Perspectives on Anchored Instruction – The Jasper Symposium
Theoretical framework
The theoretical framework underpinning the Jasper series is on anchored learning in which instruction is anchored on solving a complex problem. It is a constructivist approach in which students have a meaningful experience. In this experience problem setting is essential and forms the basis of that meaningful experience. Understanding how people think is an essential element to the foundation for the Jasper model (Pellegrino & Brophy, 2008),
Instruction/Materials supported
The type of instruction that materials support are:
• Scaffolding,
• Practice
• Feedback
• Revision
• Reflection
• Community learning (distributive cognition)
• Divergent thinking/ instruction (The what if scenario)
• The inquiry process/discover learning.
Materials supported are context specific and activity oriented developed in levels, with increasing independence. It supports independent learning, all information required are presented in the question, as well as collaborative learning.
The Technology
A series of interactive movies with defined problems.
The technology provided anchors for the instruction, content, and the problem , as well as provide the structure for independent and collaborative work.
Potential Cognitive and Social Affordances of the technology
The SMART and STAR structures enable the tracking of thought patterns, progress and direction setting for both students and teachers (Pellegrino & Brophy, 2008). Students are also enabled to structure problems into manageable and separate and more approachable sections while distinguishing between relevant and not needed data (Vye et al., 2009). Students are also able to understand what they need to research and are engaged in interactive and independent self-paced learning. Learning is further enhanced through the application of concepts rather than learning concepts out of context and then practicing through drills and practice.
Commentary
After reading up on the Jasper series, viewing videos and engaging in approximately one week of discussions with my colleagues on theoretical frameworks, models of instruction and types of instructional media, amongst other considerations, anchored instruction proved relevant and desirable in enabling real-world contexts for learning and increasing problem solving skills. With new media and technology available then interaction with and extrapolation of problem solving activities are strengthened and increase possibilities for meaningful learning experiences.
The Jasper series having a focus on how people think is essential for me. I spend a lot of time questioning to garner such information. However, this competes with the time spent on going through the content. I have turned to technology for assistance by posting videos, notes and practice questions. However, the Jasper series started me thinking that I perhaps need to include the problem solving aspect through video and other media alongside content delivery. My colleague Darren pointed out that as problems become more complex/in-depth then collaboration can be encouraged or becomes necessary.
In my discussion with Diane the structure and representations of theoretical frameworks within learning theories seen in the Jasper series were central to design and effectiveness. The series centres itself in cognitive and pedagogical practice in understanding how people think, across age groups et al. The necessity for Learning theories and continued scientific research in and application of theories of learning, information processing, retention levels and instructional design was apparent.
Anchored instruction in real-life, adventure based contexts, add interest to lessons and content. However, I do not think that real world scenarios are always possible. Students can be structured within an inquiry based and critical thinking model that can achieve application of concepts and so I agree with my colleague, Danielle, that in instances where real-world applications are not readily available then interactive (virtual and hands-on systems) technology and/or processes are necessary in bridging the gap. It therefore provides questions and design challenges and implementation for such when virtual and hands-on ‘manipulatives’ are not available.
I am constantly searching for ways of creating relevance for some topics, for eample quadratic equations. This consideration leaves me questioning problem solving and authentic learning models as to distinguishing them in validating problem solving as a skill not needing the content to be relevant to life but the process integral in creating the skills.
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. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/BF02296707
Vye, Nancy J.; Goldman, Susan R.; Voss, James F.; Hmelo, Cindy; Williams, Susan (1997). Complex Mathematical Problem Solving by Individuals and Dyads. Cognition and Instruction, 15(4), 435-450. http://www.tandfonline.com/doi/abs/10.1207/s1532690xci1504_1
Pellegrino, J.W. & Brophy, S. (2008). From cognitive theory to instructional practice: Technology and the evolution of anchored instruction. In Ifenthaler, Pirney-Dunner, & J.M. Spector (Eds.) Understanding models for learning and instruction, New York: Springer Science + Business Media, pp. 277-303. http://ezproxy.library.ubc.ca/login?url=http://dx.doi.org/10.1007/978-0-387-76898-4_14