1. Creating Resource-Based Learning Environments: Janette R. Hill The University of Georgia

2. Topics for Discussion Resources: What are they The Ever-Evolving Nature of Resources RBLEs: What are they, what do they look like Creating and Implementing RBLEs Opportunities and Challenges Exploring Next Steps

3. Resources “…information assets -- data points organized by an individual(s) to convey a message (Allee, 1997)” Media People Places Ideas

4. The Ever-Evolving Nature of Resources: Predigital Resources convey meaning consistent with and support of established goals/standards Static and used intact Image from: www.nur.utexas.edu/ 0212/cdelossantos/BOOKS.JPG

5. More Predigital Characteristics Present given cultural perspectives and interpretations Info beyond the “textbook” an “add-on” Physical restrictions -- location, packaging Image from: www.uni-tuebingen.de/ub/fuehrung/f-images/neu/ab-zsauslage2gr.jpg

6. The Ever-Evolving Nature of Resources: Emerging Perspectives Resources may still convey meaning consistent with and supportive of established goals/standards -- but can also move beyond Not inherently static -- and do not have to be used intact Image from: www.digital-advocate.com/ Resource_Center.htm

7. More Emerging Perspectives Present given cultural perspectives and interpretations... but can move beyond Info beyond the “textbook” becomes “essential” Physical restrictions -- not in place Image from: www.wkozak.com/Digital%20Drawings%20GIF/Man%20Jumping%20on%20Books%20Digital.gif

8. RBLEs Resource-based learning “…involves the reuse of available assets to support varied learning needs (Beswick, 1990).” Challenges in the 1990s... –Pre-digital –Access –Re-use Image from: www.cristalla.com/ images2/learnenviro.jpg

9. Why RBLEs now? Increased access to resources Flexibility in manipulation/use of resources Economic need Philosophical desire Image from: www.certec.lth.se/ doc/mobility1/mobility1.jpg

10. Components of RBLEs Four primary components –Enabling contexts –Resources –Tools –Scaffolds

11. Enabling Contexts Externally directed or induced –Problems/issues situated (e.g., history, science) –Specific problems may not be addressed Learner generated –Learner determines context and problems A learner might have visited a history museum and be interested in learning more about Native American Indians Negotiated –Instructor and learner work together to determine context and problem(s)/issues(s) to address Image from: www.saskschools.ca/.../ envir/images/photo.jpg

12. Resources The most powerful component and the foundation of RBLEs –Static Pre-established with little opportunity to manipulate (e.g., print) –Dynamic Some or all pre-established Manipulatible and re-usable Image from: www.dryden.co.uk/images/ connections.jpg

13. Tools Processing tools –Manage the cognitive demands –Example: desktop folders/directories Searching or seeking tools –Help to locate and access needed resources –Example: topical indexes, search engines Collection tools –Collecting resources and data –Example: word processing application

14. Tools Organization tools –Represent and define relationships –Example: mapping tool like Inspiration® Integration tools –Link new with existing knowledge –Example: database Generating tools –Create “objects” of understanding –Example: Web page tool Communication tools –Support exchanges among learners, educators, experts –Example: e-mail, bulletin boards, listservs Image from: www.ucop.edu/humres/images/ connections.gif

15. Scaffolds Conceptual scaffolding –Guides learners in what to consider Metacognitive scaffolding –Supports the underlying cognitive demands Procedural scaffolding –Emphasizes how to utilize features/functions Strategic scaffolding –Supports ways to analyze, plan, and respond image from: www.cs.utah.edu/~tthompso/ m_misc.html

16. What do they really look like? Questions to Explore How do they work? Image rom: www.standrews.austin.tx.us/ library/question.jpg

17. Examples of RBLEs http://it.coe.uga.edu/~janette/courses/EDIT6900

18. http://it.coe.uga.edu/studio

19. Access to multitude of perspectives Used in a variety of contexts Facilitate learner-centered approach Cultivate transferable skills Opportunities

20. Challenges Inconsistent standards Contexts not well-established Resources unregulated Directed approaches continue to dominate

21. What lies ahead? Opportunities considerable –Vast numbers of digital resources located in expanding information repositories –Tools and search engines help to locate potential resources

22. Door is open, but path not clear... and challenges need to be addressed –Search engines present information - do not determine meaning –Individuals (instructors, learners) need to take more control

23. Future Prospects Bright! “RBLEs [can] enable educators and learners to take advantage of the information systems we now have available, expanding the resources they use to enhance the teaching and learning process.” (Hill & Hannafin, 2001) Image from: www.js-games.de/coolstuff/ tips.png

24. Reference for RBLEs Hill, J. R., & Hannafin, M. J. (2001). Teaching and learning in digital environments: The resurgence of resource-based learning. Educational Technology, Research and Development, 49(3), 37-52.

25. Ideas, comments, questions? Be sure to get in touch! electronic: janette@uga.edu surface: Instructional Technology 604 Aderhold Hall Athens GA 30602