1. The Keller Plan model is very interesting. The initial ideas are clever, and the focus of the plan revolves around the student learning at a comfortable pace. Some barriers in the Keller Plan include the preparation of tests and prevention of progress. Since the learners need a certain score to progress, they may end up giving too much time to a specific module and slowly falling behind of the course schedule.
2. I am not a huge fan of this theory. First, students moving at their own pace may not benefit the challenge of being pressured to submit an assignment. Real world situations prove that working under pressure is sometimes essential in developing work skills. Lastly, using scores to dictate a students retention isn't the best way to assess. Students may not retain important information, but they may know enough to pass the test given. I would adjust the way that the modules are assessed. I think that positive reinforcement is good in all learning environments. Self-pacing would be eliminated because some students may fall behind deadlines that are essential to learning all required information for the courses given semester/quarter.
3. Sites that encompass assessments, blogs, file-sharing, and synchronous communication abilities are good for this learning theory (Keller Plan). Also, using programs like Google Docs will be good to use when papers are due. An instructor can grade a paper using this tool, and use positive reinforcement strategies for giving feedback.
I agree. I think the asynchronous learning model is very interesting and that it can be effective under the right circumstances. However, it certainly has it's share of problems and complications.
ReplyDeleteI like what you have pointed out about deadlines and, if I have inferred correctly, your belief that the pressure to meet a deadline may produce better results. I agree with this; but at the same time, I raise a question. What if less-pressure to meet a deadline could allow students to spend more time and give more attention to the work that is due. Perhaps, for some students (especially those with jobs and families), this could allow for a higher quality of work?
Paul,
ReplyDeleteYours is the second blog I've seen that mentions the failure of the PSI to teach students to meet real world deadlines. This is one aspect of PSI that I never considered. I agree with Zac that this system could give the students more time to give attention to their work. I think there has to be balance with learning to meet deadlines and mastery of the content. Do you think the success of this system depends on how involved the instructor is in guiding the students through the modules?
It's true that students can become too enamored with passing a test than actually learning the material. As with multiple choice and true/false types of tests, they do more in the area of rote learning than higher-order thinking.
ReplyDeleteYou mention using Google Docs to grade papers and provide feedback which is a great alternative. If the subject area concentrates on intellectual skills, I can see PSIs incorporating an essay, journal entry, or hands-on project as the "test" before proceeding to the next lesson. Though it is more time consuming for the instructor to evaluate, it is a better measurement of the student's learning.
Good tests require a lot of work to create - even more so if you want to minimize guessing and aim for application of knowledge instead of just recall - so I think that a limitation or barrier to the PSI system is that since it requires good testing, that aspect can take a substantial amount of energy and work.
ReplyDeleteGood ideas for leveraging technology in blogs and Google Docs to turn in written work and provide for feedback via commenting.
ReplyDelete