Cognitive Flex Theory
CFT focuses on knowledge construction, not transmission. The teacher is not there to guide the student through the material along a linear path, rather, it is the cris-crossing of back over the material in new and different ways/approaches which brings out the different facets of the material and in turn, the learning from the material. Through this approach, diverse learners would be catered to and allow for open exploration by all level of student. Clearly, the Plantation Letters site was a wonderful example of CFT. In reading the preface of the purpose of the Plantation Letters, the matrix we were given concerning the subject lines of the letters was not to be given. In reading through the keyword search results (cris-crossing), a more dynamic picture of the life of the times and situations begins to emerge allowing for the more organic learning and transfer of knowledge from classroom to other experiences.
Learning Objects
Simply put, tagged online resources of different sources. It, in itself, is not a theory, but can be used in so many ways. Ultimately, if it can be put together, it will constitute a huge savings in that instruction doesn't need to be constantly recreated across the teaching landscape, rather, the usage of a common core of knowledge and resources to gain educational leverage. Why? sharing is good.
CBR - Case Based Reasoning
Vicarious learning. The explanation of this theory is a beautiful one. Since the dawn of time people have shared their history, traditions and culture through the use of story telling. Before cuneiform existed, stories were present. In these stories were shared the purpose and plan for all those who heard. Farming, hunting, survival were all a part of this vicarious discovery. As it exists today, the greatest managers and teachers I have had were all great story tellers. This wealth of knowledge now for our benefit and transference to our own situations and livelihood.
1/ What are the key similarities or striking differences between the theories/models in a given unit? Common foundations?
CBR reminded me a lot of Learning objects but in a contextualized fashion. These case-based Reasoning stories, though intended for the benefit of all, were very focused on one or two items each. "And the moral of the story is..." But learning objects are meant to be decontextualized so that they can be spread and shared through loose connections and applied in many different ways.
CFT appears to be random items, loosely or strongly connected, but which can be reorganized in a myriad of different ways. Again, through the cris-crossing of the material, new facets emerge. Non-linear thinkers and material are strongly encouraged here. So to put it together with CBR/Learning Objects. CFT could incorporate the smaller cases or learning objects into a non-linear hodgepodge of a specific theme to give the learner pieces of the whole, but not the whole from which to draw their own conclusions. Yes, convoluted, but this is how I process the whole.
2/ Initial Reactions/Barriers/benefits?
I think many of us already incorporate Case-based reasoning in our teaching. As a marketing profession for The Walt Disney Co. prior to coming to teaching, I have stories for stories. This is how I see the marketing curriculum - formalized terms and procedures that I learned from others in mastering a craft. Learning objects would require the formalization of my experiences in a manner from which others could explore, use, apply. As the readings acknowledged, though I feel my teaching is good, I am not sure my informal learning objects would pass the muster of others in their teaching. This is the true barrier of Learning objects for me. Case Based Reasoning would only apply to those with the experience or either having done it previously or through the age old tradition of story telling to pass on knowledge. Younger teachers would have a harder time with this. Teachers with limited exposure to the real world of their field/specialty would also struggle.
Concerning CFT's, what a beast! Two thoughts - students and teacher. Students must be allowed to gain experience and exposure to this type of learning - chucking comes to mind/baby steps, if not, a huge barrier to learning will arise. Concerning the teacher: The plantation letters and the more recent events exercise were incredible. A delineated story encompassing past, present, real stories that we were able to explore through - Wow! But how to recreate? There is the rub. Once I feel my stories are sufficient enough and could pass as a Learning Object, in gathering together enough of these and from others, an original CFT could find its way into my teaching. Until then, I need to find others who have already invented the wheel and tag along for the ride.
3/ Would I attempt these?
CBR - yes
Learning Objects - for me, this is the next step in my teaching, to formalize many of the smaller parts of my teaching to be more efficient in my time. Through this class, learning the basis of online learning/developing I feel I have the confidence in developing modules for the students to explore more openly than my lectures of the past. This summer will be busy with lesson revisions and additions.
CFT - not in developing my own but to use another's if I can find the right mix of elements for the classes I teach.
4/ Web based tools to transform these into working online modules?
With such a wealth of examples, I feel even more emboldened to tackle a module or several in my own teaching. The examples given were great. EASE looks promising as a stand alone Learning Object and a CFT to see the parallels of modern time ads with historical ones. I will need to explore this one during the summer. I currently use TEDx as case based reasoning and will use it more as I now have time to explore it more fully since my master's program has come to an end.
Curriki and Connexions - I think these will feed in nicely to what I need to begin my online endeavors. Read, incorporate, learn, build and share back to the community. In short, not just another profession community, but a vital one to extend the common core of what this masters program has shown me possible to achieve in my own teaching.
It was a good semester.
Keith Murphy
