Week 8 Discussion 1
Problem-Based Learning
Using problems to drive training is not new. In the early 1900s, John Dewey (1916) advocated instructional approaches that rooted learning in realistic problems or projects. In the years since the first edition of Building Expertise, I have seen increasing numbers of reports about lessons and courses that use problems to start and/or anchor learning events. As is common in our field, instructional approaches that rely heavily on problems have been called by various names. In this edition, I will review three instructional models that rely on problems or cases and that are supported by research evidence:
(1) Problem-Based Learning (PBL) prevalent in medical education,
(2) van Merrienboer’s Four Component ID Model, and
(3) A cognitive apprenticeship in the form of Sherlock, an intelligent automated tutor designed to build troubleshooting skills.
Problems in the form of work-related case studies or scenarios are in widespread use as the context for learning. Problems have been used to kick off near- and far-transfer learning in educational and training settings and in synchronous and asynchronous delivery modes. Problems are centerpieces in training designed for solo learning as well as in collaborative learning settings. Given the ubiquitous use of problems as instructional drivers in diverse settings and for diverse content, it is likely that you can adapt some aspects of these designs to your instructional goals. In spite of its popularity, problem-centered learning has its critics and has been the focus of a lively debate in the educational research community (See Kirschner, Sweller, & Clark (2006) and Volume 42, issue 3, of the Educational Psychologist).
To prepare for this Discussion:
· Model of Metacognition – See attachments
· Chapter 13 – See word.doc
· Chapter 7 & 8 – See word docs
Assignment:
Respond to two of your colleagues’ posts in one or more of the following ways:
- Ask a clarifying question about your colleague’s description of their response
- Suggest one or more additional feedback your colleague could use regarding subject.
- Relate an example from your own experience of a positive, effective, and/or to what your colleague shared.
- 3 – 4 paragraphs
- No plagiarism
- APA citing
1st Colleague – Ashley Lampert
Ashley Lampert
W8 Discussion
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Over the past 8 weeks, I learned about building expertise, the three different views of learning, factors that influence learning, and how memory works. I found these concepts to be interesting and enjoyed learning about features that affect the working (short-term) memory and long-term memory. I liked how the textbook touched on cognitive overload because I think often instructional environments fail to incorporate segmented learning and breaks to allow members to reflect on content (Clark, 2008).
Additionally, I learned about principles affecting the transfer of learning to the workplace, problem-centered designs, and self-regulation. I thought these concepts were practical. My current workplace incorporates a Learning Management System (LMS) and gamification that allows members to participate in real-life scenarios. My workplace also provides guides and test runs for those training for a qualification. Furthermore, participating in multiple online courses while at Grantham University has enhanced my self-regulation. Self-regulation is practical because it allows members to take control of their learning and navigate the complexity of balancing family and employment, as well as move to lessons at their own pace (Peck, Smith, Terry, & Porter, 2021).
Finally, I found the concept of increasing members’ motivational levels to be the most difficult. Designing a course with many members can be difficult because not everyone is motivated by a single factor. It can also be difficult to know every member’s prior knowledge and experiences. For example, some participants may be motivated by money, while others may be motivated from gained experience or workplace culture. According to a study, there is a correlation between academic burnout and engagement (Cho, Lee, & Lee, 2022). I think it is very easy to experience a sense of burnout due to external and internal factors. Many of us run into obstacles throughout life and it may be difficult to have the motivation to complete a task towards the end of the day. This is why I feel increasing members’ motivation can often be difficult.
References
Cho, S., Lee, M., & Lee, S. M. (2022). Burned-Out Classroom Climate, Intrinsic Motivation, and Academic Engagement: Exploring Unresolved Issues in the Job Demand-Resource Model. Psychological Reports, 1. https://doi.org/10.1177/00332941211054776
Clark, R. C. (2008). Building expertise: Cognitive methods for training and performance improvement. Blackboard (3rd ed.). Pfeiffer. Retrieved February 11, 2022, from https://granthamsaas.blackboard.com/ultra/courses/_22554_1/cl/outline?legacyUrl=~2Fwebapps~2Fblackboard~2Fcontent~2FlistContent.jsp%3Fcourse_id%3D_22554_1%26content_id%3D_2149734_1%26mode%3Dreset.
Peck, B., Smith, A., Terry, D., & Porter, J. E. (2021). Self-Regulation for and of Learning: Student Insights for Online Success in a Bachelor of Nursing Program in Regional Australia. Nursing Reports, 11(2), 364–372. https://doi.org/10.3390/nursrep11020035
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2nd Colleague – Steven Cole
Steven Cole
Cole Discussion- Week 8 Discussion 1
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Over the past eight weeks, I have learned quite a bit. The information of the learning views was probably the most practical and easiest to applied. From the first week of instruction to the last and final week, the learning views were put to application and use in each week’s assignments or homework. For training and learning programs, the learning view and application of different types of learning views can help construct the learning view that is best applicable to the audience. The behavioral learning view in which the learner applies the learning from shared stories and experiences from others, in my opinion, is the most comprehensive learning view. From a personal perspective, the use of behavioral learning has been most influential in my life and work experience. With our professional development training and courses, the use of shared stories and experiences help to understand information more clearly and also seeing the application in real life/real worlds scenarios brings to the forefront first hand knowledge and experience. The hardest portion to learn and grasp was the information for the learning and training program in Week 4. The requirement and what was being asked was very vague and therefore I struggled with this portion and assignment. The format of the training program and what was required in my opinion lacking to fully explain how the training and learning program is/was supposed to be setup. Overall, this course was very well put together and our instructor was very responsive in the discussions, assignments, etc. For my peers that are in this class, I wish you all the best in your future endeavors and path towards your Master’s Degree. I appreciated the comments and feedback on the discussion posts, and hope that we all learned from each other over the past eight weeks.
Steve
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