Portfolio
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... Developing the instructional unit for the Jonassen treatment plan was a powerful follow-up to …
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Developing the instructional unit for the Jonassen treatment plan was a powerful follow-up to the in-class review of each team's plans; the team recognized that a revision of the treatment plan was necessary before developing the unit. This revision was necessary in light of the inadequate explanation and identification of the problem learners are to solve within the unit. A challenge to revising the problem arose from linking the level of challenge contain in the problem with the target learners (middle school), a problem eventually resolved by providing a challenging problem that can be introduced and explained adequately by the instructor. Another issue that arose, as a result of revision of the selected problem, was a reconsideration of the planned instructional activities. Indeed, a focused, solvable problem lead to a decision to eliminate many of these activities, resulting in a greater emphasis on constructivist-oriented problem solving in which learners develop their own approaches to researching and solving the problem. Naturally, this revised approach to implementing Jonassen's (1999) theory required revision of the grading rubric for the problem solving assignment.
Nelson
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we have redefineredefined the problem
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through the collaboratecollaborative process based
Reflections on Experiences Jonassen
xxxx Challenges
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Standard 16 ) xxxx), but from
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for the instructorinstructor, who will
xxxx Key Decisions
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the suggestions containcontained in the
xxxx The Good and Bad
and develops instructorinstruction and how
xxxx Notes for Future Learning
Not surprisingly, notes for future learning include the need for additional practice in developing instruction. In addition, although this unit was designed for mixed-mode delivery, the group understands that there are distinct challenges to developing instruction for completely online delivery. Some of these challenges include facilitating team work and providing opportunities and support for higher-order critical thinking skills. Areas for additional learning include deeper understanding of instructional theories and how to apply instructional theories to develop effective instruction.
Nelson
xxxx Challenges
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creation of a treatment plan
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instructional events needneeded to be concretizeconcretized with enough
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of the leaner'slearner's problem for
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by k-8 learnerslearners, at the
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work of the students. CollaborationTheCollaboration process emphasizes the learner's groupwork
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tried to get overresolve all problems that appeared in
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parts needing to be improved and
xxxx Key Decisions
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learning process. k-12K-12 level students needs clearneed clearer and more straightforward guidance
xxxx The Good and Bad
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bad of a CPS-based instructional
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The CPS framework aims to
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groups and to foster the
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effectiveness of the learners' collaborative process is sort of too sensitive
xxxx Notes for Future Learning
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instruction in the future. The
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another issue to gomoving forward. Moreover,
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instructional unit modalities in future
comparison
Comparison of Jonassen and Nelson Instructional Units Goals
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Both units appear to be designed for primarily adolescent and adult learners; Nelson's emphasis on the team building and team processes may be more appropriate for adult learners. The issue of audience arose in the development of both units, as middle school learners may have experience working in teams but may not have advanced teamwork skills. As a result of Nelson's advanced collaboration processes, the audience for this learning objective may be better met by the Jonassen unit . The corresponding emphasis on problem-solving was appropriate for the selected audience (middle school) because of its facilitation of higher-order critical thinking skills.
Teamwork/Collaboration
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unit emphasis on more advanced
Strengths and Weaknesses
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seemed to emphasisemphasize team processes
Best Choice
The best choice for this instructional objective and target learner audience is the Jonassen unit . Reasons for this selection include:
a group discussiondiscussion, and define and analysisanalyze the task
xxxxxxxx2. Identify the responsibility of major roles in the group
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including time, frequencyfrequency, and meeting
xxxxxxxx4. Identify rules for dividing the group assignment
xxxxxxxx5. Create rubrics for member evaluation inside the team
Portfolio
edited
... Developing the instructional unit for the Jonassen treatment plan was a powerful follow-up to …
...
Developing the instructional unit for the Jonassen treatment plan was a powerful follow-up to the in-class review of each team's plans; the team recognized that a revision of the treatment plan was necessary before developing the unit. This revision was necessary in light of the inadequate explanation and identification of the problem learners are to solve within the unit. A challenge to revising the problem arose from linking the level of challenge contain in the problem with the target learners (middle school), a problem eventually resolved by providing a challenging problem that can be introduced and explained adequately by the instructor. Another issue that arose, as a result of revision of the selected problem, was a reconsideration of the planned instructional activities. Indeed, a focused, solvable problem lead to a decision to eliminate many of these activities, resulting in a greater emphasis on constructivist-oriented problem solving in which learners develop their own approaches to researching and solving the problem. Naturally, this revised approach to implementing Jonassen's (1999) theory required revision of the grading rubric for the problem solving assignment.
Nelson
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instructional unit.
reflections reflections
Reflections on Experiences
Jonassen Jonassen
xxxx Challenges
As stated above, one of the major challenges to developing the Jonassen instructional unit was the creation of an xxxx appropriate, solvable problem; this hurdle arose not from the instructional objective itself (Geography Standard 16 ) xxxx but from the need to match the complexity required of the problem with the target learner (in this case, middle school). Although the selected instructional objective was chosen in order to utilize course assignments to support the development of a book chapter on e-learning, ultimately developing instruction for a K-12 environment benefitted the group by forcing participants to meet the challenge of developing instruction for an unfamiliar group. Indeed, all the participants in the group are either specializing in adult or higher education and training or are not familiar with K-12 instruction in the United States. Another challenge involved balancing providing enough direction and support for the instructor who will deliver the instructional unit without burdening him/her with redundant or unnecessary information. In terms of developing the actual instruction, this was probably a little less challenging than predicted due to the level of detail provided in the related treatment plan; as indicated in the context of class discussion, the more detailed the treatment plan, the easier the development. Certainly, with the Jonassen instructional unit, this proved to be accurate.
Portfolio
edited
... Each team member participated in selection of which two treatment plans are most appropriate f…
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Each team member participated in selection of which two treatment plans are most appropriate for development, based on our selected objective. Although the Gardner treatment plan offered a great deal of flexibility, the team ultimately decided to produce the Jonassen (1999) and Nelson (1999) plans; one benefit of this decision is that both selected plans focus on team problem solving, thus providing a rich point of comparison for the completed instructional units. What initially motivated the team to select Jonassen (1999) and Nelson (1999) was the nature of the selected instructional objective; active learning, collaboration, and utilization of the internet to select and analyze information supported Standard 16. Finally, these two theories supported acquisition of 21st century skills , with its strong emphasis on critical thinking, learning independence, and problem solving (Partnership for 21st Century Skills, 2004).
Jonassen
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the Jonassen (1999) treatment plan
Nelson
It is challenging to develop the instructional unit with Nelson's (1999) collaborative problem solving (CPS) theory after the team realized the CPS treatment plan needs to be revised and tailored for meeting the needs of k-12 education. The original treatment plan didn't address enough details of the instructional events and the problem was not defined concretely for k-8 students. In the development of the instructional unit, we made some necessary changes including adding additional learning resources, diversifying instructional materials, deleting redundant instructional events, and adapting CPS theory more properly to k-8 learners. In addition, we have redefine the problem as a concrete, focused, and solvable one which will allow learners to focus on and practice in a collaborative learning process. Furthermore, the teamwork has been emphasized and the relevant skills will be fostered through the collaborate process based on our instructional unit.
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Comparison of Jonassen and Nelson Instructional Units Goals
The goals of the two instructional units are similar in that both theories emphasize the team problem-solving process.
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the Jonassen unit.unit . Both units,
Audience
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the Jonassen unit.unit . The corresponding
Teamwork/Collaboration
As indicated above, both units emphasize teamwork and collaboration, with Nelson's unit emphasis more advanced teamwork processes.
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The strengths of both units emerge from their emphasis on higher-order critical thinking skills. As already indicated, the Nelson unit seemed to emphasis team processes more heavily and thus may have been less appropriate for middle school learners. A strength that the Nelson unit has is greater specificity in terms of instructional steps while a strength of the Jonassen unit springs from its utilization of case examples to demonstrate how problems might be solved.
Best Choice
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the Jonassen unit.unit . Reasons for
Utilization of case examples
Greater emphasis on problem solving rather than team processes
Portfolio
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... Jonassen
xxxx Challenges
... (Geography Standard 16) 16 ) xxxx but
xxxx Key Decisions …
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Jonassen
xxxx Challenges
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(Geography Standard 16)16 ) xxxx but
xxxx Key Decisions
A key decision of the development process, because of this unit was developed in the context of a class, was how to implement the suggestions contain in the course instructor's feedback; this decision lead to the most challenging component of the treatment plan development. Another key decision involved utilizing a wiki to develop the unit, a decision driven by the experience of team members' previous use of wikis and the collaborative power of wikis.
