The Jasper Videos were designed to create an anchored instruction tool with the goal being \u201cthe development of the Jasper series emphasize the importance of helping students \u2013 all students \u2013 learn to become independent thinkers and learners rather than simply become able to perform basic computations and retrieve simple knowledge facts.\u201d (Springer, 1992, p. 66) I believe this to be a very valid and important goal and the findings from the Biswas e. al. (2012) paper found initially that transfer of the problem solving skills was fragile and added the component of Adventure Player that \u201c(Crews et al. 1997) show that it facilitates initial learning and leads to more flexible transfer.\u201d (Biswas et al. 2012, p. 19) A paper by Gunbas (2014) shows a number of studies that confirmed that student understanding and ability to transfer the skills developed in a problem solving context was greater using a TELE. <\/p>\n
When you consider contemporary videos such as Kahn Academy do not support these same goals in design as they are designed in a more flipped classroom style. Here a student would go and preview maybe before a teacher taught a skill or return for extra direct instruction on a specific skill they are struggling with. Fosnot (2005) describes a constructivist classroom as having four main principles that include: prior knowledge, focus on concept, challenge student\u2019s ideas, and apply new ideas to similar situations. In a Kahn academy lesson they are all focused on concept acquisition. While the Jasper Videos require students to use concepts, the challenge their ideas to solve a unique problem that is anchored in a real-life scenario and then are followed up with a similar scenario to see if the ability to apply lessons learned from first video do transfer to the second video. <\/p>\n
References:
\nBiswas, G. Schwartz, D. Bransford, J. & The Teachable Agent Group at Vanderbilt (TAG-V) (2001). Technology support for complex problem solving: From SAD environments to AI. In K.D. <\/p>\n
Forbus and P.J. Feltovich (Eds.)Smart Machines in Education: The Coming Revolution in Education Technology. AAAI\/MIT Press, Menlo, Park, CA. [Retrieved October 22, 2012, from: http:\/\/www.vuse.vanderbilt.edu\/~biswas\/Research\/ile\/papers\/sad01\/sad01.html <\/p>\n
Cognition and Technology Group at Vanderbilt. (1992). The Jasper Experiment: An Exploration of Issues in Learning and Instructional Design. Educational Technology Research and Development, 40(1), 65-80. Retrieved from http:\/\/www.jstor.org.ezproxy.library.ubc.ca\/stable\/30219998<\/p>\n
Fosnot, C.T. (2005). Constructivism: Theory, perspectives, and practice. (2nd Edition) Teachers College Press <\/p>\n
Gunbas, N. (2015). Students’ mathematics word problem\u2010solving achievement in a computer\u2010based story. Journal of Computer Assisted Learning, 31(1), 78-95. doi:10.1111\/jcal.12067<\/p>\n","protected":false},"excerpt":{"rendered":"
The Jasper Videos were designed to create an anchored instruction tool with the goal being \u201cthe development of the Jasper series emphasize the importance of helping students \u2013 all students \u2013 learn to become independent thinkers and learners rather than simply become able to perform basic computations and retrieve simple knowledge facts.\u201d (Springer, 1992, p. […]<\/p>\n","protected":false},"author":40826,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669389],"tags":[],"class_list":["post-2858","post","type-post","status-publish","format-standard","hentry","category-b-anchored-instruction-symposium"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2858","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/40826"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2858"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2858\/revisions"}],"predecessor-version":[{"id":2860,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2858\/revisions\/2860"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2858"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2858"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2858"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}