creating resource-based learning environments: janette r. hill the university of georgia
TRANSCRIPT
Creating Resource-Based Learning Environments:
Janette R. Hill
The University of Georgia
Topics for Discussion
• Resources: What are they
• The Ever-Evolving Nature of Resources
• RBLEs: What are they, what do they look like
• Creating and Implementing RBLEs
• Opportunities and Challenges
• Exploring Next Steps
Resources
“…information assets -- data points organized by an individual(s) to convey a message (Allee, 1997)”
Media
People
Places
Ideas
The Ever-Evolving Nature of Resources: Predigital
• Resources convey meaning consistent with and support of established goals/standards
• Static and used intact
Image from: www.nur.utexas.edu/ 0212/cdelossantos/BOOKS.JPG
More Predigital Characteristics
• Present given cultural perspectives and interpretations
• Info beyond the “textbook” an “add-on”
• Physical restrictions -- location, packaging
Image from: www.uni-tuebingen.de/ub/fuehrung/f-images/neu/ab-zsauslage2gr.jpg
The Ever-Evolving Nature of Resources: Emerging Perspectives
• Resources may still convey meaning consistent with and supportive of established goals/standards -- but can also move beyond
• Not inherently static -- and do not have to be used intact
Image from: www.digital-advocate.com/ Resource_Center.htm
More Emerging Perspectives
• Present given cultural perspectives and interpretations... but can move beyond
• Info beyond the “textbook” becomes “essential”
• Physical restrictions -- not in place
Image from: www.wkozak.com/Digital%20Drawings%20GIF/Man%20Jumping%20on%20Books%20Digital.gif
RBLEs
• Resource-based learning “…involves the reuse of available assets to support varied learning needs (Beswick, 1990).”
• Challenges in the 1990s...– Pre-digital– Access – Re-use
Image from: www.cristalla.com/ images2/learnenviro.jpg
Why RBLEs now?
• Increased access to resources
• Flexibility in manipulation/use of resources
• Economic need
• Philosophical desire
Image from: www.certec.lth.se/ doc/mobility1/mobility1.jpg
Components of RBLEs
• Four primary components– Enabling contexts– Resources– Tools– Scaffolds
Enabling Contexts
• Externally directed or induced– Problems/issues situated (e.g., history, science)– Specific problems may not be addressed
• Learner generated– Learner determines context and problems
• A learner might have visited a history museum and be interested in learning more about Native American Indians
• Negotiated– Instructor and learner work together to determine
context and problem(s)/issues(s) to addressImage from: www.saskschools.ca/.../ envir/images/photo.jpg
Resources
• The most powerful component and the foundation of RBLEs– Static
• Pre-established with little opportunity to manipulate (e.g., print)
– Dynamic• Some or all pre-established• Manipulatible and re-usable
Image from: www.dryden.co.uk/images/ connections.jpg
Tools
• Processing tools – Manage the cognitive demands – Example: desktop folders/directories
• Searching or seeking tools – Help to locate and access needed resources– Example: topical indexes, search engines
• Collection tools – Collecting resources and data– Example: word processing application
Tools• Organization tools
– Represent and define relationships – Example: mapping tool like Inspiration®
• Integration tools – Link new with existing knowledge – Example: database
• Generating tools – Create “objects” of understanding – Example: Web page tool
• Communication tools – Support exchanges among learners, educators, experts – Example: e-mail, bulletin boards, listservs
Image from: www.ucop.edu/humres/images/ connections.gif
Scaffolds
• Conceptual scaffolding – Guides learners in what to consider
• Metacognitive scaffolding – Supports the underlying cognitive demands
• Procedural scaffolding – Emphasizes how to utilize features/functions
• Strategic scaffolding – Supports ways to analyze, plan, and
respond
image from: www.cs.utah.edu/~tthompso/ m_misc.html
What do they really look like?
Questions to Explore
How do they work?
Image rom: www.standrews.austin.tx.us/ library/question.jpg
Examples of RBLEs
http://it.coe.uga.edu/~janette/courses/EDIT6900
http://it.coe.uga.edu/studio
• Access to multitude of perspectives
• Used in a variety of contexts
• Facilitate learner-centered approach
• Cultivate transferable skills
Opportunities
Challenges
• Inconsistent standards
• Contexts not well-established
• Resources unregulated
• Directed approaches continue to dominate
What lies ahead?
• Opportunities considerable– Vast numbers of digital resources
located in expanding information repositories
– Tools and search engines help to locate potential resources
Door is open, but path not clear...
• and challenges need to be addressed– Search engines present
information - do not determine meaning
– Individuals (instructors, learners) need to take more control
Future Prospects Bright!
• “RBLEs [can] enable educators and learners to take advantage of the information systems we now have available, expanding the resources they use to enhance the teaching and learning process.” (Hill & Hannafin, 2001)
Image from: www.js-games.de/coolstuff/ tips.png
Reference for RBLEs
Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52.
Ideas, comments, questions?
Be sure to get in touch!
electronic:
surface:
Instructional Technology
604 Aderhold Hall
Athens GA 30602