My Two Instructional Design Models
Problem Based Learning: Savery and Duffy
A curriculum development and instructional system that simultaneously develops both problem solving strategies and disciplinary knowledge bases and skills by placing students in the active roll of problem solving. The students are confronted with an ill-structured problem that mirrors real-world problems.
The Problem Based Learning Model is based on 8 principles of constructivism and how they apply to learning and understanding. They are as followed:
Anchor all learning activities to a larger task or problem.
Support the learner in developing ownership for the overall problem or task.
Design an authentic task.
Design the task and the learning environment to reflect the complexity of the environment the learner should be able to function in at the end of the learning.
Give the learner ownership of the process used to develop a solution.
Design the learner environment to support and challenge the learner's thinking.
Encourage testing ideas against alternative views and alternate contexts.
Provide opportunity for, and support reflection on both the content learned and the learning process.
Understanding is our interaction with the environment. Cognitive conflict is the stimulus for learning and determines the organization and nature of what is learned. Knowledge evolves through social negotiation and through the evaluation of the viability of individual understanding.
Mind tools: David Jonassen
The role of mind tools: To extend the learners functioning during the learning process. To engage the learner in operations while constructing knowledge that they would not have been able to accomplish otherwise. To become critical thinkers.
Mind tools module is constructivist learning that provides a question or issue, a case, a problem or project that learners will accept to solve. The belief of this module is ownership of the problem or learning goal creates meaningful learning. The problem must be engaging. Mind tools use databases, multimedia/hypermedia to help students solve these questions or problems.
The difference between the two models would be mind tools use of databases, networking, etc. While the problem based learning is an individual or group thinking ability to solve problems. They are similar with the need to think critically and to monitor their own understanding. The learners take part in a team where social negotiation of meaning is an important part of the problem solving structure.
The design process I would use would start with a group of people with a similar problem of self confidence. This is something we all at one time or another have been challenged with. In a group I would ask for everyone to list the first moment they experienced a lack of self-confidence. Share that experience and how they were able to resolve the issue with communication, inward meditation or with the help of reading, knowledge. In our society to have self-confidence it at times is looked at as someone being ego-centered. We will show with self-confidence our lives will be fuller as we are able to show who in fact we really are!
Amie, your inclusion of jonassen's stuff on cognitive learning was interesting...I think to use it to get students in the arena of getting prepared for a lesson is so useful.
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