KritiRecharge Life Long Learning: Thoughts on Virginia Tech Model: Part 2

Fig 1. Graphical representation of Virginia Tech model reworked from original by pcjspalding@gmail.com.

Mapping Learning Activities

The reworking of the Virginia Tech Model above, which I blogged about previously , is a starting for classifying Learning Activities by cognitive conflict.

Cognitive conflict is a term defining relative demands made on learners to change or reinterpret their pre-held concepts. It is a type of conflict centred on completion of task. In order to change their understanding of concepts and principles students/participants have to be involved in the learning journey.

The above is an interpretation the Virginia Tech model and is not intended to be definitive. The Models themselves are can be subsets of another. For instance for a pupil with specific learning challenges such as associated with Dyslexia the primary model may be (2) Personalised System of Instruction. The secondary model used may (10) problem based learning. The point I am trying to make is that they are not mutually exclusive but can be “bundled” together.

Another representation of this might be as below.

Fig 2. Representation of the Virginia Tech Model in terms of student ownership/engagement against cognitive conflict.     1. The Audio/Video Tutorial Approach, 2. Personalised system of instruction, 3. Goal Based Scenarios, 4. Case Based Teaching, 5. Guided design, 6. Anchored Instruction,7. Cognitive Apprenticeship,8. Cooperative Learning,9. Constructionist Project based Models,10. Problem based Learning,11. Learning Environments

The above is not, as said, a definitive model just a relative qualitative weighting of the activities compared to each other.

So how might I use this in the context of the project shared on the OFLC drive.

To group Apps, tools with their most appropriate model

Within the context of an Individual Learning Plan (IEP, have had to fill out many forms over the years that did not really address the aims with Learning outcomes in a clear format) to illustrate where learners may be at in terms of independence of learning and ability to cope with cognitive conflict. Quantifying the learning task against the Learning outcome by using a leveled approach (a link here to Levels applied in UK Curriculum ICT    Could also be linked to Piaget’s or Vygotsky’s terms.

To use as an aid to course to design for learning outcomes and representation of number of pupils who are achieving a level or completing a task. Individual tracking also springs to mind.

Mapping the relationship between different activities in a “bundled” model of a particular learning activity/ course..

Below in Figure 3, I have sought to apply this to a Dyslexia scenario.

Fig 3. Application of scatter chart to specific learning difficulty Dyslexia: tools considered YouTube and Kindle-book .    1. The Audio/Video/Visual Tutorial Approach, 2. Personalised system of instruction, 3. Goal Based Scenarios, 4. Case Based Teaching, 5. Guided design, 6. Anchored Instruction,7. Cognitive Apprenticeship,8. Cooperative Learning,9. Constructionist Project based Models,10. Problem based Learning,11. Learning Environments

The Virginia Tech model definition (1) (which I have slightly modified to be Audio/Video/ Visual Approach) may appear in several positions on the scatter gram Fig. 3 ( there is a more correct name but can’t recall it just at the moment). This could be used as a graphic for the initial evaluation of where the pupil may be at and how provision for access to learning may be achieved. The solution graphic might look something like this.

Fig 4. Application of scatter chart to specific learning difficulty Dyslexia: tools considered YouTube and Kindle-book .    1. The Audio/Video/Visual Tutorial Approach, 2. Personalised system of instruction, 3. Goal Based Scenarios, 4. Case Based Teaching, 5. Guided design, 6. Anchored Instruction,7. Cognitive Apprenticeship,8. Cooperative Learning,9. Constructionist Project based Models,10. Problem based Learning,11. Learning Environments

In Fig 4 I have sought to demonstrate how mapping of activities to solutions might take place. A text based mode learning activity might not be the most appropriate for dyslexia at first glance. Using the tool OpenDyslexic (http://dyslexicfonts.com/) could be a solution, closing the gap between learning task and accessibility.

Mapping a learning journey may be achieved using the same framework. This could either teacher, peer or self-assessed all that is needed is editing access to the graphic. In Fig. 5 a theoretical journey has been shown for increasing knowledge and understanding of the Louvre Gallery in France and the Mona Lisa (general easily recognised subject).

Fig 5. Application of scatter chart to map the learning journey for specific learning difficulty Dyslexia: tools considered YouTube and Kindle-book .   Arrows indicate potential route of the learning journey (open to change)   1. The Audio/Video/Visual Tutorial Approach, 2. Personalised system of instruction, 3. Goal Based Scenarios, 4. Case Based Teaching, 5. Guided design, 6. Anchored Instruction,7. Cognitive Apprenticeship,8. Cooperative Learning,9. Constructionist Project based Models,10. Problem based Learning,11. Learning Environments

Final bit for the thought on the model is the monitoring stage. The timing might be over a whole unit/course or during a year.

Fig 6. Application of scatter chart to map the learning journey and monitoring for specific learning difficulty Dyslexia: tools considered YouTube and Kindle-book .   Arrows indicate potential route of the learning journey (open to change), red circles indicate the start and finish time for example in an academic year and not necessarily duration.    1. The Audio/Video/Visual Tutorial Approach, 2. Personalised system of instruction, 3. Goal Based Scenarios, 4. Case Based Teaching, 5. Guided design, 6. Anchored Instruction,7. Cognitive Apprenticeship,8. Cooperative Learning,9. Constructionist Project based Models,10. Problem based Learning,11. Learning Environments

The cognitive conflict the pupil undergoes during learning is a difficult quantity to measure. Approaches of defining progression through cognitive conflict using Piagetian levels has been attempted with the use of Cognitive Accelerated Science Education (CASE). This is not necessarily the same as the use of case based teaching alluded to in Learning Activity 4 of the Virginia Tech Model.