This week's topic on collaborative learning was very interesting and has led me to dig deeper into the topic including research on the internet and the optional reading by Dillenbourg.  I had learned about social interdependence theory when I was an undergrad but I don't think I've come across it since. I think that it makes a lot of sense and, more specifically, Johnson and Johnson's application of the theory to collaborative learning.  I view collaboration and competition in a different way now than I did before. I grew up competing with my 3 siblings in everything we did - whether it was playing board games or getting good grades.  That drive to compete and win controlled much of my youth and the decisions I made.

Having lived with such a focus on competition, I can appreciate the Johnsons posit that collaborating with peers correlates to greater psychological health than competing with peers. A focus on winning is mentally taxing because everything from happiness to self esteem is riding on whether you attain your goal, which is to win. And since you can't always win, this way of thinking makes for plenty of frustration and unhappy moments. I agree that its critical that we take the focus off competition in education and put more focus on collaboration. Although the authors point to widespread use and success of collaborative learning in classrooms around the world, there's still quite a bit of emphasis on competition with standardized tests, grades, and programs that reward top performers. While I don't think you can or should eliminate competition from education, I think there's too much focus on it still. Too many kids are more concerned with getting good grades than trying to learn. They leads them to memorize information and to try to figure out the strategy to do well on a test, rather than engage in meaningful learning.

In our project we don't have the opportunity to employ collaborative learning in the module itself because of the context. However, the topic of collaborative learning aptly describes our group processes. Our group has been working very effectively as a team since last semester and I think the reason that we work so well together is the because we have that teamwork mindset which is, more or less, a focus on collaboration.  We have a foundation of positive interdependence in which we're working toward a shared goal with an attitude and willingness to support each other so that we can do the best that we can, collectively. I've worked in a lot of different groups but this one stands out as being more effective because of the level of collaboration that we attained within the group. I think we engage in more promotive interaction than most of the other groups I've been a part of and this is important for our sense of being supported and valued by the other members in the team.

Although we are not using collaborative learning strategies in our training, I really like the PBL approach to learning and cooperative strategies like jigsaw and peer teaching. Not only do most people learn more effectively by doing rather than listening to a lecture but when we work with others we get a deeper understanding.

John

Reflection

This week I'd like to respond to something Bryan posted. If you didn't see it here's what he said:

"This is where I get philosophical, and perhaps a touch melancholy about the state of today’s education (and world in general):

The world today is one of constantly competing resources, looming deadlines and non-stop rushing.  Reflection seems to be a skill that is slowly eroding in our social fabric.  As information is available at increasingly blinding speed and we are called to produce results all the time, pausing to reflect seems to be happening less and less.  At least I know I am guilty of this, and my observations seem to indicate I am not alone. 

The same seems to be true in our educational systems.  Schools must complete delivery of curriculum in a set amount of time.  Class sizes are growing.  So, I must ask: is reflection being sacrificed in our schools too?  I am not a professional educator.  I feel I do a decent job of monitoring my child’s education, but I am largely unaware of the actual classroom environment and instructional techniques.  Is reflection mandated?  Is it used?  Davis (2003) describes how “one size fits all” techniques for reflection prompts are not as effective as ones tailored to the individual.  Are class sizes and competing priorities resulting in non-effective or non-optimal reflective prompts?  Whether for metacognitive, observational, or other purposes, the benefits of reflection are clear, and I hope they are not being brushed aside in schools today.  To reiterate, I am not an educator, and am not asking this with an agenda.  I am genuinely curious, and am hopeful that some of the individuals in the class with a more formal educational background can shed some light on this for me."

I thought his comments were interesting for a few reasons. I also am not an educator but I have the general sense that reflection is not something that most schools are employing or teaching the kids to use. Although it's been a long time - reflection definitely wasn't an instructional technique used in the schools that I went to. In our readings in other classes we've learned about progressive schools that embrace reflection and make it a key part of the curriculum but I think these are few and far between.  It's a great point, I think this is definitely a valuable skill that needs to be brought back and emphasized in schools. But I am unsure about the point about reflection being a skill that is slowly eroding. It doesn't seem to have been a skill that was employed in schools for a few generations so maybe this skill has been long absent in schools rather than slowly on the decline. 

In talking to one elementary school teacher this week, I learned that this strategy is being used more than I thought. It sounds like it really depends on the teacher and how progressive they are in their approach to teaching, but there are more and more teachers who are using reflection than probably 20 years ago. Although this is one person's perspective, I trust their view over my limited knowledge of educational practices. Still, it sounds like there's plenty more room for improvement with the use of reflection in schools.

The other reason I wanted to respond to Bryan's blog is because he that gets "philosophical" and seems to suggest that this is unusual for him. However, getting philosophical is something quite characteristic of Academy graduates. They rather like to ponder and expound about anything and everything to whoever will listen.  If you catch him doing this - don't be alarmed, it's quite normal. 

John

Job Aid Vs. Scaffolding

This week's screencast poses the question "What is the difference between a job aid and scaffolding?" I think that job aids can serve as particular method of scaffolding. Yet, job aids don't always function as scaffolding; it just depends on the job aid and how it is used. For example, a cookbook can function as strictly a job aid and it can also be used for scaffolding. When a recipe in a cookbook is followed step by step, adhering to the directions, then it is being used as a job aid. If a recipe is followed enough times eventually it will be almost automatic - the user will have memorized the steps. While this is similar to the strategy of fading in scaffolding, this is not truly scaffolding, in my opinion. All the learning was explicitly directed, without any discovery or self directed learning elements in this process.

However, when someone becomes familiar with the steps of a given recipe and begins to apply the learned information in different ways by introducing new ingredients, changing procedures slightly - then the recipe is more like a guide. Here the cookbook has served as scaffolding.  I have used checklists and job aids in this way in the Coast Guard. Initially, they served to ensure I was executing the minimally required steps in a task.  After using them for awhile, I not only developed a better understanding of why the steps were completed but was able to develop additional measures of my own to improve the process. For example, there's a checklist used for receiving reports of a person in the water. After using the checklist for months I soon memorized it and was able to expand on the basic steps by making them more detailed and explicit. This included tailoring it to the specific region where I was located (the job aid is a generic checklist distributed to all Coast Guard units around the country) by listing specific partner agencies and other resources in our area. Additionally, I also added steps to the process.

Hopefully, this makes sense. Let me know if I'm way off!

John

Captivate Yo' self!

Our group has decided to use Adobe Captivate to create our instruction module for this course. I had never used this program before so I went onto Lynda.com to take a training on the basics of using the program. Naturally, I chose the longest version I could find.  I am really impressed with this program and all its capabilities in terms of developing instruction for e-learning environments, creating presentations, and it's ability to import images, animations, widgets, audio and video from other programs like photoshop, etc.  Additionally, the program's capabilities with creating simulations and evaluations are equally impressive.

I hope to get somewhat proficient with this program during the course of this project so that we can collectively deliver a high quality product for the assignment. But also it will greatly benefit me in my next assignment in the Coast Guard to be able to utilize this program's functionalities for developing instruction, evaluations and simply for presentation purposes. I understand that it's a relatively basic program when used for developing e-learning, when compared to programs like articulate, but it will still be a huge improvement to my developer skill set (which is almost nonexistent).

If you haven't used Captivate before, I highly recommend you check it out. I'm sure you're aware already but just in case - you can download it for free as an IU student from IU courseware. And take advantage of the free training on Lynda.com but go for the Captivate 6 training that's 3 hours instead of the 6 hour one.

Blog buddies, until next time.........Good night and good luck!

John

Ways to include motivation in training

For our major project in 541 we're charged with finding some creative ways to motivate learners who would be taking our somewhat dry, procedures oriented training for the R&S Petty Officer.  The ARCS Model of Motivation seems like a good place to start because it's a relatively simple model designers can use to identify ways to include motivation in training.  Beginning with Attention, we plan to get the learner's attention by opening the training with a video of CG motor lifeboats operating in extreme weather conditions. This is relevant because it highlights the importance of having proper functioning R&S equipment, especially when operating in rough seas. Relevance is also addressed immediately after the video during the welcome/introduction presentation. Here a CG Officer provides an overview of the training but also points how critically important the R&S Petty Officer's job is, providing statistics on how R&S equipment has been a critical failure point in recent mishaps. The alarming details of one of these tragedies will be recounted to illustrate how properly maintained R&S equipment could have saved lives.

Additionally, we will appeal to both Relevance and Confidence during this introduction by explaining how this training, with it's tips and best practices, can significantly reduce man hours by increasing the efficiency and competence of the R&S Petty Officer. The content of this training is fairly simplistic and straightforward, being mostly procedural steps for conducting the issuance and maintenance of equipment. Most of the learners taking this training will have a general understanding of what the training entails and will expect to master the content with relative ease. For this reason, we won't have to focus on boosting Confidence as much but the overview of the course will confirm learners' expectations of the content and reassure them of their ability to succeed in the course. The training will also employ exercises and quizzes with immediate feedback after each module. The realistic practice exercises will enhance learning and later transfer of learning.  Learners who don't attain an acceptable score on the quizzes in each module will have to review the module again and then retake the quiz until they pass.

Finally, Satisfaction. The application of knowledge acquired in the training, especially best practices concerning documentation, during the practice exercises will provide learners with satisfaction that the training was worthwhile. With Subject Matter Experts' input on the content, we're confident that learners will find the training helpful in their new position.

There may have been a few other ideas concerning motivation that our group brainstormed but they're escaping me at the moment.

Until next time.....Good night and good luck!

John

This week's reading on motivation

I really enjoyed this week's reading on motivation, "Motivation Principles" by Keller & Burkman. I think the principles are for the most part intuitive but yet a good deal of instruction fails to include them. Relevance and meaningfulness are well known motivators but I definitely learned some new ideas to motivate learning that I never considered. For example, the idea that "provoking mental conflict stimulates curiosity" was new and quite interesting to me. They suggest presenting the learner with counterintuitive facts or paradoxical examples to create some cognitive dissonance and get them curious about the validity of the information. After thinking about it I realized it makes good sense. I often hear something that doesn't match my previous knowledge or my mental construct and I have to get on the computer to resolve the dissonance that's been created in my head. This usually results in learning that I was wrong (keep that on the D.L.).

I hope to be able to apply some of these principles to the instruction for our major project in this course. Although the instruction is for a Coast Guard course in which learners would be required to attend, it's still important to use these principles to ensure the learning is effective. Many of these principles are applicable to any instruction, like #2 Relevance and #4 Positive Outcomes. The latter was also an interesting topic, especially concerning the importance of intrinsic motivation. Daniel Pink wrote an excellent book on this topic called "Drive" - I highly recommend this book. He also has a great TED Talk that has been animated.

Well, I better get going - the main event on WWE is about to start! The Undertaker is taking on CM Punk......Yowsers!!!

Until next time,

John

Representation decisions

For our group's major project we will be working with an instruction for Coast Guard Rescue & Survival Petty Officers. We developed this instruction last semester in 521 and will be creating the online version of it in this class.  We should aim to use images and graphical representations sparingly so that the learner can follow and make sense of the message. Ideally, I'd like to limit the images and graphic representations to those that can clearly aid the learner in understanding the concepts or ideas presented. The images shouldn't be flashy either, so that they don't distract the learner from the important message. Considering the relatively simple and straightforward content, the images should also be simple rather than very detailed or accurate. The audience will be a diverse group, including varying degrees of experience with the content, so the images, graphic representations and text will need to be relatively easy to follow.

I'm not exactly sure what types of icons would be used in this project but from the reading it seems that its better to stick with the obvious, universally understood icons and images rather than trying to be creative.  Using a unique icon might confuse the learner and interfere with learning.