Module 5_ Resource Based Learning _ Mallon

RSA # 3 Resource-based Learning

http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning

http://faculty.ksu.edu.sa/Alhassan/Hand%20book%20on%20research%20in%20educational%20communication/ER5849x_C040.fm.pdf

http://www.powershow.com/view/14b6e8-MmViY/Resource_Based_Learning_RBL_powerpoint_ppt_presentation

http://blackboard.cuchicago.edu/bbcswebdav/pid-1435499-dt-content-rid-5597049_2/courses/8249.201530/Week5-reading_resource-based-learning_v15.pdf

Resource-based Learning (RBL) is a learner-based approach to education in which students use a wide variety of resources to engage in active learning. RBL is not a defined pedagogy, but can be used with constructivist approaches to education. When implementing an RBL approach, they key is to understand exactly how to use it with relation to constructivist pedagogies.

One way to utilize RBL is for teachers to incorporate RBL into different types of problem or project based learning.   Campbell, Flageolle, Griffin, & Wojcik (2014) give a specific example of a teacher developing a learner-based project using resource based learning by providing students with a variety of resources to examine and analyze (Scenario, Para 1 – 9). By using RBL, students choose what they want to research based on personal interest which leads to self-directed learners. Campbell et al (2014) further explains the idea of RBL as being a teacher planned and student directed approach by giving specific details to use RBL in the classroom (Implementing RBL). Establishing goals, using artifacts, providing rubrics for students, and constantly evaluating and giving feedback during the research process are some of the ways teachers can implement the RBL style into their classrooms. According to Campbell et al (2014), the biggest challenge for RBL is the planning by the teacher, but the benefits can outweigh the extensive planning because RBL motivates and engages students while building critical thinking and research skills for students (Challenges of RBL, papa 1).

Similarly, Hannafin & Hill (2007) describe RBL as being a process of learning, not an epistemology. RBL should be used with conjunction to a specific teaching method. Hannah & Hill (2007) also explain the positives of using RBL and how it can increase literacy and make students information literate (p. 533). While using RBL, students are learning research, writing, critical thinking, and reading skills. By evaluating different sources, students are becoming information literate. There are also issues when teachers want to use RBL in the classroom. Hannah & Hill (2007) explain the trouble teachers may have such as evaluating digital resources for student use, students’ misinterpretation of sources, propaganda from certain sources, and copy write infringement (p. 526).  RBL can be a long planning process for teachers with many obstacles, but when uses with a proper teaching methodology can increase student skills and literacy.

As with the other sources reviewed, Peglar (n.d.), describes RBL as an active learning approach. Peglar (n.d.) also describes the use of communication and collaboration when using RBL (slide 8). Students can work in collaborative groups and share sources and annotations of sources to help each other in the research process. Students can create learning communities to share ideas and communicate quickly with each other using Google Docs, Diigo, or any other web-based tool. In addition to listing advantages of RBL, Peglar (n.d) gives success criteria for RBL which includes if students manage their time in the research process (slide 12). This is a major concern with research based learning and brings forth many questions such as: is time being utilized properly by the students? How long will it take to teach the research and annotation skills students need to be successful?

One of the biggest challenges of RBL is teacher preparation and examining useful sources for students. Greenhow, Dexter, & Riedel (2006) examined the usefulness of web-based resources that could be used for RBL. “The multi-method approach provides an alternative means for evaluating the pedagogical design and learners’ use of online, resource-based learning environments where more traditional process and outcome measures are unavailable (p.26).” They created a checklist to evaluate web-based tool based on knowledge, community, assessment, and the learner. By utilizing this checklist, teachers are able to focus on providing students with good resources to help with RBL.

When paired with a specific teaching method, resource-based learning can be useful in the classroom and engage students. It creates a learner-based atmosphere and can develop the critical thinking skill and research skills students need. Teachers must understand the challenges that come along with using such an approach. If a teacher can plan accordingly, evaluate sources, and provide constant feedback to students, then RBL can be extremely successful in the classroom.

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

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.  

 Hannafin, M. J., & Hill, J. (2007). Resource-based learning. Handbook of research on

educational communications and technology, 3, 525-536.

Peglar, R.J. (n.d.). Resourc-based learning. Staffordshire University School of Computing.

Retrieved from online lecture notes PowerPoint:

http://www.powershow.com/view/14b6e8-

MmViY/Resource_Based_Learning_RBL_powerpoint_ppt_presentation.

Module 4_ Project-based learning

RSA #2 Project-Based Learning

http://www.ncsu.edu/meridian/win2002/514/project-based.pdf

https://www.youtube.com/watch?v=P5SmW6IxfwI#t=470

https://www.youtube.com/watch?v=LMCZvGesRz8

http://zulama.com/resources/project-based-learning/#.VNQo39LF-So

Problem-based learning (PBL) is a student-centered approach in which students inquire about a subject by solving a problem. The teacher provides students with a direct question and allows students to solve the problem through discovery, collaboration, and critical thinking. There are many different forms of PBL, but what exactly should a teacher focus on when developing a lesson or unit using the PBL approach?

The Buck Institute for Education (2010) describes problem-based learning as being an effective and interesting approach to education. The key component of PBL is to move away from traditional type classroom environments and develop non-traditional skills such as critical thinking, collaboration, and communication (Project Based Learning: Explained, 2010). BIE focuses on teachers providing students with a question or problem. The students then research, collaborate, gather feedback, and present their findings. This approach deepens student understanding and builds skill that they will utilize as the move from the educational world into the working world. 

One of the key arguments for the effectiveness of the PBL approach is the fact that it aligns with the Common Core Standards. Sara Hillerman (2013) of the Buck Institute of Education explains, “PBL is a way for students to build complex products aligned with Common Core Standards” (Hallerman). One of the key components to common core is the development of critical thinking skills. PBL can enhance critical thinking skills by having students research, read complex texts, and creating reasoned arguments. Hallerman (2013) also describes the importance of the planning process for PBL instruction. Teachers need to change their philosophy to map out long range units using a backward design approach and focusing on the 21^st century learner (Hallerman). The importance of backwards planning, developing full units, and scaffolding lessons help create meaningful PBL instruction.

Similarly, in the article Getting a grip on project-based learning, Grant (2002) examines the importance of collaboration among peers during PBL (p. 2). One of the key factors to creating a PBL dynamic in the classroom is for a teacher to instill collaborative group work. Grant (2002) suggests teachers may have to demonstrate to students how to work in groups, how to resolve issues that may arise during group work, and how to interact in groups (p. 2). Unlike the other readings and videos on PBL, Grant examines the use of assessments. Grant (2002) states, “because learners are constructing artifacts that represent their learning, it is important to provide feedback that is constructive and authentic to the objectives of the assignment. Multiple-choice and true-false tests may be inappropriate to judge the quality of learning that has occurred. Two suggested options include portfolios and rubrics” (p.3). Teachers should provide students with rubrics during the PBL introduction in order for students to have an example or reference of what is expected when completing the project.

As with all the other sources analyzing PBL, one of the main components of PBL should be a driving force for inquiry (Zulama, 2010.). Projects that provide students with inquiry help guide each student to be responsible for his or her own learning. The Zulama website also engages in a discussion of the use of directing questions, collaboration, utilizing 21^st century classroom skills, and providing feedback. Something new that the site explores is providing students with a choice and a voice in the learning process through PBL. By offering students a choice, they are more likely to become self-directed learners and take responsibility for their education.

Implementing a PBL approach in the classroom can be a difficult task. A variety of resources are available for teachers to use. Each resource has the same common approach and theme. However, some resources place importance on different aspects of PBL. Teachers should analyze all resources and create their own approach to PBL. The best teachers are those who take the research they have gathered and create their own unique approach to a particular subject, lesson, unit of study, or course.

References

(2010). What is project-based learning? Zulama. Retrieved from

http://zulama.com/resources/project-based-learning/#.VNQo39LF-So

(2010, December 9). Project based learning: explained. Buck Institute of Education. Retrieved

from https://www.youtube.com/watch?v=LMCZvGesRz8

Grant, M.M. (2002). Getting a grip on project-based learning: Theory, cases, and

recommendations. Meridian: A middle school computer technologies journal, 5(1), 83.

Hallerman, S. (2013, November 6). Common core and project-based learning. Buck Institute of

Education. Retrieved from https://www.youtube.com/watch?v=P5SmW6IxfwI#t=470

Module 3_ Inquiry-based learning

RSA#1 Inquiry-Based Learning

http://d20uo2axdbh83k.cloudfront.net/20130518/d4ad99d1819c403f502d7ee14ddd9bba.pdf

http://www.thirteen.org/edonline/concept2class/inquiry/

http://www.youtube.com/watch?v=u84ZsS6niPc

http://www.teachinquiry.com/index/Introduction.html

Inquiry-based learning (IBL) is a student centered approach that asks students to answer their own questions and gain knowledge through experiences, but how can teachers utilize this method in their classroom and move away from a traditional approach to learning and can it be successful?

One way to shy away from a traditional approach to education is for teachers to utilize an inquiry-based learning approach. Teachers need to move away from asking students “what” to asking “how”.  According to Workshop: Inquiry-based learning (2004), “inquiry implies involvement that leads to understanding. Furthermore, involvement in learning implies possessing skills and attitudes that permit students to seek resolutions to questions and issues while students construct new knowledge.” The overall goal of IBL is for students to develop problem solving skills. The Workshop: Inquiry based Learning website focuses on changing students’ ways of viewing and communicating about the world by focusing on what questions are being asked and how students can investigate these questions. They key to IBL for students to understand different perspectives and make education not about the correct answer, but the process of problem solving.

Crombie (2014) takes a similar approach to inquiry-based learning. He too focuses on educators changing their style from a traditional approach to a more student centered approach. He too uses the analogy that if a teacher involved students in the learning process they will understand. As with all IBL approaches, Crombie (2014) breaks his approach down into different parts. The first four are similar to other approaches in the sense that students are building their own knowledge through open ended questions, discussion and searching for resources, synthesizing resources, and presenting findings, but Crombie takes if a step further. According to Crombie (2014), another step to an effective IBL lesson is reflection. Having students reflect on their findings and the process helps develop the problem solving skills.

As with all other sources focusing on IBL, Stephenson (2008) too explains the positive effects of IBL on student learning. Stephenson’s website provides a more practical approach to IBL. Besides just taking the theory of IBL, it describes how to take IBL into practice using technology. One of the key elements is for students to use technology to collaborate in learning communities and to utilize technology outside of class. Students can use a variety of resources to synthesize information such as Google Docs or Glogster. They can also collaborate outside of class using Diigo or Facetime. Stephenson (2008) explains that students need to incorporate technology and collaborate to develop the skills needed to be effective.

Inquiry-based learning has been promoted to increase skill development and literacy among students. Brickman, Gormally, Armstrong, & Haller (2009) conducted a study to test such measures. The focus of the study was to see if IBL increased student literacy and confidence through inquiry laboratories in non-science majors general biology classes at the university level. The experiment lasted two years and had over 1300 participants (Brickman et al., 2009). Through assessments, self-reflection, interviews, and course evaluations the experimenters were able to analyze the effects of IBL versus traditional teaching methods. The results show that IBL help students gain literacy and skills needed in science education by 2-4% (Brickman et al., 2009). This experiment shows the effectiveness of inquiry-based learning. Although this study focuses on laboratory science, IBL can be used in every classroom and have dramatic positive effects on student learning.

As seen by Brickman et al. (2009) inquiry-based learning will lead to student centered learning. Although educators and researchers utilize IBL, their approaches differ from one another. At the root, each approach is focused on the same principles and ideas. That is, posing questions, gathering information, utilizing the information, and presenting findings. Some researchers and educators may add more elements such as gaining feedback through reflection or focus on building comradery and establishing a learning profile. The goal for educators when using the IBL approach is actually utilize the IBL approach themselves. Pose a question of what makes IBL successful? Gather information by reading different research, synthesize different types of IBL models to make IBL their own.

References

(2004). Workshop: Inquiry-based learning.  Concept to classroom. Ed online. Retrieved from

http://www.thirteen.org/edonline/concept2class/inquiry/

Brickman, P., Gormally, C., Armstrong, N., Hallar, B. (2009). Effects of Inquiry-based Learning

on Students’ Science Literacy Skills and Confidence. International Journal for the

Scholarship of Teaching and Learning , 3(2), 1-22.

Crombie, Scott. (2014, May 26). What is Inquiry Based Learning? Inspiring Science Education

Project. Retrieved from http://www.youtube.com/watch?v=u84ZsS6niPc

Stephenson, Neil. (2008). Introduction to Inquiry Based Learning. Retrieved from

http://www.teachinquiry.com/index/Introduction.html