The STAR Legacy Model is yet another great “real world” teaching and learning model. What I think is interesting and useful in this model is that direct solutions aren’t provided, but “experts” drop hints. Plus, students are encouraged to document their initial thoughts on how they would react to the scenario or problem. Then, at the end, there is a final “wrap up”. It is important and I believe effective for students to see how their ideas changed from when they first answered the questions to after they have worked through the module. It helps students not only reflect on the actual principles they learned but why they are important. The idea that students leave a “legacy” to help the next group of students as they explore the topic is very intriguing.
This model allows students to see how their views and thought processes changed after going through the information in the module. They see that they are actually getting something out of their education. I can’t see any immediate barriers to this model other than having the time to plan it out and the skills to build it if done on the Web. I am definitely interested in using this model.
Dr. Oliver mentioned that the STAR Legacy model is sometimes used in cycles (i.e. students solve one part and then go through the same steps again to solve the next part, and so on). This idea of “iterations” is very interesting to me. It reminds me of a class I took in undergrad called software engineering. In that class, we learned about software development models as well as business models. Two I remember in particular are the “waterfall method” and the “iterative model”. The waterfall method is just how it sounds, each piece is completed and then you move to the next piece. The problem is that it is hard to go back and fix problems. For example, if there are 10 steps, and you find out during the 10th step that something went wrong in the first step, you basically have to start completely over. The “iterative model” on the other hand works by developing something in increments so you can test stuff out during the process and fix problems as you go. That said, the STAR Legacy model is the first one I’ve seen that can utilize this process, which I think is very useful in many different learning situations.
Video, audio, and images are particularly important when this model is used on the Web. While watching the video from Vanderbilt, I agree that using still images can be just as effective as actual video footage. Actually, I’ve been looking into something lately called “motion graphics”. This is using graphics that use stuff like photos, video clips, or animations to create an illusion of motion. They are mainly used on the Web for multimedia type projects. Most examples I see are commercials that involve only still images and music, with maybe some voice over and text. These are relatively easy to put together and can really make an impact. The photos can move, zoom, fade, change color, etc. to really give that “real” effect. Here is an interesting example incorporating animation, photos, voice over, music, and text: http://mgfest.com/09/Online/?link=597 This example is from Creative Commons and is about the beginnings of Creative Commons and copyright info. What makes it particularly interesting is that it incorporates real world examples, like current music artists, etc. Adobe After Effects CS4 is a great tool, but very expensive (http://wwis-dubc1-vip60.adobe.com/products/aftereffects/). I have also listed other software in my previous posts that will be useful.
Tools for the “jotting” down of initial answers can be easily and freely done online by software like blogs, which are in essence online journals. We know of several blogging applications, like blogger, WordPress, etc. Some useful applications include A.nnotate, which is a tool for collaboration and indexing of documents and images (http://a.nnotate.com/). It has a free individual account. Discussion boards are also useful and there are plenty of free ones out there. WebNotes is another good tool and can let you add “sticky notes” and “highlights” to Web pages with your initial thoughts and ideas (http://www.webnotes.net/). Google notebook is good too (http://www.google.com/notebook/#b=BDQ0SSgoQtbqMy_ck).
Ok, so I just realized that I missed Spring Break!!!
Well, at least I’ve got my homework done for next week!
Mary Ellen
Mary Ellen,
I liked your writing specially I liked multiple websites resources you have provided for implementing this approach.
Very similar to you, what liked most in this module is that the students are properly channelized to find the correct/better answer to solve the challenge/mystery instead of showing them the direction directly, it is always better to help them channelize their thoughts to right direction.
Dipali
One think you highlighted about this model that I really like is the way they’ve incorporated a process to show students how their thinking has changed, how much they’ve learned.
The concept of “motion graphics” sounds interesting, and more accessible than video. For a job interview, I used a video software that took still images, with music, and did just what you mentioned–in manipulating the images. (If you want to see it, go to my other blog (Scientific information literacy) which is connected to the course blog. it was kind of fun to make.
Eleanor
Mary Ellen,
Your interest in the circular pattern of the star legacy model was fascinating. I had never thought about it avoiding the “waterfall effect”. This is a wonderful point to remember. Thanks. Rachel Palmer
I like the term “real world” approach. Thats exactly how I would phrase it. Im impressed with the outside links! WOW!
Elizabeth
I love your resources! Thanks!
I love that the students have to embrace… “Multiple Perspectives” – because while we all would love (at times I think) to claim that there is one, complete “true Truth” – often there is not! With this theory – students have to sit with paradox… and some awesome learning can happen in that space.
Great highlight of the points of the model. I really liked how you included the examples of multimedia into the discussion.