What perceived issue or problem are the Jasper materials responding to? Do you agree that this is an issue or problem? What does the current literature that you have read say about this issue? How is this issue addressed in the design of the Jasper materials? In what ways do contemporary videos available for math instruction and their support materials (c.f. Khan Academy, Crash Course, BBC Learn “Classroom Clips” and “Academic Earth”, video clips in Number Worlds, or others) address or not address these issues?
The Jasper Series is a video-based instructional model set to deliver problem-solving content where students would be engaged, build collective understanding, and learn how to use various strategies and concepts (Cognition and Technology Group at Vanderbilt, 1992). It was designed to create realistic content for students and teachers to take their knowledge from a variety of areas to help pose problems, solve problems, and to reason. Over all, its goal was to enhance the quality of learning (CTGV, 1992).
The problem the Jasper series was responding to was that they wanted to enhance the learning of what happens on tests, as well as the learning that takes place aside from tests. They stress that while there are many meaningful skills learned for tests (ie, area & perimeter), they wanted students to develop skills in meaningful problem-solving activities, rather than just in a test. They wanted students to become independent thinkers and learners. I agree that this initially was a problem, however I think that we are now well on our way to having students have more real-life experiences and solve problems in the classroom.
This series was developed many years ago, so this idea and issue has come a long way since then. We still want our students to understand the when, how, and why we use these skills or concepts. And we definitely encourage our students to become independent thinkers and learners. This aligns with the constructivist theory, as well as models such as problem-based learning. For example, students in engineering faculties are being provided with real-life problems then may and will encounter in their professional experience (Park & Park, 2012). This is equipping them with the tools they will need to address these real issues. Not just a basic skill. Various math and/or science resources are now approaching learning in this way as well. We are seeing that learning is an active and a constructive process and students are growing from being passive to active learners. While educators used to be a presenter of knowledge, now they are more of facilitators and guides of knowledge and letting students make mistakes and learn for themselves how to solve problems.
References:
Cognition and Technology Group at Vanderbilt (1992a). The Jasper experiment: An exploration of issues in learning and instructional design. Educational Technology, Research and Development, 40(1), 65-80.
Park, K., & Park, S. (2012). Development of professional engineers’ authentic contexts in blended learning environments. British Journal of Educational Technology, 43(1), E14-E18.