RSA #3 Resource-based Learning

Online Links

·      ]  http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning

·        http://blackboard.cuchicago.edu/bbcswebdav/pid-1435499-dt-content-rid-5597049_2/courses/8249.201530/Week5-reading_resource-based-learning_v15.pdf

·        http://files.eric.ed.gov/fulltext/EJ974914.pdf

·        http://files.eric.ed.gov/fulltext/EJ973807.pdf

Resource-based learning is about more than providing students with information that leads them to the correct answers.  It is also not about the teacher and their use of resources.  This type of education, the point is that “in a resource-based learning school, students become more self-sufficient. They ask productive questions; they synthesize, analyze, interpret, and evaluate information” (Campbell, Flageolle, Griffith, & Wojcik, 2014). RBL is geared towards the students putting in the effort that leads them to the information and answers they are looking for, rather than providing them.

In the provided article by Greenhow, Dexter, and Riedel (2006), resource-based learning is supported, but to compare and contrast articles from the others provided to use this week is the focus on online environments. This article represents online delivery; from classes to materials and resources and evaluating these methods.  Online resources are easily accessibly, convenient, and up to date, but “the challenge for teacher educators that invest in resource-based learning sites is to assess the site’s potential and effectiveness as a learning environment” (Greenhow, Dexter, & Riedel, 2006). As educators, we need to promote but also monitor this type of engaged learning.

This peer reviewed article focuses on not only using resources, but if these sources are beneficial to critical thinking.  “Since the Internet is an increasing source of information for learning, it is also important for students to develop critical-thinking skills to apply to web-based materials” (Carmichael & Farrell, 2012). Not only is it important to provide, support, and utilize online resources for learning, but to make sure the desired outcomes are being achieved and aiming for critical thinking is key.

In this article about academic performance and online resources, the focus of the information contrasts to the goal of the provided information.  From the resources provided by the module, we focus on using resource-based learning and online resources as a whole to engage students and making lessons student-centered.  This article starts begins on an alternative motive, stating “educational technology implementation often owes more to the technical proficiency of the teaching staff and/or the capacity of the institution than to a student outcome-centred design process” (Crampton, Ragusa, & Cavangh, 2012).  Resource-based and online resources do in fact require investigation, evaluation, and implementation work by a teacher before the student can begin their own experience. Figure 1 below however, does relate to the provided reading and information interpreted this week because overall the article represents success when using multiple forms of resources for education.  This image represents the final grades based upon the usage of available resources for education.

Figure 1: Average Percentage of an Available Resource Type Accessed by Students Relative to Their Final Grade

Resource-based learning can be applied in almost any educational setting considering how many resources and types of resources that are available.  In the educational setting of this class, Using Technology to Build Learning Communities, our class operates and centers around online resources such as BlackBoard, provided reading articles and videos, as well as numerous resources the students search for and incorporate ourselves.  This class is a great example of using resource-based learning for day-to-day operations and success.  

Resources

Campbell, L., Flageolle, P., Griffith, S., Wojcik, C. (2014). Resource-based learning. Retrieved from http://epltt.coe.uga.edu/index.php?title=Resource-Based_Learning

Carmichael, E. & Farrell, H. (2012). Evaluation of the effectiveness of online resources in developing student critical thinking: Review of literature and case study of a critical thinking online site. Journal of University Teaching & Learning Practice, 9(1). Retrieved from http://files.eric.ed.gov/fulltext/EJ974914.pdf

Crampton, A., Ragusa, A. & Cavanagh, H. (2012). Cross-discipline investigation of the relationship between academic performance and online resource access by distance education students. Research in Learning Technology, 20. Retrieved from http://files.eric.ed.gov/fulltext/EJ973807.pdf

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.  Week5-reading_resource-based-learning_v15.pdf 

RSA #2 Project-based Learning

Online links:

• http://bie.org/about/why_pbl
• http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/
• http://files.eric.ed.gov/fulltext/EJ1017548.pdf
• http://files.eric.ed.gov/fulltext/EJ980187.pdf

Earlier in this class, I made a comment that connected inquiry-based learning to the Common Core Standards and I believe project-based learning is on the same track.  Rather than picking correct choices, Common Core Standards requires students to do, show, and produce work and apply their knowledge.   Buck Institute for Education explains that “the experience of thousands of teachers across all grade levels and subject areas, backed by research, confirms that PBL is an effective and enjoyable way to learn -- and develop deeper learning competencies required for success in college, career and civic life” (2010) . As a business education major, application and competencies are key to learning and growing as students, and equally importantly as prepared and educated citizens.

The goal of teaching should be to create and teach lessons that are memorable to the students.  As consistently proven in the reading provided, “studies have shown that students who use project-based learning remember the material much longer and have healthier attitudes toward education” (Dauphin, 2013). This site provides many useful and user-friendly tools for education.  The resources are provided, but teachers must be willing to step away from the packets and lecture and move towards creation and application.

In the article by Ching and Hsu (2013), the focus is on project-based learning, but differs as it focuses on peer evaluation as a key component. The report says “our findings indicate that peer feedback can be implemented in an online learning environment to effectively support project-based learning. Students actively participated in the peer feedback activity and responded positively about how the peer feedback activity facilitated their project-based learning experiences” (Ching & Hsu, 2013).  This can be applied to the current grad class we are enrolled in as we rely heavily on peer feedback through discussion posts and recently a collaborative group project. 

The article by Schwalm and Tylek agrees with the provided reading material and central concept that project-based learning is effective and important for students. The article states that “a successful project speaks to the interests of students in a concrete, meaningful way, encouraging students to see the real-world applicability of the concepts they are learning” (Schwalm & Tylek, 2012).  The difference in this source is that it takes PBL a step further and also looks at this concept and focuses on out-of-school time and the ‘non-curricular’ aspect of teaching students.  This source stresses the importance of teaching content in PBL ways, but also teaching non-educational skills and life skills.

Each key point of these articles can be applied in the classroom.  All of my courses are project-based solely upon teacher choice.  All of our business, computer, and technology courses require skill building, and ultimately showcasing and displaying those skills.  I have found that students are much more receptive and invested once the project portion comes into play in comparison to the explanation and information providing portion. Project-based learning not only teaches content, but captures the attention of students through engagement, and leaves a lasting impression on them. Figure 1 below shows the important factors of PBL and each area of importance for effectiveness.  This is a great model for educators to refer to when integrating PBL in the classroom.

Figure 1: Enhance Learning Through Project-based Learning

References

Buck Institute for Education. (2010). Why project based learning (PBL)?.  Retrieved from http://bie.org/about/why_pbl

Ching, Y. & Hsu, Y. (2013) The international review of research in open and distance learning. Peer Feedback to Facilitate Project-based Learning in an Online Environment, 14(5), 259-273. http://files.eric.ed.gov/fulltext/EJ1017548.pdf

Dauphin, S.  (2013). 12 timeless project-based learning resources.  Retrieved from:  http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Schwalm, J. & Tylek, K.S.  (2012). Systemwide implementation of project-based learning: the Philadelphia approach.  Afterschool Matters, 2.  Retrieved from http://files.eric.ed.gov/fulltext/EJ980187.pdf

RSA #1 Inquiry-Based Learning

Online links

• http://www.inquirybasedlearning.org/?page=What_is_IBL 
• http://www.thirteen.org/edonline/concept2class/inquiry/
• http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/
• http://files.eric.ed.gov/fulltext/EJ1001628.pdf
• http://eric.ed.gov/?q=inquiry-based+learning&pr=on&id=EJ761218 

Inquiry-based learning is centered around exploration and involvement.  This idea centers around students being the investigators, rather than just supplying end results to students which is often done in education. We live in a world where students operate in is full of interaction and stimulus,  from social media, web 2.0 tools, and even the new Common Core and PARCC testing are directed towards this application and investigation-style learning.  Inquiry-based learning seems to be more about application, thinking, and doing rather than filling in a scantron.   

A key point the provided material is that “inquiry-based learning is not a recent or passing movement in mathematics education. IBL is based on a wide body of research and has a long track record of success” (Schnick & Obispo, 2011).  This is not a new concept, rather, an extremely important one that needs to be emphasized and utilized in education.  As educators, it is important to involved students in the learning process by engaging students and creating an environment where they want to know more.

To inquire is to involve the students by thinking and acting in the educational process.  According to Workshop: Inquiry-based Learning, “the inquiry approach is more focused on using and learning content as a means to develop information-processing and problem-solving skills. The system is more student centered, with the teacher as a facilitator of learning” (2004).  This requires more than lecturing or handing out worksheets in the classroom setting.  Unfortunately this happens, and can be seen in any high school setting.  Inquiry-based learning pulls a student back into the process and makes their thinking and journey the focal point of the process.

               In the provided reading materials, the questions and structure for inquiry-based learning is best explained by the 20 Questions to Guide Inquiry Learning article. Figure 1 guides teachers and learners through the thought process of this process.  As represented in the image below, the article walks through the process by asking questions such as “What do I want to know about this topic? How do I know I know it? What kinds of resources might help? How do I know the info is valid?” (2013).  It starts with a question and beginning spot, asks students to find resources and continue questioning and thinking about how to best solve the question at hand, interpret and break down the information found through investigation, then summarize the findings but still thinking and questioning through the process. This can be used in business education by telling students to make an effective advertisement.  They will have to question the components of an effective ad, find tools to produce an ad, interpret if the ad is in fact effective, then evaluate why this is important.

               In the articly by Hakverdi-Can and Duygu, they make the claim that “in the 21st century, the learner’s role has become more active and collaborative, and involves being able to access information from multiple sources and media” (2012).  As a business and technology teacher, I can see the value in teaching these 21st century skills.  So far, Common Core Standards have not been set for the business and technology content area, so we focus on these skill sets.  This article focuses on the importance of supporting scientifically but more importantly technologically trained students.  The difference between this article and those provided by the module is that this article is centered around inquiry-based learning and technology together, rather than inquiry-based learning and mentioning technology.

               A different approach to inquiry-based learning is to look at it as a structure for questioning and discussion.  I did not consider this to be a main factor but the point of this method is in fact to continue to question and make the students continue questioning and searching for answers.  Taylor Huber stresses the importance of using the knowledge and pedagogy of teachers in different content areas.  She states that “when faculty members come together with people from other disciplines, they often find attractive concepts and useful methods from neighboring (and even distant) fields to borrow and adapt” (2007). So far, science and math have been referenced in the provided reading material, but this article notes the benefit of not only understanding an example, but using the pedagogy in our own content.               

             While these resources have different key points and some different viewpoints, overall the importance of inquiry-based learning is prominent.  Certain information waivers but the overall message is about the importance of encouraging thinking, discovering, and student involvement in education all together.  To apply this in my personal educational setting, inquiry-based learning is extremely important. Business and technology education focuses on thinking and real-world skills, rather than common core and testing.  As stated above with Figure 1, creating a project with advertising allows creativity, thinking, questioning, and analyzing with guidance but freedom.

References

(2013). What is IBL? Transformative experiences for students. Academy of inquiry-based learning. Retrieved from http://www.inquirybasedlearning.org/?page=What_is_IBL 

 (2004). Workshop: Inquiry-based learning.  Concept to classroom. Ed online. Retrieved from http://www.thirteen.org/edonline/concept2class/inquiry/

 (2013). 20 questions to guide inquiry-based learning.  Teacher Thought.  Retrieved from http://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning/

Hakverdi-Can, M., & Sonmex, D. (2012) Learning how to design a technology supported inquiry-based learning environment. Science Education International, 23(4), 338-352.

Taylor Huber, M., (2007). Disciplines, pedagogy, and inquiry-based learning about teaching. New Directions for Teaching and Learning, 2006(107), 63-72.