Blogpost 4 - Case-Based Learning Methods, Cognitive Flexibility Theory, and Learning Objects

1. Similarities or differences between the theories/models? Do they share common foundations or principles?

The two similarities in the Case-Based learning unit is the focus on learning in context (obviously) and learning by example or from other people's situations.  Both of the learning theories place a strong emphasis on learning in context based on the experiences of other people.  Students are working through various cases or different interpretations of content to learn, explore, find solutions, debate, discuss, etc.  Likewise, many learning objects can also place an emphasis on learning in context.

The Case-Based Methods and Cognitive Flexibility Theory share many common principles and foundations.  Obviously, they are both centered around cases (examples of stories or situated learning plots) and students learning in context.  Both of these learning theories can be focused to produce multiple outcomes regarding the case or cases or utilize multiple cases as well.  With multiple outcomes, lesson learned, or conclusions, students then learn from each other as they are able to discuss, debate, compare, and analyze the cases and the outcomes.  However, both Case-Based modules can also be created to direct students to a certain conclusion and away from open ended options thus really eliminating the discussion piece but still emphasizing learning in context.  Likewise, both of these learning theories if adapted for online learning would require extensive set up and very complex learning units to make sure that learning is constructed and connected and knowledge is used, adapted, and manipulated.

To me, Learning Objects is the odd man out of these three models.  However, Case-Based Units and CFT units could be learning objects upon design and completion.  Many learning objects have been created that are case-based where the emphasis is placed on learning in context.  

2. Initial reactions to learning theories/models? Barriers to their use? Benefits to overcoming the barriers?

Initially, I thought CFT and Cased-Based Methods would be difficult to create and adapt for online learning.  The discussion piece of Case-Based Learning and Reasoning is vital and would be hard to authentically recreate online.  Not too mention, creating an effective online learning module would take quite a long time to make sure the learning is connected, grounded, and contextualized.  

Another barrier would be that I do not see many K-12 students succeeding in case-based learning models.  I think this is best served for graduate students or extended learning classes for workplaces or career-based employees.  K-12 students do not have the experience needed to learn from cases that may or may not apply to them.  Learning in context is important, but creating cases surrounding the content that K-12 students are learning about would prove to be challenging.  Likewise, many younger students would have a difficult time comparing different points of view on the same content and drawing on other cases as they apply to future case studies.  While that skill is important, K-12 students have to be taught how to think in that manner, and thus would not be successful in case-based methods until they have mastered that skill.

Obviously, there are many benefits to overcoming these barriers for K-12 students because the skills needed to analyze cases and others' experiences and then learn from it can help students succeed in a 21st century environment.  Drawing on prior knowledge to assess current situations entrenched in context and content would help students to be better prepared to think critically and problem solve.

The greatest barrier to Learning Objects would be on the side of the teacher, as they would have to search through hundreds of thousands of options for students to use.  Teachers would have to decide ahead of time what they want to teach before trying to locate a learning object to use with their students.  However, a lot of great enrichment and remediation learning objects could be made available to students who are struggling or looking for a challenge. In the classroom, remediation and enrichment is key for lots of students.  They are either struggling or they need to pushed.  Learning objects could provide just that opportunity. 

3. Would you attempt to use any of these theories/models with the students you are currently teaching or hope to teach in the future? Why or why not? Could elements of the theories/models be modified so that they would work with your current/future students?

I would not attempt to use CFT, Case-Based Learning, or Case-Based Reasoning in their entirety because of the complexity required on my behalf and on my students’ behalf.  The set up time does not outweigh the results in my opinion, but I simply think that only applies to various grade levels.  My 8th graders do not have the societal understanding or the intellectual development to make some of the connections needed for CFT and Cased-Based activities.  Likewise, I think CFT and Case-Based Learning could potentially be subject-based.  I could easily see how CFT and Case-Based activities could be used in Social Studies and Science classrooms.  I think it would be more difficult to make these learning theories work in Language Arts and Math simply due to the subject matter.

I think the models are similar enough to Document Based Questions that I do think they could be modified effectively to work in a middle school classroom.  The idea behind Document Based Questions is similar to Case-Based examples we have read about during class.  Analyzing documents to determine outcomes or learn about an event.  The skills can be translated and taught to be applied to Case-Based activities. The same goes for the Cognitive Flexibility Theory as well. The skills needed to make connections between various types of articles, situations, and cases can be taught through Document Based Question activities, and then the tenets of CFT and Cased-Based Learning could be slowly integrated in throughout the year.

Learning objects on the other hand could potentially work well in just about any classroom albeit traditional, hybrid, and online. While I understand that Learning Objects could be used in these theories or within any of these theories, I think Learning Objects have the most potentially as stand alone units of instruction for students who are struggling academically or need an extra challenge.  The key is finding sufficient learning objects that fit your curriculum and your objectives.

4. Since we're taking learning theories/models that were not necessarily created with the Web in mind & turning them into Web modules, what Web-based tools/resources could be leveraged to carry out these learning theories/models online? Please spend some time identifying tools and resources for this last point, as this background research should help you complete your projects more efficiently.

I actually took a class in grad school that implemented many tenets of Case-Based Reasoning and Learning using Moodle.  The cases were provided online and then discussion boards were used to discuss the information.  It worked pretty well and I felt that I, along with my classmates, was successful using Moodle for this online learning experience.  Below is a list of some other tools that I think would work well:

TodaysMeet - Could be used for the discussion board piece for either of these learning theories.  This tool could be used synchronously or asynchronously.

Wordpress - Could be used as Moodle was used for my previous grad school class.  This tool could be set up to and store the content as well as using the comment stream to hold discussions.  Students can also upload work and turn in information to their teachers.