RSA#3-Resource based learning
The APEF Foundation document for Language Arts defines
resource-based learning as learning that “actively involves students, teachers
and teacher librarians in the effective use of a wide range of print, non print
and human resources.” (www.du.pe.ca/bil/bil.asp?ch1.s2gdx)
Research skills are crucial for a student to have in order
to be successful. Such skills allow
students to analyze the content they are studying and think critically about
how to apply the ideas they have learned to the assignment at hand. In Sir Ken Robinson’s “Bring on the Learning
Revolution” he brings up the point that education must be transformed into
something else (2011). Resource based
learning is a way to transform the traditional lecture from the teacher to an
exploration for the students. It allows
students to provide a backbone to support his or her point of view on a topic,
as well as provides evidence to compare and contrast a topic.
The article in Educational
Technology & Society supports the success of resource based
learning. In this particular assignment,
seventh grade students were learning Chinese poems. The main focus of the study was how learners
were able to locate appropriate resources for Chinese poems. This study was student centered, which is a
basis for resource based learning.
Students were given hand held devices to conduct their research. The study found that students have more of a
positive attitude toward learning when using a hand held device (Yang, Tseng,
Liao, & Liang, 2013).
Since students typically have difficulty appreciating poems, a resource
based approach was used to help them simulate the setting of the poem in order
to get a deeper understanding. The use
of trust worthy multimedia sources helped the learner connect to the poem in
ways using a textbook would not be able to accomplish.
This article from Asia-Pacific
Forum on Science Learning and Teaching also supports the use of resource
based learning. In this article,
teachers prepare online resources for primary level students in an effort to
get feedback on resource based elearning.
The framework of RBeLEs includes four areas: creation of contexts, selection of resources,
use of tools and adoption of scaffolds (So & Ching, 2012). Three teachers were asked to prepare 90
minute science lessons. One teacher used
a computer lab where each student used their own desktop computer. The other two teachers taught their lessons
in traditional classrooms with textbooks where students sat in groups a shared
a notebook computer. Teachers stated
that they observed the online resources raised student’s interest in the
topic.
So and Ying found that there were challenges that pupils
faced while interacting with the online resources. Students found it difficult
to switch between different websites. In
addition, some video resources had a language barrier issue. Many students needed teacher directed
guidance on where to look. In addition,
one teacher had difficulty finding appropriate online resources for the students
to use. Despite these challenges,
students indicated they were generally in favor of learning with online
resources (So & Ching, 2012).
Resources
(Yang, Tseng, Liao, & Liang, 2013)
(So & Ching, 2012)
