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pmoseley

r511 » Module2B - 0 views

r511.wikispaces.com/Module2B

shared by pmoseley on 21 Jun 07 - No Cached
  • conduct inspections on actual vessels and performance critiqued
    • drleftwich
      drleftwich on 21 Jun 07
       
      This sounds like it might be more related to a constructivist framework with the authentic practice. What's the difference here? What does everyone else think?
    • cbruncli
      cbruncli on 24 Jun 07
       
      I agree, the group does a mock inspection, once complete they would all discuss what went right and wrong with an instuctor there for guidence. This is a constructivist concept (social negotiation). I will use this type of example over in the constructivist page. However, I also think it fits here as it is practice w/ feedback. However, in congntivism the member would practice the skill and the instructor would provide the feedback (which sometimes happens).
  • Discovery learning refers to the process of obtaining knowledge through one’s own efforts. In the Surgical Technology program we use this form of learning to allow students to manipulate materials in computer simulation that allows them to discover important concepts related to operating room technique. The idea of discovery learning is that students are more likely to remember concepts or principles that they discover on their own. After presentation of fundamental information students work with an interactive CD-ROM that simulates a real life experience in the operating room allowing them to perform many skills necessary for a successful operation. Students are given the opportunity through case study and computer-based simulation to prepare the OR and the patient. They can use drag and drop to experiment with the selection of which instruments should be given to the surgeon at the appropriate time. Students can request “coaching” in the form of tips, hints or brief multimedia explanations called “Pearls of Wisdom.” Selection of inappropriate materials or techniques may lead to simulated patient complications. Students must then discover which action lead to the complication and then learn to correct that action. Use of the CD-ROM format also allows for presentation of the information in multiple formats (audio and visual) which enhances learning.
    • drleftwich
      drleftwich on 21 Jun 07
       
      It seems like this is more of a constructivist standpoint... Can you post this on the constructivist page?
  • do all the students come together and discuss what went right or wrong or is the student only interacting with the computer?
    • drleftwich
      drleftwich on 21 Jun 07
       
      Chris = 1 point. Chris makes an excellent point here, showing the difference between cognitivism and constructivism. Note that when the students come together, they can construct their own understanding. The teacher is the facilitator in this case. However, what happens if the student is just interacting with the computer? Is this constructivist? Is the student able to construct their own knowledge this way? What about when we go on the Internet to look up information? Is that a constructivist learning experience?
  • ...18 more annotations...
  • The difficulty comes in teaching them when to use specific instruments, a more ill-structured problem as there are many variables
    • drleftwich
      drleftwich on 21 Jun 07
       
      Do you think this is an effective use of this instructional approach? If given the choice, do you think this is the most effective? What about efficiency? How would you make this decision?
    • drleftwich
      drleftwich on 21 Jun 07
       
      Chris = 1 point. This is an excellent question Chris. You've really highlighted an important part of the differences between the cognitive and constructivist framework here. In constructivist frameworks, we are typically looking to the students to construct their own knowledge and by coming together and discussing the end result, students are more likely to construct their own knowledge based on experiences.
  • I really can't find a lot of examples in which we personally use cognitivist methods.
    • drleftwich
      drleftwich on 21 Jun 07
       
      What about when we use Mnemonic devices or analogies or advanced organizers (tables, charts, etc...)? This all helps us move and process information in a more efficient way. For example, I know many biology courses begin by comparing red blood cells to trucks and how they transport oxygen. Some analogies can become quite elaborate.
  • problem-based learning
    • drleftwich
      drleftwich on 21 Jun 07
       
      This article looks at the difference between Case-Based Learning and Problem-Based Learning. http://www.im.org/AAIM/Pubs/Docs/articlesofinterest/Srinivasan-January.pdf Also, look for Project-Based Learning.... These are all very similar, but have different definitions. Just be careful how you use them...
  • This approch suits the medical field very well.
    • drleftwich
      drleftwich on 21 Jun 07
       
      Why is this a good fit? Why do you think this is a better approach than others? Also, what about getting students the content information? How do you provide the resources they need while still allowing them to explore and "construct" their own knowledge? Excellent discussion Lori. I award you 1 point. ~Dr. Leftwich
  • scaffolding
  • I've heard of the Smart Board, unfortunately we don't have it at IPS. Perhaps we'll be able to attain more funding in the future for technology at our schools.
  • Elementary teachers also use Collaborative Learning in the classroom. It is not typically used on a daily basis, rather it is used when big projects are assigned. For example, students are to present a project on the different vitamins A, D, E, etc., their importance to the human body and in which foods can they be found. The students are broken into groups of four, each group is to have a type written report, a visual (poster), and an oral report. Each student has a responsibility in the group and they are to work together and have one complete project by the due date
    • drleftwich
      drleftwich on 22 Jun 07
       
      Why is this a constructivist or cognitivist principle? Example to me the connection.
  • Do you find this one hard in purely lecture presentation?
    • cbruncli
      cbruncli on 24 Jun 07
       
      Yes, it is hard but I find it must be reiterated consistently so the learner can comprehend the importance or start to believe what is being sold. After reflection, I am stretching the "what is in it for me," qualification is not really for the member but for the CG to have another person to be able to effect mission (inspect vsls) individually and not take another resource (another qualified inspector) for training. Most units have timelines when a person is to meet a goal (qualification) and if the goal is not met then there are consequences (i.e. lower evaluations). So, qualification is "in it for me" so I meet my personal mandated goal. Some do see it institutionally but most selfishly.
  • Chris-- I'm curious how effective objectives at the beginning of a class are as an organizational tool for students. Are they presented again throughout? How does it help students to organize content in a way that helps them interpret and appl
    • cbruncli
      cbruncli on 23 Jun 07
       
      Brian - Good question and one that is not easily answered. For each lesson the objectives are given up front and followed-up with in the end. This is good as most of the test questions come from the objectives, which makes it beneficial. However, from the cognitive learning standpoint it would depend on the individual if they focused on what they were to learn up front and what they learned in the end. They are not normally emphasized only given. I think most are just happy to get through the lesson:).
    • cbruncli
      cbruncli on 24 Jun 07
       
      Brian - Good question and one that is not easily answered. For each lesson the objectives are given up front and followed-up with in the end. This is good as most of the test questions come from the objectives, which makes it beneficial. However, from the cognitive learning standpoint it would depend on the individual if they focused on what they were to learn up front and what they learned in the end. They are not normally emphasized only given. I think most are just happy to get through the lesson:).
  • If the inspections are very methodical and vary little between vessels shouldn't the learners' realities by convergent rather than divergent. Wouldn't you would want each evaluator to inspect very specific things on the vessel and then come up with the same evaluation. If this were constructivist wouldn't different ways of thinking be encouraged.
    • cbruncli
      cbruncli on 24 Jun 07
       
      Lori - yes I see your point and think you are correct. However, I do think the learner's realities are convergent as they are coming to a focal point (vsl inspection) through many views. As anyone that has a boat will tell you, there are a lot of systems and machinery on a vessel. One must use mechanical engineering, electrical engineering, naval architecture (building and stability), structural fire protection, tonnage (gross and net), navigation, lifesaving firefighting (different at sea than on land), maritime security, accommodation spaces, health and occupational safety, etc. As you can see, as stated above, there are a lot of systems and the CG has to bring a lot of specialties together to be effect learning. So, for example, during a critique the mechanical engineers can guide the "deck" backgrounds and "Deck" can guide the Engineers on lifesaving systems. As explained here it is a constructivist point but I have in under cognitivism as in its basic form it is only practice with feedback and sometimes the instructor does give individual attention:).
  • I like how you laid out the learning process step by step. I really helps to see a complete outline. - guest (69.14.250.51) Today 4:14 am skmcinto
    • cbruncli
      cbruncli on 24 Jun 07
       
      Thank you Sarah!
  • I really felt that the use of the computer based instruction was more cognitivist but I'm trying to do more research on that.
    • cbruncli
      cbruncli on 24 Jun 07
       
      Lori - I think if it is just a PowerPoint then it would be cognitivism. If the program offers links to different sites and views it would be constructivism under multiple modes of learning and multiple perspectives (Driscoll). What do you think?
  • have trouble with this one ... we do a lot of this will lab skills, i.e. encouraging students while trying to learn to put on sterile gloves or thread suture needles, but with theory we seem to skip this step (also the what's in it for me step ... it's always graduation, certification, avoiding getting yelled at but we don't repeat that often). Do you find this one hard in purely lecture presentation? After reviewing your very clear example here it's helped me to see where these other steps (1a and 2 through 5) are included in our methods as well
    • cbruncli
      cbruncli on 24 Jun 07
       
      1 point Brian and Lori for a good conversation making me think and rethink my post - Chris
    • cbruncli
      cbruncli on 24 Jun 07
       
      1 point Teresa for talking about this "station" learning it really got me thinking. - Chris
    • pmoseley
      pmoseley on 26 Jun 07
       
      Chris,Lori, Brian: a point to each from Pat for your dissection of this cognitivist approach.
    • pmoseley
      pmoseley on 26 Jun 07
       
      I think you do a good job of illustrating the emphasis of effeciency and consistency in the cognitivist approach. 1pt to Sarah from Pat
  • drleftwich on 21 Jun 07
     
    This website has some interesting information (the clif notes version) of what Chris was talking about..... http://www.foshay.org/PDFs/COGNITIVEAPPROACH.pdf
  • drleftwich on 21 Jun 07
     
    Lori,
  • cbruncli on 22 Jun 07
     
    Yes
lyplank

http://r511.wikispaces.com/Module2A - 0 views

r511.wikispaces.com/Module2A

shared by lyplank on 17 Jun 07 - No Cached
    • lyplank
      lyplank on 17 Jun 07
       
      Great application to personal use. 1 point to Chris
    • lyplank
      lyplank on 17 Jun 07
       
      Great comments throughout! You really seem to have an understanding of behaviorism. 1 point to Brian
    • lyplank
      lyplank on 17 Jun 07
       
      Great notation about the importance of the social reinforcer. 1 point to Teresa
  • ...1 more annotation...
    • lyplank
      lyplank on 17 Jun 07
       
      This is an excellent notation about the importance of mastering the skills in each segment before moving on to the next segment. I think that this could be applied from K on through higher ed. Students who get pushed ahead without mastering basic skills eventually come up short in the end. I've gotten students myself who've been obviously passed along in basic math skills and are now unable to perform simple drug equations which is required in order to pass the program. 1 point to Sarah
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