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.