Dynamic Learning Communities: An Alternative to Designed Instructional Systems

Dynamic Learning Communities: An Alternative to Designed Instructional Systems

Authors: Brent Wilson and Martin Ryder

The article chosen for this week was very interesting, not only because of the subject matter, but because it discussed about the positive and the negative aspects of Dynamic Learning Communities (DLCs). Many of the articles we read are told from one point of view. By the article relating both positive and negative aspects of DLCs, it generated more questions. What happens when groups of people gather together to provide mutual support for learning and performance? How would that work? At what age level would this type of learning be flourishing? Would it be lucrative is elementary, middle, or junior high? Are the students ready for such a learning style? Does DLCs only work in higher education or in professional circles? While reading the article “Dynamic Learning Communities: An Alternative to Designed instructional Systems” I kept going back and forth on how I would see this working in my classroom and also how it would work not only in team teaching but in departmental teaming.

In the classroom: At what level would Dynamic Learning Communities (DCLs) be successful and how would it be used in the classroom? According to the study, the learning community would distribute the learning tasks, exhibit commitment to the creation and allocation of new knowledge; adapt and navigate learning activities; involve self-directed team members; elevated stages of conversation, interaction, and collaboration; and a shared goal, problem, or project that brings a universal focus and reason to work collectively. Could you envision your middle school students engaging in this type of learning? What happens when the DLC ‘s has a kink in it? Many times we distribute the students to work in cooperative learning groups. Depending on the dynamics of the groups, the groups will all work collectively or the group will have the usual hitchhikers or slackers. Many years ago when I taught 6^th grade I was having constant complaints from students who wanted to work and learn in group instruction. Project after project the students complained of the hitchhikers and slackers in their group. In the next project, I decided which students would work in a group and I placed all of the slackers into one group. It was sink or swim. At first the groups was so dysfunctional I thought they would never complete the task at hand. Eventually they worked out their problems and their project was one of the better projects. We took the time as a class to discuss the group dynamics and what was learned from group work. I believe the learning experience of the group in question far outweighed the educational value of the project.

In the workplace: I believe the longer the group or team works together, the more productive and dynamic the outcome will be. Being in the role of the team leader, when an idea or task is brought to the team, we all discuss what is needed and how we are going to accomplish our goal. There is a trust issue that the article did not address. We all come to the table with our prior knowledge of the situation and formulate a plan. We as adults welcome the diversity of the team and the multiple viewpoints of the task at hand. I feel that the team members, as adult learners, are responsible and skilled at diagnosing and addressing our learning needs. However, just as in the school setting of the classroom, some adult teams still have the hitchhikers and the slackers. When this occurs, I do feel the team leader does need to step in and direct the team toward a successful conclusion.

Globally: Teachers and students benefit from sharing expertise and interacting with communities on the internet discussion groups. Teachers partaking in Web2.0 classroom discussions, web chats and professional forums can benefit from teachers all over the world. Teachers are able to engage in discussions concerning any topic in education. Through these discussions teachers can benefit from participating by learning from experts, engage in professional development that might not be offered in their school or community.

Media and Attention, Cognition, and School Achievement

Media and Attention, Cognition, and School Achievement
Author(s): Marie Evans Schmidt and Elizabeth A. Vandewater

Same Old, Same Old. How many times have you heard in the teacher’s lounge conversations about students’ shortened attention span and how the curriculum is dummied down because the students cannot retain information. Some teachers blame TV, video games, computers, iPods, cell phones, or the internet. Other teachers blame what was in the water that year. Whatever the reason, I was looking forward to reading this article and learning answers as to how media, attention, cognition and school achievement interrelates.

Every study that was discussed the findings were too close to call or inconclusive. For every study that proves media enhances learning there is a study that contradicts it. I agree with the authors that video games, interactive websites, and multimedia software programs benefits learning. They are new avenues and strategies to engage the digital native.

Before reading the article I had the preconceived notion that the reason for lack of interest, understanding, and achievement in the classroom was because the students are on digital overload. In my social studies curriculum we watch mini historical clips from United Streaming. Though the clips are filmed using primary source, I find them dry and uninteresting. After reading this article, I showed a short film from United Streaming discussing the Homestead Act in the late 1800’s. Looking around the room, I saw my students’ attention begin to wander and many of them weren’t watching the film any more. The next day I showed a different film with the same content but it was presented in an entirely different fashion. It was fast moving and in color. The film paralleled a reality survivor show. The student’s eyes were glued to the screen for 30 minutes. When I stopped the film we discussed the elements and differences between the two films. The zoom in technique, Salomon discussed in the article with regard to electronic media, attention and visual spatial skills did lead the students to internalize the material and allowed them to remember details that they couldn’t recall from the previously viewed film. After the first viewing the students couldn’t discuss what they had learned at all. However after the second film the students couldn’t wait to discuss what they had seen.

I was surprised with the review of research from the Institute of Education Sciences What Works Clearing House. They found that using interactive technology advances learning no more than traditional teaching techniques. What does matter is the ways the teachers choose to use, present and teach with technology. They discussed that the student’s use is only as good as the instruction they receive in how to use it. I thought about the technological advances and professional development we receive as teachers. It this research is true, why teachers aren’t receiving training on the integration of technology into the curriculum. Perhaps administrators need to rethink their school improvement days and incorporate training for teachers on the use of technology.

Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners

Using Universal Design to Unlock the Potential for Academic Achievement of At-Risk Learners
Authors: Cynthia Acrey, Christopher Johnstone, Carolyn Milligan

Finally! The article had me at “Hello.” This is the first article that I wished was longer than it was. After reading it, I found myself wanting more. It was written by teachers for teachers; an article that would help me and others in the classroom.

This is our second article in class that discussed using Universal Design Learning (UDL) in an educational setting. Both articles gave insight on the origins and central beliefs of UDL. However, this article discussed Universal Design of Assessments (UDA). Teachers are constantly assessing students daily in various ways. After reading the article I thought about the different ways I could alter my own assessments to follow UDA. The study guide example that was shown in the article was interesting and look like study guides I have in my classroom. I would have liked to see how the study guide was set up before the UDA so I could have compared the before to the after.

I found the table Elements of Universal Design (UD) to be most helpful. By following these guidelines a teacher or student could easily make their own study guides for assessments. One element of UD that struck me was the statement “design all classroom materials with the end user (diverse student population) in mind.” When making assessments, teachers often create tests that are for majority student population (average student) and then modify or enhance the test for the diverse learner (at-risk or gifted). I always think about if the test too easy for one population and too hard for the other students in the class.

The author discusses the three step process their study used at their school: teachers understanding the philosophy of UD, teachers generating study guides, and the evaluation of the study guides to determine if they worked or not. The teachers at Gallup Middle School were very lucky their teachers bought into the UDA philosophy. I personally would like to see my school explore UDA and UDL’s philosophy. It could easily be worked on during one of our school improvement days.

The chart “How to Use Graphic Design Principles to Make Study Guides More Comprehensible and Legible” is certainly one I will pass along to my team at school. Even though we already use many of the design principles, it validates what we are already doing, and the chart is a good reminder of how we can make better study guides for all students.

Learning Anytime, Anywhere: Advanced Distributed Learning and the Changing Face of Education

Learning Anytime, Anywhere: Advanced Distributed Learning and the Changing Face of Education
by J. D. Fletcher, Sigmund Tobias and Robert A. Wisher

Another article that offers excellent opportunities for personal and professional reflections was reviewed this week. The implications of the research identified in the article are encased in the current movement to transition our classroom instructional strategies to a 21^st century context. The constructivist approach to instruction surfaces again with this article. Educational research is diving into what the government and industry repositories that have been used to educate and train their workforce. Again research is asking educators to critically analyze the research, its implications for instruction and most importantly, its implications for the student we are preparing for future. Critically thinking teachers who believe in their personal effectiveness are better able to create critical thinking students who can be 21^st century problem solvers.

Envision a child receiving an education that promotes learning anytime and anywhere and be diverse, tailored, to meet their individual needs. The harmony between home, school, and the rapidly changing work place would provide each and every student with the tools to tackle the challenges that are now in place due to physical or economic reasons, become successful and productive members of an ever changing society. The authors as researchers have confronted the specifications of technology integration, the issues facing education and educational research, the need for technology to be shared. They also wrestled with the affordability and cost effectiveness of their viewpoints. Fletcher, Tobias and Wisher addressed the value between distance learning and distributed learning. They visualized the disadvantages and advantages of online learning. One of the disadvantages of on-line learning addressed was the quality of the instructional process. Whereas Sitzmann, Kraiger, Stewart, and Wisher argue that Web-based instruction is more effective than classroom instruction. There are many kinks for the ADL theorists need to address and concentrate on: one being the physical presence of the instructor monitoring the learning that is taking place. Baggaley, Spencer and McCabe validate my concerns. Viewing my students in the classroom, especially the academically challenged, I experience poor work ethics, rampant plagiarism, and deceitful behavior. Granted they are not using the suggested hand-held devices or have had the advantage of the Wisc-Online program, but they are given all the opportunities and resources in our school to be successful, yet they choose the easy way out.

As usual theorists love to dream and in a perfect world ADL would be the panacea, universal remedy, for all. The traditional classroom, distance and distributive should and could complement one another. Teachable moments in the classroom could be continued to the distributive and distance learning. Engaging, or sparking an interest in classroom environment would let the student continue to learn anywhere and anytime once leaving the traditional setting. Whether the topic be granular or massive edification, teachers evolving role from directed instruction to the constructivist’s role of the facilitator in project based instruction is ever changing. A curriculum based on ADL is a vision of utopia in the educational schema, but let’s be realistic. Academia dreamers keep dreaming, I invite you to work in the real world of education and see how your bubbles will burst.