Case-Based, Cognitive Flexibility, and Learning Objects

CBR- Case-Based Reasoning
CFT- Cognitive Flexibility Theory
LO-Learning Objects


Similarities and Differences
Case-Based Reasoning and Cognitive Flexibility Theory try to avoid over-structured, oversimplified approaches to teaching and learning.  The also use multiple case examples for student reference and support a non-linear transfer of knowledge.  CFT is a form of case-based instruction so the two are quite similar in description.  Although learning objects are not a theory, they do share the flexible and dynamic quality desired within the CBR and CFT models.  All three utilize databases, all categorize information for student access and learning.  A strong contrast, however, is that LO are linear while CBR and CFT emphasize the significance of ill structures. 

Reactions and Barriers
Case-Based
Case-Based studies made me think about the perceptions researchers have regarding qualitative vs. quantitative.  Narratives are considered less scientific and more entertaining while numbers and "facts" are more concrete and verifiable.  I suppose I've always looked at cases as being scientific because they are supposed to document information about real situations.  As the readings suggest, the thick, richness of stories is more in line with human beings' natural way of thinking and communicating.  I do understand why cases can be poorly perceived, especially under the premise that they are bouts of storytelling.  Myths and legends come to mind...For those able to appreciate the usefulness of case studies, the content can be used when things are less clear for decision-makers who have ill-defined problems to address. 

Cognitive Flexibility
My experience with the plantation letters stands out more than what I read.  My initial response to the module we participated in was one of dismay, although it (much) later transformed into appreciation.  I was not excited about going through all of the letters and did not like the functionality of the database.  I had a few technical issues and became slightly frustrated at times.  More positively, being able to see actual letters and read their transcriptions gave me a warm and fuzzy feeling...up until letter number ten.  Nevertheless, I understood the purpose of the lesson.  The format of this model could lend numbers of reactions based on the questions.  I did like the scaffolding of the questions in our worksheet, although they were somewhat leading.  There is great potential for this style of learning and the types of open-ended questions that could be asked.  I think it would have to be utilized multiple times in various ways for me to see full benefits being reaped.

Learning Objects
My first impression of learning objects was that they seemed familiar and easy to use.  I didn't find them out of the ordinary or novice because I access the Web frequently to retrieve information.  Some of the complexities mentioned, however, reminded me of a recent conversation with a classmate about the ephemeral properties of the Web.  Online resources can be very useful, but what happens when they expire?  No one truly knows the availability of online information and tools, thereby making any long-term plans based on initial use hasty. 

The only way I see to get around this is to literally copy information from online, which could be sloppy in the least.  Most multimedia sites have qualities that would require rebuilding in order to get the same effects for information use.  Of course, the information would need to be updated as well; this would be quite laborious and possibly copyright-infringing.  The other practical thing that always stumps me as a teacher is how to select and find the most useful materials among the endless choices.  My supervisor suggests the use of RSS feeds for allowing information to come to you.  This still requires some background knowledge for instructors to have a starting point, nonetheless. 

Quality and credibility are always in question with online resources since anyone can post on the Internet.  With the use of guidelines for distinguishing between trustworthy and illegitimate resources, critical thinking could aid teachers in using more appropriate online resources.  Those learning objects that require funding would have to be used according to financial ability.  With the number of free and open source materials, this does not have to be a recurring issue.  Limited online resources with a few number of uses could be treated as physical consumable items and used as needed or strategically used within assignments. 

Personal Use
I would definitely use learning objects with all things in consideration.  With my former high school students and future K-12 teachers, I could visualize exciting potential.  The Internet is accessible by anyone with a connection and it comes directly to the user.  Sharing the issues of online resources with all students can better prepare them for Internet usage.  For teachers planning to work with technology, knowing such can help them make informed decisions about lesson plan design and content development.

While I appreciate the goals of CBR and CFT, I don't see myself using them with my former high school students or K-12 teachers.  The amalgamation of information seems a bit overwhelming for lesson design and I don't see the benefits outweighing the workload.  Because Art Education is so multifaceted and layered, it would be counterproductive for me to create a tailored complex database of what would likely be art history information.  I would realistically do it once and use it for the next year until I realized how much work it needed just before discarding it.  If there were some prefabricated models available (which I hardly ever like), I would consider their usage.  Again, it would require me to comb through extensive amounts of information for my own analysis prior to incorporating into a lesson.  If I were to use the CFT in the way we did, I would probably have students submit their responses directly to me and later post them for student analysis.  We all had similar ideas and I would want to be able to determine originality before giving students the opportunity to see how their answers related.

Web Resources
Multimedia and Web 2.0 tools were mentioned regularly throughout the readings.  I will list examples of those items mentioned that could utilize Internet resources, but feel that only specific individual research can lead teachers to the tools most useful for their subject matter and students.

• databases to house information (http://grubba.net/)
• constant feedback between students and teachers: (social networks, although quite controversial)
• audio sequences: (http://audacity.sourceforge.net/)
• editing techniques (http://www.moviemasher.com/)
• storyboarding: (http://celtx.com/)
• interview: (http://www.oovoo.com/home.aspx)