“Odds are pretty good that [students] will be asked to work with others from around the globe collaboratively to create content for diverse and wide-ranging audiences. Odds are also pretty good that they are going to need to read and write effectively in linked environments as they locate, analyze, remix, and share the best, most relevant content online for their own learning"(Richardson, 2010).
My initial reactions to these learning models were interest and a vision of how these may look in the classrooms of my school. I do, however, realize that there are barriers to the successful implementation of these learning models. Foremost is the dependence on student self-motivation. If students are unable or unwilling to maintain the focus and levels of perseverance and performance required, the time will be wasted. There is also a question of relevance: can I develop relevant learning opportunities for my students? The benefits of implementation will be increased student learning, student leadership, and participation in the decision making, problem-solving process. These skills will be needed for student success no matter their path in life.
There are similarities and differences between the models: each develops individual student knowledge through active participation in cooperative learning experiences. “Real learning moves beyond the memorization of facts, encourages the learner to be actively involved in the learning process, and occurs best when it occurs within a community of learners” (Trivette, 2005). Collaborative tools that facilitate these instructional models include Google Docs and Google Sites. They both allow students to work on documents or websites at the same time.
In Guided Design, students work collaboratively to investigate and solve real world problems and find answers to open ended questions; the collaborative nature of the student group models real-life situations: students must function as a member of a group, assessing and offering information and ideas, justifying or rejecting based upon merit and validity. Unlike the models that incorporate research, guided design is based on a student’s prior knowledge. The strengths of guided design include increased student motivation through the use of real world situations; students can develop collaborative problem solving skills and practice decision making skills. The weaknesses of guided instruction include difficulties for teachers to manage groups, especially in large classrooms; difficult to motivate unmotivated students. Teachers may also find it difficult to develop relevant learning activities.
Cooperative learning combines academics with social learning experiences in which students share responsibility to complete tasks. Students share and evaluate information and ideas; because student success depends on the group’s success, students must monitor each other’s work. While this has the benefit of increasing student motivation, a cooperative learning group saddled with an unmotivated student can suffer. However, this challenge can be educational and enlightening as students learn to deal with adversity. Students assume roles within the group; these roles can remain fixed or can rotate.
Problem-based learning requires students to develop knowledge, problem solving skills, collaborative skills, self-directed learning, and self-motivation as they work in groups to find solutions to realistic problems. Students synthesize prior and new information in effort to resolve the problem. The teacher facilitates learning by providing necessary motivation, monitoring, and scaffolding.
Situated Learning and Cognitive Apprenticeship requires the teacher to enlist the aid of experts to teach students skills in context. For example, students role play in a real or virtual environment: workshop, construction site, kitchen, or garden. Skype, Google+ hangout, and other tools that allow for virtual face-to-face communication between students and mentors can be used for Situated Learning and Cognitive Apprenticeship. The online delivery of this learning model may be facilitated through the use of avatars and virtual worlds.
The successful implementation of these learning models will lead to greater student self-motivation and an increase in student communication, collaboration, and critical thinking and creativity skills.
Richardson, W. (2010). Blogs, wikis, podcasts and other powerful web tools for classrooms. Thousand Oaks, CA: Corwin.
Trivette, C. M. (2005). Effectiveness of guided design learning strategy on the acquisition of adult problem-solving skills. Bridges 3(1).
