UNIT 3: CONTEXT-BASED INSTRUCTION & MULTIMEDIA

Four context-based theories are manifested in Goal Based Scenarios, Anchored Instruction Environments, STAR Legacy Modules, and MOST Multimedia Environments. As the over-arching theory indicates, the fundamental commonality between the four models is that learning is done in the context of a real-world scenario that is realistic and engaging. Because of the nature of solving problems and challenges, these models are all generative, requiring the application of prior knowledge. Also these challenges, problems, scenarios, whatever the specific model wishes to call them, all utilize multimedia quite heavily in their presentation.  It seems to me that this is one of the barriers to adoption. The development of multimedia materials can be time and cost prohibitive. I provide some links for free resources at the end, but that doesn’t magically create more hours for teachers. Especially now as primary and secondary teachers are being plagued by new standards, testing, etc.

The differences between these four models is more discrete. For instance, after the main story is provided to students the STAR Legacy Model provides students with questions to answer while anchored instruction students generate problems to be solved.

To be honest, the overwhelming similarity between these models made it difficult for me to determine how best to explain them. I’ve come to think of it like pronunciation. Even though many of the same elements are present in each of the models, the difference is nuanced. I draw a parallel with heteronyms, words that have the same spelling but different meanings based on pronunciation like desert (see http://en.wikipedia.org/wiki/Heteronym_%28linguistics%29 for examples). Goal Based Scenarios places emphasis on the quality of the process by setting process as well as outcome goals. Anchored Instruction is the only model that emphasizes group work even though the others can (and it seems do) use it. STAR Legacy has a very prescribed process. It is perhaps why I am drawn to it, the ease of implementing a well-defined set of steps. The MOST model seems to be specific to literacy instruction and at-risk student intervention.

While I am not currently teaching, I would (And will) use the STAR legacy model to develop faculty trainings for UNC’s new LMS Sakai. This model will allow me to fold in a few main concepts into the challenge making it not only useful as an orientation to the new LMS, but also require faculty to think deeply about the how and why of how they approach interaction virtually.

Utilize graphical storytelling through comic strips.
Resource: Bitstrips http://www.bitstrips.com/

Present scenarios verbally using a narrator.
Resource: Voki http://www.voki.com/

Use of animated dialogue.
Resource: Xtranormal http://www.xtranormal.com/

Problems can be presented via screencast, sharing all of your local audio and visual information that way.
Resource: Screencast-o-matic http://screencast-o-matic.com/

Problems can be presented in video from a webcam.
PC Resource: VLC Media Player http://youtu.be/5Z5c28rd5Wk
MAC resource: Quicktime Player http://youtu.be/2g8xv2MhRm4

Team task sharing
Trello https://trello.com/
Asana http://www.asana.com/
Planbox (free for educators) http://www.planbox.com/
Wedoist (free for three people) https://wedoist.com/

Project scheduling, presentation of advanced timeline in gantt format.
Resource: Gantter http://gantter.com/