Open Learning Environments: Foundations, Methods, and Models

							Resource-Based Teaching and Learning:
  Principles, Structures & Strategies



                Michael Hannafin
    Learning & Performance Support Laboratory
               University of Georgia
        Overview & Purpose

 Background experience/influences leading
  to/relating to interest in RBLEs
 Evolution of resources for teaching and
  learning
 Introduce Resource-Based Learning
  Environments (RBLEs)
 Examples of RBLE components
 Challenges & opportunities
  To know the researcher is to
understand the research…before

   “Raised” as Behavioral (then Cognitive)
    Psychologist
    » Focus on observable evidence
    » Experimental methodologist
    » Directed/didactic teaching-learning
    » What is the nature/evidence of human
      cognition?
    » Under what conditions do individuals learn
      most effectively?
                     …now

   Shifts in perspective
    » Focus on individuals as they learn
    » Mixed/design-based methodologist
    » Open, student-centered teaching-learning
    » What are the goals, intents, etc of individual
      user?
    » How do/can learning systems support those
      goals, intents, etc of individual users?
         Implications for R&D

   From teaching and learning in formal settings to
    teaching and learning in informal, user-defined,
    and “special” everyday settings
   From laboratories to everyday learning settings
   From individual strategies to integrated systems
   From can users learn from given strategies to
    which approaches do users attempt
   Systems that support unique learning goals
What is a Resource-Based Learning
     Environments (RBLE)?
              An RBLE is a…

   Framework that guides/supports/enacts varied
    models (esp ill-structured learning tasks), not
    a pedagogical model per se
   Collection of information assets that are
    used/re-used multiple times and ways to
    accomplish the same or different learning
    goals
    » How are they used multiple times/ways?
    » How are learners engaged? How is learning
      supported?
           Key Concepts

 Re-use, re-define existing resources
 Meaning of resource varies with different
  context(s)
 Learning supported using both
  technology and non-technology guides
 Meaning via convergence of perspective
  provided or induced, availability of
  appropriate resources, and guidance
RBLE Structures


 Resources
 Enabling Contexts
 Tools
 Scaffolds
    Resources in the Digital Era

 Static, dynamic- can be altered?
 “Learning objects”- indexed “stuff”
 Granularity- all, most, small piece
 Repackage-able- reassemble order,
  combinations
 Re-defining meaning of resource
 Access- any time, any place, any thing?
                 … in RBLEs
   Source materials to support learning
    » Static resources
       – contents do not change through use (fixed)
       – e.g., CD-ROM info, textbooks, databases
    » Dynamic resources
       – contents change dynamically through time
       – e.g., climate databases
       – “smart” databases that transform through new
         entries
Ergomotion (1995), Florida State University
Alien Rescue (2002), University of Texas-Austin
DaVinci’s Book (1995), NHK Corp & UGA
    What Are Enabling Contexts?
   Vehicles through which individuals are
    oriented to a need or problem
     » Externally-imposed
       – expected outcome is identified a priori
    » Externally-induced
       – specific problems are not identified; a number of
         problems can be generated by learners.
    » Individually-generated
       – specific context is not generated in advance.
         Learner establishes contexts based on
         individual needs and interests
Exploring the Nardoo (1996), IMML,
U. Wollongong, NSW Australia
            What Are Tools?
   Means for engaging, augmenting, and
    manipulating ideas
    » Processing tools
      – seeking, collection, organization, integration,
        and generation tools
    » Manipulation tools
      – used to test validity of beliefs and theories
      – microworlds and simulations
    » Communication tools
      – telecommunications support for exchanges
        among learners, teachers, experts
Investigating Lake Iluka (1993), IMLL,
University of Wollongong, NSW, Australia
Alien Rescue (2002), University of Texas-Austin
          What Are Scaffolds?
   Supports for engaging learning
    » Conceptual scaffolding
       – supports reasoning and perspective-building
    » Metacognitive scaffolding
       – supports underlying process of self-
         management and -monitoring
    » Procedural scaffolding
       – supports how to utilize resources and tools;
         reduces cognitive load (e.g., bookmarks)
    » Strategic scaffolding
       – supports planning, organizing, analyzing and
         decision-making
Investigating Lake Iluka (1993), IMLL,
University of Wollongong, NSW, Australia
What Might It Mean?
    Challenges & Opportunities

   Standards and conventions are inconsistent
   Design of enabling contexts not well
    established
   Resources are unregulated
   Copyright & Fair Use
   Limited metacognitive awareness and
    comprehension monitoring skill
   Accountability issues
    Challenges & Opportunities

   Identification and selection of appropriate
    resources
   Resources designed for one approach may
    not support others
   Grounded practices needed
   Multiple resource use not well established
   Lacking skills to access, process, and use
    information and ideas
     Contact Information



            Michael Hannafin
Learning & Performance Support Laboratory
          University of Georgia
             Athens, GA USA

         http://lpsl.coe.uga.edu/