This document discusses resource-based learning. It covers the changing nature of resources due to digitization and the emergence of learning objects. It discusses the components of resource-based learning including context, tools, and scaffolds. It examines the epistemological foundations and assumptions of resource-based learning models. Finally, it reviews some research on resource-based learning and discusses issues such as developing literacy and ensuring effective resource use.
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
It talks about paradigm shift meaning with examples. It also talks about what is pedagogy, Andragogy & Heutagogy. It deals about Keys Principles , differences between andragogy, pedagogy &HEUTAGOGY & ROLE of teachers in developing PARADIGMS SHIFT.
GALLOWAY’S SYSTEM OF INTERACTION ANALYSIS.pdfBeulahJayarani
It discuss about Galloway's system of interaction analysis in details. It also explains what is interaction, analysis, class room interaction, importance of interaction analysis, Category wise verbal & non-verbal behaviour, rules and regulations, advantages and disadvantages of it.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This presentation discusses about two major learning theories i.e. pedagogy and andragogy. The presentation highlights the definitions, historical development, and assumptions of these theories. It also includes a comparative analysis between these theories.
B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
BRYON MASSIALS AND BENJAMIN COX SOCIAL.pdfBeulahJayarani
The social enquiry model is the outcome of the efforts of Benjamin Cox and Byron Massials. It also discuss on elements, Principles of reaction in detail
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This presentation discusses about two major learning theories i.e. pedagogy and andragogy. The presentation highlights the definitions, historical development, and assumptions of these theories. It also includes a comparative analysis between these theories.
B.F. Skinner (1904-1990) chose to study behaviour through the use of what he called a Skinner box. Versions were created for rats and pigeons. It discuss about Types of behaviours - Respondent, operant,: Positive, negative, stimulus & punishment, and 6 elements also.
For this, assessment of learning, particularly the formative assessment helps to a great extent.
Formative assessment that is employed during the teaching of every unit in the subject, aims at improving student learning.
BRYON MASSIALS AND BENJAMIN COX SOCIAL.pdfBeulahJayarani
The social enquiry model is the outcome of the efforts of Benjamin Cox and Byron Massials. It also discuss on elements, Principles of reaction in detail
International Journal of Business and Management Invention (IJBMI)inventionjournals
International Journal of Business and Management Invention (IJBMI) is an international journal intended for professionals and researchers in all fields of Business and Management. IJBMI publishes research articles and reviews within the whole field Business and Management, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
The Journal will bring together leading researchers, engineers and scientists in the domain of interest from around the world. Topics of interest for submission include, but are not limited to
An Analysis of Competency of Management Teachers in Using Different Teaching ...iosrjce
Teaching methods can be categorised into two broad categories namely teacher – centered approach
and a responsive, collaborative learner – centered approach. The purpose of this study was to understand the
competence of management teachers in using different teaching methods in affiliated colleges in urban
Bengaluru. The objectives of this study was to (i) To analyse the competence level of B-School faculty members
in using the different teaching methods; (ii) To compare the teaching methods of male and female faculty
members of B-School; (iii) To evaluate the teaching methods of B-School faculty with different age groups; (iv)
To assess the teaching methods of B-School faculty having different designation; and (v) To identify the latent
factors that comprises the different teaching methods. A structured self administered survey questionnaire was
developed for data collection. The sampling frame for the study included permanent faculty members working in
University affiliated B-Schools in urban Bangalore. As per the analysis lecture, assignments, seminar and case
study methods were the frequently used teaching methods by the faculty methods; group discussion,
individual/group project, and role play were frequently but not adequately used teaching methods while
simulations, field studies and workshop were the least frequently used teaching methods.
Examining Reflective Teaching Practices in the Digital AgeAJHSSR Journal
ABSTRACT:Reflective teaching is the process of critically evaluating one’s own practices to improve
effectiveness. This paper examines reflective teaching concepts from seminal thinkers like Dewey, Schön, and
Zeichner and Liston, emphasizing questioning assumptions and willingness to change. It summarizes aspects
teachers can reflect on using Richards and Lockhart’s framework spanning beliefs, decision-making, roles,
lesson structure, classroom interaction, activities, and language use. Research reviewed explores practices in
technology-rich contexts, using blogs, integrating technology in training programs, links between attitudes about
technology and reflective practices, critical thinking on technology integration resulting from course tasks, and
guided reflections on cultural competence. Key findings show that technology-oriented tasks elicit more
transformative thinking about integration compared to traditional applications. However, positive attitudes
toward technology do not necessarily translate to usage for reflection. There are also gaps between leaders and
teachers in sustaining practices, so developing reflective skills is recommended. The paper offers practical
suggestions for teachers to leverage video analysis, collaborative documentation, blogging, journaling,
annotating plans and student work, surveying students, and analyzing performance data to make reflection a
consistent habit focused on improvement.
KEYWORDS: reflective practice, teaching, EFL, ICT, teacher development, educational technology
The Possibilities of Transforming LearningBarry Dyck
Thesis defense slides for "The Possibilities of Transforming Learning: A Practitioner Research Study of a Pilot Alternative Learning Environment."
In this study, I examine the pilot year of an alternative learning environment in which I, as a practitioner, explored the possibilities for transforming learning for a small class of Grade 11 and 12 students. Drawing on a pedagogy of care, a constructivist model of learning and a student-centered approach to learning, the students and I negotiated new curriculum, combining regular classroom courses with courses constructed by their own learning interests. In this case study, a rhizomatic analysis of student and practitioner data, collected both during and after students’ graduation from high school, showed that students were highly engaged with learning when guided by their personal interests. In the study, I also found, however, that students struggled to fully embrace the potential of their own interests, held back by the ambiguity of self study and the clear metrics of the regular school system to which they were accustomed. As practitioner, I struggled to meet the demands of the prescribed curriculum and those of the curriculum that constantly evolved and changed according to students’ interests. The study also speaks to the tensions in defining the role of a teacher in this alternative learning environment. In conclusion, I suggest we seek to make possible an alternative high school learning environment that more closely resembles free schooling (i.e., learn what you want, where and when you want) within a public school that would, combined with a traditional course of study, meet the provincial criteria for graduation accreditation.
Thesis available at http://mspace.lib.umanitoba.ca/jspui/handle/1993/21938
Applying language learning theories to the use of virtual classroom in teaching literature –a pilot study
John Dewey, Jean Piaget, and Audrey Gray are some of the proponents of Constructivism. Constructivism represents a paradigm shift from education based on behaviourism to education based on cognitive theory. Behaviourist model for instructional design develops a set of instructional sequences having predefined outputs which are used for subject development. Cognitive theory concentrates on the conceptualization of students’ learning processes and exploration of the way information is received, organized, retained and used by the brain (Thompson et al, 1996).
Gagnon and Collay (1999) state that in constructivist paradigm, knowledge is constructed by learners during (1) active learning, (2) making their own representation of action, (3) conveying meaning to others, and (4) explaining things they don‘t understand completely. At the minimum, a learning environment contains: the student and a setting or space wherein the student acts, uses tools and devices, collects and interprets information, interacts with others, etc. (Wilson, 1996)
According to constructivists, knowledge is not received from the outside or from someone else; it is the individual student’s interpretation and processing of what is received through the senses that creates knowledge. Students should be allowed to construct knowledge rather than being given knowledge through instruction (Duffy & Cunningham, 1996).
Week 2 Discussion Learning Contract· Analyze two learning gaps .docxjessiehampson
Week 2 Discussion: Learning Contract
· Analyze two learning gaps that you have with the concepts of this course.
. Post a brief analysis of your 2 learning gaps to the discussion board.
. Write a brief learning contract addressing how you will address these learning gaps by the end of the course.
Read: Self-Directed Learning: Learning Contracts: https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/tips-students/self-directed-learning/self-directed-learning-learning-contracts
23
Chapter 4
The Andragogical Process Model for Learning
Introduction
The andragogical model is a process model, in contrast to the content models employed by most traditional educators. The difference is this: in traditional education the instructor (teacher or trainer or curriculum committee) decides in advance what knowledge or skill needs to be transmitted, arranges this body of content into logical units, selects the most efficient means for transmitting this content (lectures, readings, laboratory exercises, films, tapes, etc.), and then develops a plan for presenting these content units in some sort of sequence. This is a content model (or design). The andragogical instructor (teacher, facilitator, consultant, change agent) prepares in advance a set of procedures for involving the learners and other relevant parties in a process involving these elements: (1) preparing the learner; (2) establishing a climate conducive to learning; (3) creating a mechanism for mutual planning; (4) diagnosing the needs for learning; (5) formulating program objectives (which is content) that will satisfy these needs; (6) designing a pattern of learning experiences; (7) conducting these learning experiences with suitable techniques and materials; and (8) evaluating the learning outcomes and rediagnosing learning needs. This is a process model. The difference is not that one deals with content and the other does not; the difference is that the content model is concerned with transmitting information and skills, whereas the process model is concerned with providing procedures and resources for helping learners acquire information and skills. A comparison of these two models and their underlying assumptions is presented in Table 4.1 in which the content model is conceived as being pedagogical and the process model as being andragogical.
Table 4.1 Process elements of andragogy
Preparing the Learner
It was not until 1995 (Knowles, 1995) that it became apparent that the preparation of the learner step needed to be added as a separate step to the process model. Previously the process model had consisted of only seven steps, all of which will be discussed in this chapter. It became apparent that an important aspect of program design flowed from the adult educational models that assumed a high degree of responsibility for learning to be taken by the learner. Especially in the andragogical and learning projects models, the entire systems are built around ...
INNOVATION OF SENIOR HIGH SCHOOL SCIENCE TEACHERSAJHSSR Journal
ABSTRACT: This is descriptive research employed quantitative and qualitative elements as it explored the
innovations implemented and the administrative support provided among the senior high school science teachers
in Castilla, Sorsogon Philippines. The study obtained data from the thirty purposively selected Senior High
School Science Teachers through interview and survey and were analyzed and interpreted using simple statistics
like frequency count, percentage, and ranking as well as thematic analysis and presented using tables and
narratives. The study revealed innovations in terms of teaching strategies which include:“Modified Group
Dynamics-based on online games characters, robots (acting out) use in groupings and role playing” , “Memesbased Picture Analysis”, and “Social media-based Teaching Strategy using Likes, Shares, Comments”.; in
terms of LearningAssessment, the minimal innovations include; Modified 4 pics 1-word, (role playing,
contest/games), Projects with social media integration (posting of projects in their Social Media accounts/class
FB pages), and Adapted Online learning applications (kahoot.com). alongSchool Management of and
Projects linkages to some international private advocacy organization eg.Intervida and Green Valey were
revealed. There were minimal administrative support to innovations related activities: along Facilities and
Equipment, Sources of Fund, Capability-building activities, and Rewards and Incentives. The innovations
made students view their learning activities as; “Active and engaging”, “Motivating and insightful”, and
“Going beyond the minimum”.
KEYWORDS :Innovations, Senior High School Science Teachers, Teaching Strategies, Learning Assessment,
School Management of projects.
High vs. Low Collaboration Courses: Impact on Learning Presence, Community...David Wicks
Researchers demonstrated a relationship between learning presence and social engagement; however, research in this area is limited. For example, no distinctions are made as to what role faculty, students, or technology might play in facilitating social engagement. In general, researchers revealed that students' ability to self-regulate leads to more focused attention, time on-task, and in turn, these skills could lead to better learning. Given the need for more theoretical work in the area, as well as the potential practical benefits from the use of these pedagogical strategies, we sought to compare the difference between high versus low-collaboration groups on assignments, as well as courses in general. Differences in groups were measured using student grades, peer evaluation, pre and post test, and the community of inquiry framework. In addition, learning presence and social network analysis were used to assess a high-collaboration assignment.
In the current study, the researchers explored how collaborative technologies, specifically Google Docs and Google Hangouts, may be used to impact the level of learning presence (forethought and planning, performance, and reflection) students demonstrate while participating in a small group project. Participants were graduate education students in two randomly assigned sections of the same online course. The course content focused on basic educational psychology for students seeking initial teaching certification. The experimental section utilized a high-collaboration project (e.g., small group, Google Hangouts and Docs) to enhance understanding of course content while the comparison, control section employed a low-collaboration project (e.g., partner activity, Word documents) to enhance understanding of course content. Participants completed the Community of Inquiry (CoI) Survey at the end of the term which measured their perceived level of teaching, social, and cognitive presence during the course. Quantitative content analysis was used to explore occurrences of learning presence in the high-collaboration group. *Finally, we employed social network analysis (SNA) as a method of inquiry to analyze student interaction data with the high-collaboration group. SNA is used to explain relationships depicted by information flow and its influence from participants' interactions. Scholars have used SNA in the online learning context to understand individual and group dimensions of interactions.
*Social Network Analysis (SNA) will not be addressed in this presentation but will be included in the manuscript.
CHS281Recap and assignment guidanceThis module addressedVinaOconner450
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
2. ◦ The nature of information has changed dramatically
during the past 25 years. The digital age has redefined
the nature of a resource and dramatically changed
how resources are used to support learning. Media of
often unknown origin and quality are now used across
a wide range of learning systems to diverse
epistemological beliefs and associated learning goals.
The number and types of resources have also grown
exponentially.
Introduction
3. ◦ Metamorphosis of Media (Traditional publishing and production houses Digitization,
E.g. the web. It has become the leading technology for accessing and sharing
information.) Users must no longer wait for a book to arrive in a library or bookstore;
many titles are now available directly from authors, it can be downloaded via webs.
◦ Socially Constructed Resources (Blogs and Wikis have become a primary source of
information across a growing range of users.) e.g. Educators have used them to share
ideas across a variety of disciplines and grade levels.
◦ Sophistication of Information System (During the past two decades, the amount of
information available has increased exponentially. E.g. The indexable Web was
comprised of approximately 320 million pages.)
◦ Affordibility, Power, and Availability (Technologies and Internet, for RBL, these two
things, can now be provided to the home as well as to education settings affording
ready access to a wealth of basic and high-end media resources.)
◦ Changing Nature of Resources ( The emergence of learning objects has stimulated
alternative conceptions of resources.)
◦ Economic and Practical Influences (It is talking about the availability of resources that is
required across learning context and models to enable use for varied purposes.)
The Emergence of RBL
4. ◦ Context
External Context (- supplied situations or problems- are provided by an instructor or external agent to orient learners
a particular learning goals.)
Individual Context (learners establish learning contexts based on their needs.)
Negotiated Context (combine aspects of external and individual contexts.)
◦ Tools
Processing Tools (help to manage cognitive demands associated with different RBL Models.)
Searching Tools (can be used in directed as well as learner-centered environments.)
Manipulation Tools (are used to test or explore.)
Communication Tools (support the ability to exchange information and ideas.)
◦ Scaffolds
Procedural Scaffolds (emphasize how to use the features and functions of a given resource.)
Conceptual Scaffolds (guide learners in what to consider by assisting with the identification of knowledge related to a
problem or by making connections between concepts more apparent.)
Metacognitive Scaffolds (common in inquiry-based environments, prompt reflection, comparison, and revision based
on self-assessment of understanding.)
Strategic Scaffolds (provide assistance in identifying ways to analyze, plan, and respond (e.g . identifying and
information, evaluating resources).)
Components
5. 3. Epistemology
Epistemology, the philosophical study of the nature, origin,
and limits of human knowledge. The term is derived from
the Greek epistēmē (“knowledge”) and logos (“reason”)
(Britannica, 2018).
Objectivist and constructivist have different views on RBL
(Jonassen, 1991).
Objectivist epistemology: the purpose of the design and
practice is to support learning.
Constructivists highlight the unique individual construction
of knowledge and the production of meaning. So, it
concerns with unique design based on the learners’
characteristic, not particular single instructional design.
The designs of RBL are also different based on foundation
and assumption used.
6. 4. Foundation and Assumption
a. Psychological
Specific instantiations vary based on epistemological
differences, but the importance of psychological
foundations has been long recognized (Bednar et al., 1995;
Brown and Campione, 1996; Gagné and Glaser, 1987).
Psychological foundations influenced by objectivist
epistemology:
1) Behaviorism.
Skinner explained that learning implicates behavioral
changes governed by a stimulus, a response, and a
reinforce association.
The more a desired behavior is reinforced in the
presence of controlling stimuli, the greater the
likelihood of repeating the response and the stronger
the learning.
(Continue)
7. 1) Behaviorism
Characteristically, behaviorists paid little attention
to thinking or the organization of knowledge,
tending instead to characterize learning in terms of
complex stimulus–response–reinforcement
association (Burton et al., 2004).
2) Cognitive Psychology
It emphasizes on how the individual’s processing
of information and how knowledge is stored and
retrieved (Winn, 2004).
It posits that mental processes mediate what is
selected, remembered, recalled, and generalized
based on individual background, needs, and
interests.
(continue)
8. 2) Cognitive Psychology
It is based on the assumption that information
processing deals with external stimuli and
how internal mental process works with it.
The richer the initial and updated encoding,
the more likely knowledge will be activated
and retrieved under appropriate conditions,
retrieved (decoded), and applied or transferred
(Hannafin et al., 2007).
9. Situated cognition researchers and theorists (derived from
constructivist) consider knowledge and context to be
inextricably intertwined(Brown et al., 1989).
Psychological foundations influenced by constructivist
epistemology:
A. Inquiry-based Learning
B. Problem-based Learning
10. b. Pedagogical
Psychological and pedagogical foundations are
interdependent.
They 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
Examples of direct instruction based on objectivist
epistemology and behavioral psychology
1) Typically emphasizes explicit identification of
objective outcomes
2) Hierarchical structures,
3) Objective-based activities.
11. c. Technological
Technological capabilities dictate the extent to
which features can support learning.
Pedagogical requirements dictate how and which
capabilities should be integrated.
The essential consideration is not about the high
technological equipment, but how it supports or
hamper the teaching and learning process.
Technological features might be available but not
appropriate to a certain pedagogical objectives in a
specific learning environment.
12. d. Cultural
Cultural considerations usually reflect beliefs about:
1) Education,
2) The role of individuals in society,
3) Traditions in how different disciplines teach and
learn, and
4) The current practices in a community
They influence design by defining the values of a given
setting.
As an example, “back to basics” learning cultures tend
to embrace objectivist epistemology, emphasize on
behavioral or cognitive psychological foundations,
and apply direct
instruction pedagogy.
13. e. Pragmatic
It gives practical consideration why specific approach
should be or should not be implemented in a certain
school.
Each setting has unique situational constraints that affect
how a learning model is implemented.
Collins (1996) described consequences involved in
making practical consideration, such as:
Determining what should be taught,
Assessing costs and benefits,
Evaluating activity alternatives
Hardware and software provided by an educational
institution affect their adaptation, adoptation even
trigger the creation of innovations.
14. 5. Resource-based Learning Research
a. Armatas et al. (2003) explored how individual
characteristics (e.g., learning goals, study strategies,
subject interest, computer attitudes) influenced learner
engagement with course resources in an online
environment involving 731 students in Australia.
Results indicated a significant influence for
background factors, engagement with, and
perceived value of RBL resources.
Off-campus students reported spending more time
studying than on-campus students.
Older students preferred working with the computer
more than younger student.
On-campus students, generally younger, preferred
print-based resources.
(continue)
15. 5. Resource-based Learning Research
b. Newnham et al. (1998) explored the use of Internet-
based resources in an undergraduate geography
course.
Results indicated significant improvements in
student performance associated with externally
directed use of Internet-based resources.
the standard of academic coursework was higher
when students were provided directed access to
Internet-based resource.
Student perceptions related to the use of Internet
resources were also positive, both for completing
course assignments and for long-term employability
(continue)
16. 5. Resource-based Learning Research
c. Greene and Land’s (2000) examined how:
1) learners used resources during project-based
learning,
2) procedural scaffolds influenced project progress,
3) interactions (student–student, student–instructor)
shaped project quality.
Results indicated that the ability to recognize and
integrate specific Web resources into projects was
influenced by:
a) Knowledge of the Web,
b) The topic under investigation,
c) A willingness to consider alternatives.
(continue)
17. 5. Resource-based Learning Research
Within-group student–student interactions
and instructor–student interactions were
reportedly valued and useful only when the
interaction was perceived to be of value.
Learners may need explicit guidance in
selecting resources until they become
sufficiently familiar with their topic or the
context.
Online information lacks adequate indexing
to support educational purposes.
They underscored the need to structure and
scaffold both search and use of Web
resources.
18. 6. Issues and Implications
One area of particular interest to RBL is literacy.
Literacy concerns related to:
a) the rapid but largely unmanaged growth of
resources,
b) the presence of misinformation,
c) and the use of resources as propaganda.
The largely unregulated generation, distribution, access,
and use of digital resources pose both significant
opportunities and challenges for RBL.
Developing literacy across media and multiple ways of
knowing have become increasingly important (Mackey,
2002).
(continue)
19. 6. Issues and Implications
Huot et al. (2004), along with other scholars writing in
their edited book, advocated that “literacy is not one
thing and that time changes what we mean by literacy”.
Little is known about how recontextualized resources
(as the raw materials of the information age) influence
interpretation, meaning, and understanding during
RBL.
Resource-based learning modules are intended to
facilitate individual resource selection and meaning
making.
In some cases, unique sets of resources, tools, and
scaffolds have been developed for specific learning
models.
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20. 6. Issues and Implications
Little evidence exists documenting their effectiveness in
different, often distal, learning contexts.
Comparatively few researchers have examined
interactions among contexts, tools, and scaffolds in
learner-centered model.
Although a great deal of related research has been
published, their relevance to learning models reflecting
fundamentally different epistemologies has not been
documented conclusively.
Wellington (2001) identified a host of
issues related to resource use, including teacher
control, worries about plagiarism, and perceived
threats to
teacher authority.