Resource based learning

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RESOURCE-BASED
LEARNING
Inayati Fitriyah Asrimawati 18716251024
Bernadeta Ajeng. S.P 18716251027
Sri Astuti 18716251034

Historical
Perspective on RBL
11
Components of RBL12
Epistemology, Foundation,
and Assumption
13
RBL Research14
Implication15
OUTLINE

HISTORICAL PERSPECTIVE ON
RESOURCE-BASED LEARNING

Resources are “media, people, places, or ideas that
have the potential to support the learning”
(Hill and Hannafin, 2001, p.38)
Resources-based learning is “the use and application of
available assets to support varied learning need across contexts”
(Beswick, 1977; Doiron and Davies, 1998; Haycook, 1991 in Hill
and Hannafin, 2008, p.526)

The Emergence of Resource-Based Learning
• Resources are typically static, created and
published by companies and used largely intact
to address well-defined needs and goals.
• Digital age has changed the very nature of a
resource.

Metamorphosis of Media
Traditional
media
Digital
media

Blogs
Wikis
Socially
Constructed
Resources

Sophistication of Information Systems
Metatags and
Metadata
Problem of
finding the
right
information
Amount
of
resources

Affordability, Power, and Availability
Internet
access
Traditional
digital text and
graphic
resources
(RBL)
Wireless
computer

Changing Nature of Resources
The emergence of learning objects has stimulated alternative
conceptions of resources.

Economic and Practical Influences
• The expanding global library of digital resources has brought
radical budgetary constraints to both formal and informal
educational initiatives (NEA in Hannafin, 2008).
• Availability of resources is required across learning contexts
and models to enable use for varied purposes.

COMPONENTS OF RESOURCE
BASED LEARNING

“Resource-Based learning involves establishing
context for, tools for acting on and with, and
scaffolds to guide the differentiated interpretation,
use, and understanding of resources in ways that
are consistent with the epistemology, foundations,
and assumptions of a given learning model.”
(Hill and Hannafin 2001)

CONTEXTS
Three kinds of contexts:
• External Contexts
• Individual Contexts
• Negotiated Contexts
“Context are the settings, real and virtual, in which
learners develop understanding.”
(Hill and Hannafin 2001)

• External Contexts
• Supplied situations or problems─are provided by an instructor or external
agent (e.g., teacher, instructional designer, government) to orient learners
to a particular learning goal.
• Individual Contexts
• Learner establish learning contexts based on their unique circumstances
or needs. Consistent with constructivist epistemology, individuals
establish the learning context, define their knowledge and skill needs,
identify resources to meet the needs, and situate the resource’s meaning
to address their needs.
• Negotiated Contexts
• Combine aspects of external and individual contexts. Typically, an
external problem or issue is provided (e.g., social justice, civil rights), but
the specific problems to be addressed are unique to individual learners.

TOOLS
Four types of RBL tools:
• Processing Tools
• Searching Tools
• Manipulation Tools
• Communication Tools
“Tools aid in locating, accessing, and
manipulating resources, and interpreting and
their usefulness.” (Hill and Hannafin 2001)

• Processing tools provide cognitive support to aid in collecting, organizing,
integrating and generating information. Examples: the copy-paste function
in productivity tools (e.g., word processors, databases, Web browsers).
• Searching Tools can be used in directed as well as learner-centered
environments. Examples: www.google.com, google scholar,
www.yahoo.com, ask.com, etc.
• Manipulation tools empower students in analyzing, evaluating, and
synthesizing information gathered from the digital environment. Examples:
Duolingo, British Council’s, Learn English Grammar, Babbel
• Communication tools support the ability to exchange information and
ideas. Examples: e-mail, podcasts, blogs, and wikis enable and sustain
access among learners, instructors, instant messaging, video
conferencing and experts.

SCAFFOLDS
“Scaffolding is support provided initially and subsequently faded in a
continuous cycle as knowledge and understanding develops.” (Hill and
Hannafin 2008)
“the needs for scaffolding vary among students depending on students’
aptitude, problems encountered, and learning contexts (Sharma &
Hannafin, 2007 in Iqdami 2016)
Four types of scaffolds:
• Procedural Scaffold
• Conceptual Scaffold
• Metacognitive Scaffold
• Strategic scaffold

“Procedural scaffolds help learners use resources.
Procedural scaffolds both clarify requirements and
reduce cognitive load, permitting participants to
focus on the task rather than to invest cognitive
resources in the mechanics of procedures and
navigation”. (Hill & Hannafin 2001)
PROCEDURAL SCAFFOLD

“Conceptual scaffolds assist the learner in deciding what to
consider or to prioritize what is important .” (Anderson-
Inman & Zeith, 1993 in Hill & Hannafin 2001)
CONCEPTUAL SCAFFOLD

“Metacognitive scaffolds supports help learners assess
what they know and what to do as they learn.” (Anderson-
Inman & Zeith, 1993 in Hill & Hannafin 2001)
METACOGNITIVE SCAFFOLD

Strategic scaffolds provide alternative approaches to
engaging a task. They may come from an expert, such as a
reference librarian, who suggests different keywords, search
tools, or search limits. (Hill & Hannafin 2001)
STRATEGIC SCAFFOLD

EPISTEMOLOGY, FOUNDATIONS,
AND ASSUMPTIONS

EPISTEMOLOGY
“Learning systems be aligned with and
grounded in underlying epistemological beliefs
and associated foundations and embody the
assumptions and practices underlying those
beliefs and foundations.”
(Hannafin and Hill, 2006; Hannafin et al., 2004).

Foundations And Assumptions PSYCHOLOGICAL
Characteristically, behaviorists paid little attention to thinking or
the organization of knowledge, tending instead to characterize
learning in terms of complex stimulus–response– reinforcement
associations—that is, observable phenomena deemed to
influence learning (Burton et al., 2004).
Like behaviorism, cognitive psychology is largely rooted in
objectivist epistemology; unlike behaviorists, cognitive
psychologists emphasize individual’s processing of information
and how knowledge is stored and retrieved (Winn, 2004).

Foundations and Assumptions
PEDAGOGICAL
Psychology and pedagogy reflect underlying beliefs
about the nature of learning, the methods and
strategies employed, and the ways in which domain
information is organized and made available.

TECHNOLOGICAL
Technological capabilities dictate the extent to which
features can support learning, but pedagogical
requirements dictate how and which capabilities should be
integrated.

CULTURAL
Technological capabilities dictate the extent to
which features can support learning, but
pedagogical requirements dictate how and
which capabilities should be integrated.

PRAGMATIC
Each setting has unique situational constraints that affect
how a learning model is implemented.
Technological capabilities dictate the extent to which
features can support learning, but Pedagogical requirements
dictate how and which capabilities should be integrated.

RESOURCE-BASED LEARNING
RESEARCH

EXAMPLE
Researcher : Jelfs et al. (2004) explored resource “toolkits” for students.
Setting : online learning environment at the British Open University
Purpose : to determine which, when, and how to provide resources to
assist distant undergraduate students during their online learning.
Participants : 60 part-time undergraduates
Data collection : questionnaires and interviews
Result :
• The resource toolkits were effective in scaffolding resource use.
• Some students preferred receiving the toolkits in print format, and others
preferred retrieving materials from the Internet.
• Generally, students indicated a preference for fewer activities and for
aesthetically attractive resources in the toolkits.

IMPLICATION
Students lack sufficient metacognitive
awareness and comprehension monitoring
skill to make effective choices.

References
Hannafin,M., & Hill,J. (2008). Resource-based learning. In Handbook of Research on Educational
Communication and Technology (Spector, M., Merril, D., Merrienboer, J., & Driscoll, M., Eds.). Taylor
& Francis Group (Pp 525–536 only).
Hill, J. R. and Hannafin, M.J. (2001). Teaching and Learning in digital environments: the resurgence
of resource-based learning. Educ. Technol. Res. Dev., 49(3), 37-52
Iqdami, M. N. (2016). Resource Based Learning for Teaching and Learning English in Digital
Environments. Register Journal of Language Teaching IAIN Salatiga, 9(2), 187-226.

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