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.