RSA3: Resource-Based Learning
Online Links: http://www.informaworld.com.cucproxy.cuchicago.edu/openurl?genre=article&id=doi:10.1080/10494820802393788
Resource–based
learning (RBL), as defined by Campbell, Flaggeole, Griffith, and Wojkic, is “an
educational model designed to actively engage students with multiple resources
in both print and non-print form” (2014).
To add to this definition, Greenhow, Dexter, and Riedel add the idea
that the resources gathered are organized around a specific theme or idea, and
allowing students to explore various facets of that theme or idea (2006). Basically,
a teacher looking to employ this instructional model has to gather every piece
of material within his or her reach, in any medium it may exist, and place it
at the fingertips of students. It is
important that said media is varied in format, to be sure to not only to reach
every learner’s style, but also to ensure the students have a more holistic
understanding by the unit’s completion.
With so many media involved in such a model, the Media Specialist is an
obvious ally to look to for assistance.
With their wealth of materials and resources, the benefits of including
this colleague can be immeasurable.
Students who engage in resource-based learning models are able to choose
a specific area within a teacher selected topic, in which to become an
“expert.” Such an approach can increase the students’ stakes in what they are
learning. They have the support they
need in the teacher’s feedback and advice, but are able to build their sense of
independence through their own navigation of the materials and final product
development.
According
to the article by Gräber,
Neumann, and Tergan, entitled “Mapping and managing knowledge and information
in resource-based learning”, students can be overwhelmed by all of the
resources placed before them (2006).
When dealing with so many sources of information to look through and consider,
it is best for the teacher to maintain a well-organized library of sources, in
a way that is easily understood by students.
This organization should also help students organize the information and
resources selected for their own research.
The article focuses primarily on technology-based concept maps to
accomplish this. Concept maps are a
preferred visual organization method for resource-based learning with elementary
students, and by using computer software to create them, allows for alterations
and additions to be easily made. The use
of such organizational materials can help students not only organize their
findings as they complete their research, but can act as a tool for
communicating what has been learned by an individual, a group, or an entire
class through each member’s research of various sources (2006).
Kong
and So’s article entitled “Interaction of students’ academic background and
support levels in a resource-based learning environment on Earth’s movement,
evaluates the effectiveness of using what they call a resource-based learning
environment (RBLE) format for teaching about the Earth’s movement to primary
school aged children ranging from high to low performing learners (2010). The article begins by summarizing various
ways that the teaching of planetary motion occurs, including through textbook
lessons, internet web based lessons, and interactive mimicking. It then focuses on using the internet as a
resource-based environment, used in conjunction with other sources, to teach
the lesson by allowing students to be exposed to multiple sources on the topic
and form their own conclusions and understandings (2010). The classes observed
were separated by the level of performance (low or high), and setting (classroom
or computer lab). They found that higher
achievers gained a better understanding with less teacher support in the
computer lab, whereas lower achievers gained a better understanding with more
teach scaffolding (2010).
Both of
these articles support, through expansion and clarification, the effectiveness
of the RBL model. When proper resources
are collected and organized by the teacher, and the appropriate levels of
scaffolding and support are given to students, the model proves to increase
understanding of concepts and develop a level of information literacy that can
be used throughout their lives. Campbell,
Flaggeole, Griffith, and Wojkic’s explanation of how a RBL unit should look can
seem like a daunting task with the number of resources in various media (2014).
The concerns addressed by Gräber,
Neumann, and Tergan about the need for students to have visual means of
organizing their resources and findings would benefit any teacher using the RBL
model, and make students more comfortable handling the abundance of information
presented to them (2006). Also student
achievement level and background knowledge consideration highlighted by Kong
and So’s article should be thought of when designing such a unit, if success is
to be had, and student confidence to be bolstered (2010).
Having a
gifted class that is used to doing varying levels of online research for
different assignments, I feel that I could easily integrate RBL units into my
classroom. As an introductory unit, I
would have to model different organizational tools, including concept maps, to
better prepare my class for managing quantities of information on a topic from
various resources. While they apply the
organizational tool to a smaller length assignment, I would collect numerous
resources on the unit’s topic. This would
include working with the media specialist and technology teacher to make sure I
reached as many sources as possible, including videos, magazines, book,
reference materials, websites, simulators, webquests, and anything else the
three of us could gather. The class would also be given ample time in the
technology lab to locate additional, or teacher recommended sites to give them
more control over their learning. The final
presentation or paper would be of their own design, and graded against a rubric
that the class would also help develop, to increase their involvement and
ownership of the entire unit.
References
Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C.
(2014). Resource-based learning. Retireved
from http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning
Gräber,
W., Neumann, A., & Tergan, S. (2006). Mapping and managing knowledge and information in resource-based
learning. Innovations in Education and
Teaching International
43(4), 327-336.
Greenhow, C., Dexter, S. & Riedel, E. (2006). Methods
for evaluating online, resource-based learning
environments for teachers. Journal of
Computing in Teacher Education 23( 1), 21-28.
Kong, S., & So, W. (2010). Interaction of students’
academic background and support levels in a resource-based
learning environment on Earth’s Movement. Interactive
Learning Environments 18(2),
153-176.
