The Vietnam Dilemma: A STAR Legacy Learning Module
In the article "Towards the Development of Flexible Adaptive Instructional Design" Daniel
Schwartz*, Xiaodong Lin, Sean Brophy, and John Bransford (1999) define
the concept of flexible learning as a model of learning in which
students and teachers adapt their own needs and interest within a
subject area, while also fulfilling a complex sequence of learning steps
centered around an open-ended problem and/or challenge. Schwartz et
al., 1999 writes, "The challenges are represented as increasingly high
mountains that learners are encouraged to 'climb.' As learners climb
each mountain, they progressively deepen their expertise." With
the idea of sequential stepping, one authentic experience leads to
another authentic experience, and with each experience students guide
other students towards understanding specific content. The end result
is what Schwartz et al., 1999 refers to as a "Legacy". By the time mastery
is reached, students should be able to reflect on their learning
experience and provide advice, feedback, and information on content - in
essence leave a "Legacy" - that helps the next group of students begin
their authentic learning experience. The step process is cyclical in nature and is in no way rigid. In other words, steps
can be used in any order and students can and are even encouraged to
return or revisit steps as needed. The purpose of providing a
sequential step model is to simply provide a visual representation, allowing students and teachers to see where they
are within the learning process. One such learning model that embodies the
above guidelines is the STAR (Software Technology for Action and Reflection) Legacy Module.
The Seven Steps of the STAR Legacy Module Step 1: Look ahead/Reflect Back Step 2: Challenge Step 3: Generate Ideas Step 4: Multiple Perspectives Step 5: Research & Revise Step 6: Test Your Mettle Step 7: Go Public
Abridged Steps of the STAR Legacy Model
Image Retrieved from CEC
The STAR Legacy model is the foundation in which this module on the Vietnam Dilemma is designed. And the intent of this module is to use the STAR Legacy Module to create an instructional delivery process in which students can come to their own understanding of the problems faced by the United States at the onset of military involvement within Vietnam. Students will work independently through each activity in this module, and by the end of this learning module, students will be able to take a stance on the "Vietnam Dilemma" by reporting an informed, researched, and reflective opinion.
The Vietnam Conflict works very well for the STAR Legacy model because of the moral dilemma that the United States involvement presented and still presents today: should the US intervene in other nation's obtainment of democratic societies? Because the STAR Legacy model begs for debate and the creation of opinion within the "legacy" component, the controversy behind Vietnam and the establishment vs. anti-establishment debate, makes a strong case for presenting a challenge, having students reflect on the challenge, researching for the challenge, gathering their thoughts, and then leaving a response or legacy to the challenge. The model's core elements are presented within the Vietnam Dilemma's Learning Module as represented in the table below:
*Schwartz, D. L., Lin, X., Brophy, S., & Bransford, J. D.
(1999). Towards the development of flexible adaptive instructional
design. Instructional Design Theories and Models Volume II, a New Paradigm of Instructional Theory, 183-214.
N.C. Standard Course of Study Learning Objectives Eleventh Grade United States History
11.01 Describe the effects of the Cold War on economic,
political, and social life in America. 11.04 Identify the causes of United States' involvement
in Vietnam and examine how this involvement affected society. 11.06 Identify political events and the actions and
reactions of the government officials and citizens, and assess the social
and political consequences.
Image Credit
Title image retrieved from the public domain. Caption reads: "A Douglas A-4C Skyhawk (BuNo 147759) of attack squadron VA-22 Fighting Redcocks,
piloted by Lt. F.G. Spellman, fires Mighty Mouse 7 cm (2.75 in) rockets
against a practice target in the South China Sea in June 1965. VA-22
was assigned to Attack Carrier Air Wing 2 (CVW-2) aboard the U.S. aircraft carrier USS Midway (CVA-41)
on a deployment to Vietnam from 6 March to 23 November 1965. The
adjacent photo shows (according to the U.S. Naval Aviation News) a North
Vietnamese PT boat that was attacked by planes of CVW-2. The shade of a Vought RF-8A Crusader is visible below the burning PT boat."
Module Created by Nicholas Stump and Jessica Nelson of North Carolina State University, Dr. Kevin Oliver, ECI 517 Content and Lesson Ideas - Stump Web Designer and Media Developer - Nelson