Riska Okta Pratiwi 16716251010Ginanjar Arif Wijaya 16716251025Joko Ruberts Swasono 16716251034

RESOURCE-BASED LEARNING

OUTLINE1. Historical Perspective on Resource-Based Learning

a. The emergence of RBLb. Metamorphosis of RBLc. Socially Constructed Resourcesd. Sophistication of Information Systeme. Affordability, Power, and Availabilityf. Economic and Practical Influences

2. Components of Resource-Based Learninga. Contextb. Toolsc. Scaffolds

3. Epistemology, Foundation, and Assumption4. Related Research and Implications for RBL

HISTORICAL PERSPECTIVEON RESOURCE-BASEDLEARNING

The Emergence of Resource-Based Learning

Resource: “Media, people, places, or ideas that have the potential to support learning” (Hill and

Hannafin, 2001, p. 38).

Resource-based learning: The use and application of available assets to support varied learning

needs across contexts (Beswick, 1977; Doiron and Davies, 1998; Haycock, 1991 in Hannafin, 2008).

The Emergence of Resource-Based Learning

RBL demands that students actively engage with multiple learning resources with well-articulated educational purpose (Laverty in Armatas et al, 2003). This type of learning envi-

ronment does not exclude group interactions in the classroom and/or mediated through some computer-based communica-

tion environment.

Digital age has influenced in adapting resources ad has changed nature of a resource.

Metamorphosis of Media

Media have become vastly easier to produce and access; for example, high-quality, sharable digital documents have become commonplace through

word processing, movie making, and desktop pub-lishing (Counts in Hannafin, 2008).

Digitization has also reduced the need to warehouse resources at centralized repositories. Furthermore, traditional publishing and production houses, al-though important, are no longer required to pro-duce, store, and distribute information (Hannafin,

2008).

Socially Constructed ResourcesBlogs and wikis have become a primary source of information

across a growing range of users. Blogs enable a wide distribution of ideas, and wikis enable broad distribution as well as the collab-

orative building of ideas (Engstrom and Jewett in Han-

nafin, 2005).

Sophistication of Information Sys-tems

The amount of information or resources available has increased exponentially; for example, Lawrence and Giles in Hannafin (2008) estimated that the indexable Web was comprised of approximately 320 mil-

lion pages.

Problems have emerged, particularly with locating the “right” information.

Affordability, Power, and Availabil-ity

Technologies have decreased in cost while grow-ing exponentially in capability. For example, low-cost wireless computer technologies and internet

access are now widely available and enabling cost-effective access to almost anything, any-

time, and anyplace.

Economic and Practical Influences

National Education Association (NEA in Hannafin, 2008) has

brought radical budgetary con-straints to both formal and infor-mal educational initiatives be-

cause of an expanding global li-brary of digital resources.

COMPONENTS OF RESOURCE BASED LEARNING

Resorce-Based Learning involves establishing contexts for, tools for acting on

and with, and scaffolds to guide the differentiated interpretation, use, and

understanding of resources in ways that are consistent with the epistemology,

foundations, and assumptions of a given learning model (Hill and Hanafin 2001).

Context We may say that a learning context is the set of

circumstances that are relevant when someone needs to learn something (Dias: 2005.,p.128)

Figure 1 – Model relating learner, content and context in a

learning event (Dias: 2005.,p.128)

• Supplied situations or problems are provided by an instructor or external agent to orient learners to a perticular goals.

EXTERNAL CONTEXTS

• Learners establish learning context, define their knowledge, and skill needs, identify resources to meet the needs and situate the resource’s meaning to address their needs (Hill and Hannafin, 2001).

INDIVIDUAL

CONTEXTS

• The combination of aspects in external and individual contexts. • For example the implementation of problem-based learning models,

Iiyoshi (1999) examines the effects of different orienting context on nursing students’ search strategies, interpretation, and understanding using multimedia resources contained in a multimedia database, the Human Body.

NEGOTIATED

CONTEXTS

Tools Tools in teaching and learning give opportunities to teacher and

learners to add and to modify the resources and the ideas. Tools use varies with context and intention; The same tools can support different activities based on its

alignment with given learning models (Hill and Hannafin:2001, p.529).

Numerous tool types and fuctions have been identified (Iiyoshi et al: 2005)

1. Processing Tools2. Searching Tools3. Manipulation Tools4. Communication Tools5. Asynchronous Communication Tools6. Synchronous Communication Tools

Processing Tools

Searching ToolsPC / Smartphone / other gadgets + offline or online databaseSearch Engine:

• www.google.com• Google scholar• Bing.com from Microsoft• Yahoo.com• Ask.com• AOL.com• Baidu.com• Wolframalpha.com• Duckduckgo.com• Internet Archieve• ChaCha.com• Spotlight.com from Apple Inc.• Safari from Apple Inc.

Manipulation Tools

Communication Tools support the ability to exchange information & ideas.

Asynchronous Communication Tools Synchronous Communication Tools

Scaffolds

Scaffolding is the support given during the learning process which is tailored to the needs of students with the intention of helping the students achieve

his/ her goals.

Sharma dn Hannafin (2007) argued that procedural, conceptual, metacognitive, and strategic scaffolds

are especially relevant for RBL.

PROCEDURAL SCAFFOLDThe procedural scaffolds emphasize how to use the features and functions of a given

sources.

CONCEPTUAL SCAFFOLD

Conceptual scaffold guide learners in what to consider by

assisting with the identification of knowledge related to a problem

or by making connections between concepts more

apparent.

METACOGNITIVE SCAFFOLDMetacognitive scaffold commonly used in

inquiry-based environments, prompt reflection, comparison and revison based on self-assessment of understanding.

STRATEGIC SCAFFOLDStrategic scaffolds provide assistance in identifying ways to analyse, plan, and respond (Hill and Hannafin:2001, p.530). Several models have been designed to help the learners in determining the needs and their interest.

For example; The use of digital library helps the learner to find the ap-propriate materials for their assignment. The The use of Mendelay Desktop Program to assist the learners in managing the references.

EPISTEMOLOGY, FOUNDATIONS, AND ASSUMPTIONS

Epistemology

Hannafin and Hill (2006) have advocated that learning systems be aligned with

and grounded in underlying epistemolog-ical beliefs and associated foundations and embody the assumptions and prac-tices underlying those beliefs and foun-

dations.

Epistemology

Objectivists’ values and beliefs about the nature of knowledge and learning, for example, differ fundamen-

tally from those of relativists (Jonassen, 1991)

To ground design practices that reflect and manifest the values of objectivist epistemology, corresponding design foundations and practices are applied to sup-port learning. Conversely, constructivists emphasize

the uniquely individual construction of knowledge and the generation of meaning; accordingly, practices are

designed to support unique rather than particular sense making (Hannafin et al., 1997).

Foundations and Assumptions

PSYCHOLOGICALCharacteristically, behaviorists paid little attention to thinking or the organization of knowledge, tending in-stead to characterize learning in terms of complex stim-ulus–response–reinforcement associations—that is, ob-servable phenomena deemed to influence learning (Bur-ton et al., 2004).

Like behaviorism, cognitive psychology is largely rooted in objectivist epistemology; unlike behaviorists, cogni-tive psychologists emphasize the individual’s processing of information and how knowledge is stored and re-trieved (Winn, 2004).

Foundations and Assumptions

PEDAGOGICAL

Psychology and pedagogy reflect underlying be-liefs about the nature of learning, the methods and strategies employed, and the ways in which domain information is organized and made avail-able.

Foundations and Assumptions

TECHNOLOGICAL

Technological capabilities dictate the extent to which features can support learning, but peda-gogical requirements dictate how and which ca-pabilities should be integrated.

Foundations and Assumptions

CULTURAL

Cultural considerations reflect beliefs about edu-cation, the role of individuals in society, traditions in how different disciplines teach and learn, and the prevailing practices of a given community. They influence design by defining the values of a given setting.

Foundations and AssumptionsPRAGMATIC

Each setting has unique situational constraints that affect how a learn-ing model is implemented.

EXAMPLE 1RESEARCHER: Jefs, et al (2004) explored resource “toolkits” for students.SETTING: online learning environment at British Open Uni-versity. AIM: To determine which, when, and how to provide re-sources to assist distant undergraduate students during their online learning. PARTICIPANTS: included 60 part-time undergraduates.DATA COLLECTION: Data included questionnaires and in-terviews.

RESULTThe results of the use of toolkits were effective in scaffold-ing resource use.Generally, students indicated a preference for fewer activit-ies and for aesthetically attractive resource in the toolkits. Students requested alternative formats such as printed format.

EXAMPLE 2RESEARCHER: McNichol et al (2002) SETTING: Four U.K schools, one class was selected from each school.PARTICIPANTS: Secondary Level (Seventh Grade Stu-dents)AIM: examined the RBL approaches.DATA COLLECTION: Students’ logs recorded and the stu-dents’ reflection.Parents’ questionnaire and interview.

RESULTThe result indicated that ICT resource use in the home was high, even in poor regions of the country (93%). While access varied, the majority of the students had access to and made use of ICT resources.Students expressed concern over the limited number of re-source available, while parents expressed concern related to the lazyness.

ReferencesHannafin, M., & Hill, J. (2008). Resource-based learning. In Handbook of Research on Educational Communication and Technology (Spector, M., Merril, D., Merrienboer, J., & Driscoll, M., Eds.). Taylor & Francis Group (Pp. 525 – 536 only).

Armatas, C., Holt, D., and Rice, M. (2003). Impacts of an online-supported, resource-based learning en-vironment: Does one size fit all? Dist. Educ. , 24(2), 141–158.

Hill, J. R. and Hannafin, M. J. (2001). Teaching and learning in digital environments: the resurgence of resource-based learning. Educ. Technol. Res. Dev. , 49(3), 37–52.