RSA
# 3 Resource-based Learning
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.
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