Research base project
The Civil War unit planned by Mr. Hartman and Ms. Russell,
with its multitude of available resources, is the epitome of a Resource-Based
Learning (RBL) unit. However, resource-based learning is not tied to a single
learning theory or to any specific pedagogy (Hill & Hannafin, 2001; Ling,
1997). Nor is it new to teaching and learning.
Traditionally, resource-based learning has been used to
supplement more instructivistic teaching methods. However, the volume of
information available and the ability to transmit that information in multiple
formats has refocused attention on the potential of resource-based learning
(Hill & Hannafin, 2001) to support emerging inquiry-based models. (See
Cognitive Apprenticeship , Problem Based Instruction and Constructionism,
Learning by Design, and Project Based Learning for further information.)
Renewed interest in RBL has been spurred by the emergence of
pedagogical constructs such as Blended Learning and Flexible Delivery. Orey
(2002) defines blended learning from the perspective of the learner as
"...the ability to choose among ALL available facilities, technology,
media and materials matching those that apply to my prior knowledge and style
of learning as I deem appropriate to achieve an instructional goal."
Caladine defined flexible delivery (2002) as including "various types of
mediated instruction including print, audio-visual, computer assisted or on
line delivery as well as traditional instructional formats such as lectures and
tutorials." In both instances, the teacher or designer of the experience
locates and makes available resources for achieving particular educational
goals. It is therefore useful to view Blended Learning and Flexible Delivery
from the RBL perspective.
What, then, is resource-based learning? Resource-based learning
is an educational model designed to actively engage students with multiple
resources in both print and non-print form. Ideally, the classroom teacher and
media specialist collaborate to plan resource-based units (California Media and
Library Educators Association [CMLEA]). Learners take responsibility for
selecting resources, human or otherwise, that appeal to their own learning
preferences, interests and abilities. Thompson and Henley (2000) provide a
comprehensive list of resources ranging from traditional reference books to the
Internet, as well as innovative games. Resources incorporated into planned,
authentic tasks afford students opportunities to develop the skills and
techniques necessary to become autonomous, self-directed learners and effective
users of information (Doiron & Davies, 1998; Atlantic Provinces Education
Foundation, n.d.). Resource-based learning units often culminate in student
products or artifacts, which are presented to an audience (Bleakley &
Carrigan, 1994).
Teachers often teach lessons or units using a variety of
media, including guest speakers, videos, or hypermedia presentations. Because
teachers select content and mode of delivery, such instruction is more aptly
deemed resource-based instruction (Doiron & Davies, 1998), a pedagogy that
is more teacher-centered. Resource-based learning is predicated upon the
principle that individual learners will be drawn to the media and content which
best match their own processing skills and learning styles (Farmer, 1999). The
learning focus shifts from teachers using resources to facilitate instruction
to students directing the choice of resources. In a continuum between
teacher-centered and student-centered learning, resource-based learning occurs
somewhere in the middle. When the constructivist educator uses resource-based
learning, instruction is teacher-planned, but student-directed. This was
evident in Ms. Russell's classroom.
Educators adhering to more didactic or expository pedagogy
may also employ resource-based learning. For example, Ms. White used several
resources to teach the same unit. Her instructional design, however, relied
heavily on teacher directed supports, such as quizzes and choreographed
discussions. Her students read the same historical novel, which eliminated "stray"
learning and gave her more control over the facts disseminated to the students.
Clearly, both resource-based teaching and resource-based learning access and
use materials in diverse formats. Although Ms. White planned this unit around
resources, her students had little opportunity to direct their own learning.
Although the resources probably enriched the unit and raised the interest level
of many students, Ms. Russell's Civil War unit is a better example of
resource-based teaching. The remainder of this chapter will address
resource-based learning at the more student-centered end of the continuum.
The Association of College and Research Libraries [ACLR] and
the American Library Association [ALA] (1989) strongly endorse resource-based
learning schools. They envision a more interactive environment in which
students pursue questions of high personal interest. To that end, students
collaborate with their peers, teachers, and communities, to find answers with
enormously varied information resources. In the Civil War example, Ms.
Russell's class had available databases such as the History Resource Center,
where they can access primary source documents to answer open-ended questions
about the war. They might also find historical images that will spark their
curiosity and help them better understand the era. By accessing Civil War-era
diaries, students are transported to the nineteenth century, where they gain
insight into the feelings, fears, hopes and dreams of a war-torn nation.
In a resource-based learning school, students become more
self-sufficient. They ask productive questions; they synthesize, analyze,
interpret and evaluate information. Libraries and databases all over the world
can be accessed almost instantly giving students access to an enormous amount of
information from a variety of sources.
The nature of resources has changed as a result of
technological developments and the ability to catalog and classify digital
media. Considerable opportunities are now available to teachers and students.
Metadata--data about data--provides information about documents that can be
retrieved by searching for the author, creation date, or content (Hill &
Hannafin, 2001). Technology allows teachers or students to use those parts of
resources that will satisfy their curiosity or educational needs. The
boundaries that once separated teachers and students from resources are
virtually gone.
Guided Hypermedia
Projects
It is a self-made multimedia projects that you can use for
your instruction or discussion. It can be approached in two different ways:
1. As an Instructive tool , such as in the production by the
students of a power point presentation.
You can apply this in your discussion.It is easy for the
teacher to catch up the attention of the students because they love moving
letters or pictures and also sounds and the teacher can discussed well the
topic because of its beautiful visual aid which is suitable for the topic.
2. As a communication tool when students do a multimedia
presentation to stimulate a television news show.
It is easy for the teacher to discuss about news or
literature if they have tools like television or you can use your own video
clips in order to present the topic they wanted.
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