goal of this class is to explain the areas that are covered under Equal Opportunity and what to do if you have a complaint.   

First, I will provide the prerequisite knowledge by using a Power Point presentation to go over the five areas that are covered under equal opportunity and the process for filing Equal Opportunity complaints.   I will have a ten minute break so that I can divide the band into groups, explain to the groups what they will be doing, and monitor group progress.  There will be four groups of five and each group will have an index card with an area of equal opportunity.   The group will act out an example of the EO topic on the index card. On the back of the card there will be key issues that must be addressed in the group’s performance.   The whole unit will decide what area is represented and will give possible solutions to the Equal Opportunity problems.     There is no “correct” way to handle problems.  I am just looking for possible solutions to the problems presented.

I have chosen for the group to come up with a scenario rather than to create one for them because I feel this performance will demonstrate that they understand the material better.  I am taking a risk by giving the class this way, but since the students are adults, I should get some creative situations.   

Guided Design can definitely be used with today’s technology.   Since guided design is open-ended and decision-based, interactive media will probably work best for this method.  Role playing games are a perfect example of a product that could be utilized with guided design.  Programs where the data can be manipulated to change the outcome are another example of a media tool for Guided Design.  The only limitation to the use of media in guided design is that media with a high degree of interaction could take longer and be more expensive to produce.

I have included a sequence of events for my Guided Design lesson. Click on the image to make it larger.  I will post an update on how the class went later in the week.

Audio-Tutorial

When I first heard the words, “audio tutorial”, visions of eight track and cassette tapes came to mind.  I falsely assumed that audio-based methods have no place in today’s learning environment because they seem archaic compared to today’s multimedia training presentations.  I soon found out that there are some interesting methods behind the creation of these tutorials and that there are different ways the tutorials can be utilized to enhance learning.

Unfortunately, there are some barriers to audio tutorials.  One barrier is that, since the tutorial is audio-based, the students who learn best by other methods might feel frustration.  I believe that when used as part of independent study and small assembly sessions, students with all types of learning styles will be more active and engaged in learning. 

     The second barrier to audio tutorials is that some subjects might not be suited for this method of delivery.  For example, art is a subject that is mainly visual and is probably taught best through another method.  That’s not to say that an audio-tutorial cannot be used in any subject.   The opportunities to use an audio tutorial might be limited in certain subjects, but if the instructor is creative, he or she can find a way to use the audio tutorial for almost any area.

I would use an audio tutorial with students who are poor readers.  I believe that the audio tutorial will help to reinforce the standard lecture or text book which can greatly benefit students who have reading difficulties.    For music instruction, I would use the audio tutorial to teach listening skills.   I would have examples of the right and wrong way to play excerpts from musical passages.  I have often found that sometimes students learn by listening and imitating musical styles so an audio tutorial can be an asset in this type of scenario.

Audio tutorials can be used the 21^st century.  Podcasting is an excellent use of an audio tutorial.  I have had classes that used podcasts to reinforce the material taught by other methods.  As a busy adult learner, I was able to download the podcast and listen to it while I was in the gym. 

The best way to use audio tutorials in the 21^st century is to use them in the Independent study session.  Instead of using the audio-visual materials of the 1960s, web-based materials can be utilized.  Video can be used instead of filmstrip.  Instead of the standard worksheets, interactive activities can be used to test knowledge.  Instead of books on various topics, the students can be given a list of credible sources to research various topics.

Personalized System of Instruction

When I first read about PSI, my initial reaction was positive. I realize that students have a variety of backgrounds and learning styles so it makes sense to create instruction suited to the individual.  However, to me, it seemed like it would be a difficult task to monitor each student's progress.   Upon further reading, I came to realize that PSI is not quite what I thought it to be at first.  This is not a type of instruction for each student.   It is a standard block of instruction that students can progress through individually.

There are two barriers presented by the PSI model.  The first barrier is that it only seems to be suitable for older students who are self-motivated and on-task.  If the PSI model is used with younger students, the instructor will have to monitor the students closely.   The students will probably need more feedback, help navigating the modules, and more deadlines to complete each module.

The second barrier to the system is that it doesn’t seem to encourage higher order thinking skills.  The immediate feedback that is required seems to imply that multiple choice or fill in the blank tests are used.  Perhaps, if the instructor is aware of this drawback, he or she can find ways to incorporate tests that require higher level thinking skills.  For example, one of the evaluations could require the students to perform tasks that require them to make decisions.  These types of tasks would make evaluation more difficult, though.

I would definitely use this system of instruction in my teaching. I can use the PSI in private clarinet instruction and large group instruction.  Overall, I like the fact that each module is self-paced, objectives are given, and immediate feedback is given.   All of these PSI characteristics help the student know what to expect and help the instructor to evaluate progress.

For private clarinet instruction, I have never stated goals or objectives for students. I just start them at their current level and try to progress from that point.  With PSI I can create modules for each level of student and have specific music, scales, exercises, and tasks for that particular level.  With this system, the student knows what to expect and the parents can actually see (and hopefully hear) progress.  The students can also complete some of the tasks or exercises outside of the lesson.

This system can also be used in mass training environments.  The military requires a lot of additional training that isn’t part of our assigned duties.  With all of our other duties, training time is limited and the PSI would allow each military member to complete their training online at their convenience. I know from experience that someone needs to monitor the training regularly to make sure it is complete by a certain date.

There are many ways the PSI can be adapted to the web.  Audio and video can be used to enhance the presentation of training. The greatest technological tool that can be used in this system is any kind of tool that grades a quiz or test quickly.  Computer grading is the fastest way to let the students know their progress and no proctor is necessary.