Resource-based learning

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1 Definitions

“The potential of resource-based learning environments (RBLEs) for instruction and learning is considerable. Whereas conventional instructional approaches address known learning goals using well-organized sequences, resources, and activities, methods for supporting context-specific, user-centered learning have been slow to develop. Increasingly, individuals evaluate vast numbers of digital resources located in expanding information repositories. [...] Digital information systems such as the Web continue to influence both the availability and use of resources (Quinlan, 1997). RBLEs enable teachers and learners to take advantage of these systems, expanding the resources they use to enhance the teaching and learning process. [...]Resources are media, people, places or ideas that have the potential to support learning. Resources are information assets—data points organized by an individual or individuals to convey a message (Allee, 1997).” (Hill & Hannafin, 2001: 38:)

“One area in particular need of development for EPSS [Electronic Performance Support Systems] technology is the integration and use of resources. Resources have always been integral to training. Resource-based approaches extend the traditional use of available information and media by reusing and manipulating them to accommodate specific situational requirements. In EPSSs, resources are individual media (text, video, pictures, graphics, etc.) that have the potential to support performance. Resources are organized sets of data combined by an expert or specialist to convey a message, thus providing information related to a specific topic and/or task (Clark, 1998). [...] Resource-based approaches offer the potential for establishing situational relevance in a flexible development/delivery environment. They involve the identification and re-use (or adaptation) of existing resources to support varied, rather than only specific, training and learning needs. ” Hannafin, M.J., Hill, J. R., & McCarthy, J. (2002)

2 Links

Lisa Campbell, Paula Flageolle, Shann Griffith and Catherine Wojcik, Resource - based learning

3 Bibliography

  • Allee, V. (1997). The knowledge evolution: Expanding organizational intelligence. New York: Butterworth-Heinemann.
  • Beswick, N. (1977). Resource-based learning. London: Heinemann Educational Books.
  • Bleakley, A., & Carrigan, J. L. (1994). Resource-based learning activities: Infor-mation literacy for high school students. Chicago: ALA.
  • Cull, P. (1991). Resource-based learning: A strategy for rejuvenating Canadian history at the intermediate school level. (ERIC Document Reproduction Service No. ED 343 829)
  • Hannafin, M.J., Hill, J. R., & McCarthy, J. (2002). Designing resource-based learning and performance support systems. In D. Wiley (Ed.), The instructional use of learning objects. Bloomington, Association for Educational Communications and Technology. http://www.reusability.org/read/
  • Haycock, C.A. (1991). Resource-based learning: A shift in the roles of teacher, learner. NAASP Bulletin, 75(535), 15–22.
  • Hill, J. R., & Hannafin, M. J. (2001). The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52.
  • Rakes, Glenda (1996). Using the Internet as a Tool in a Resource-Based Learning Environment. Educational Technology, v36 n5 p52-56 Sep-Oct 1996.
  • Sally A. Brown, Brenda Smith (eds.) (1996). Resource-based learning, Routledge. ISBN: 0-7494-1932-6
  • Stefl-Mabry, Joette (1998). Designing a Web-Based Reading Course, Journal of Adolescent & Adult Literacy Vol. 41, No. 7 (Apr., 1998), pp. 556-559
  • Yan, J., Torjman, P., & Clipsham, D. (1998). Successful resource-based learning strategies for the geography of Canada courses. Canadian Social Studies, 32(3), 85–88.