1.
What are your initial reactions to this theory/model?
What are barriers to its use? What benefits might be expected for those who
overcome the barriers?
My reaction when I listened to Kevin’s lecture
was that the A-T system was a very passive form of learning but once I read the
articles I began to comprehend that it actually is a very engaging process that
involves the learner in a more active process than the more traditional higher
education setting (I am thinking large lecture hall) or even corporate training
setting of a large seated classroom. I
think one of the biggest barriers could be the cost of developing and
maintaining the materials necessary for this type of learning to be successful,
especially for any area of study where content changes often. While this may be a barrier it also may be
worth it since one advantage I can see in this is that you would start to
address accessibility and ADA issues with the ability to deliver resources and
lessons multiple ways.
2.
Would you attempt to use this theory/model with the
students you are currently teaching or hope to teach in the future? Why or why
not? Could elements of the theory/model be modified so that it would work with
your current/future students?
I am not sure about whether I personally
would use this simply because of the audio aspect. I have not always felt comfortable with
delivering content in this way, though it may be worth getting over this fear I
have of hearing my voice recorded (personally I loved the ringing phone and the
laughter in Kevin’s lecture since it made is seem more “real” and accessible). The aspects that I currently use are the
opportunities to practice and reflect on the learning before taking it to the
next level of learning. Another aspect
that resonates is that with this model, the instructor is more of a facilitator
than the “teacher”. Finally I do a lot
of small group work in my courses which corresponds to the small assembly
sessions – again all the different modalities of this model allow the learner
to make connections on many levels with the material, the instructor, and other
learners.
3.
Since we're taking learning theories/models that were
not necessarily created with the Web in mind and turning them into Web modules,
what Web-based tools or resources could be leveraged to carry out this learning
theory/model online?
One just has to look at a resource such as Jane Hart’s annual list of Top 100 Tools for Learning, to realize that there are methods being created daily that made
this model possible. Some of my
favorites are Prezi and Jing.
8 comments:
Thanks for the resource at the end! I think that the maintenance issue could be somewhat problematic. I, like yourself am not comfortable with entire audio piece of it.
I completely agree with you that the A-T model is a much more individualized experience for new college students. Your comments brought unsavory flashbacks to mind, a lecture hall filled with about 250 students, two appointments to see the professor in person the whole semester, reading the huge textbook but it not connecting to the lecture at all! Glad that was long ago!!
I also agree that the cost to create and maintain this model would be expensive. But I think that is changing. Instead of making all the videos, teachers share videos using TeacherTube, SchoolTube, and YouTube. Also companies like United Streaming/Discovery Learning and PBS offer educational videos that can be edited and cut down so that you only show what you want to show - for a relatively small fee. There are so many free screen capturing tools and movie-making tools built into modern computers or downloadable. They even come in the form of apps for smart phones. iTunes lets you upload and download podcasts for free - and today's iTouches have built-in microphones and cameras. But yes, the teacher as the facilitator is a wonderful way to structure a program!
And the ringing phone was very funny! Thanks for sharing.
Kristy
Donia -
O.K. I am determined to figure out a way to get over this fear of audiophopia (a new word that needs to be made official...and have the appropriate support groups formed - the 12 steps for audiophobia). Possibly it is just a bad case of catagelophobia- fear of being ridiculed or gelotophobia- fear of being laughed at. But I think it could simply be hippopotomonstrosesquipedaliophobia- fear of long words and having to say them out loud.
Barb
Kristy -
Oh how I hated those lecture halls. It is funny that when I started my online master's program, I was afraid that it would feel similar to those experiences where there was little connection being made to either the instructor, other students or even the material (of course that may be due to the fact that I skipped a few or sat in the back and fell asleep more than once) but the opposite occurred.
I also think that I am referencing an older model (about 5 years ago!) when there was not as much readily accessible material online for teachers. I think the corporate model needs to take a lesson from the education world. Possibly because of copyright issues being much more critical but they do have a tendency to recreate the wheel each time they want to do something. Sharing of resources within an organization can be an issue let alone between organizations!
Barb
Barb,
I thought A-T would be more passive also, but I changed my mind when I read about the Independent Study session. I think A-T has its place. I never thought about the cost of creating an A-T.
Karen -
The more I read everyone's thoughts the more I change my mind about it being passive. If I think about it as the original model then it does seem that way but when I think how it can be used now, I think it could be a very creative tool.
I think that your gut response about the AT model being "passive" could be true. Depending on the supplemental material provided and linked to the audio portion, a student could have a very passive role. I think that the instructor has a grandiose task of making sure that they don't rely solely on the audio and leave the tutorial aspect out. (Julie Jones)
I wonder if schools operating under 1:1 computing programs might turn more toward audio-tutorial methods, with students working at their own pace on electronic or online materials, and the instructor meeting with small groups (small assembly sessions) to review and assess? Kristy makes a good point that a lot of online materials are available to support the self-study portion of this model. Negotiating the different paces of learning could be the challenge.
Post a Comment