Resource-Based Learning This power point contains the history, components, and the epistemology, foundation and assumption of resource based learning.

1. Riska Okta Pratiwi 16716251010
Ginanjar Arif Wijaya 16716251025
Joko Ruberts Swasono 16716251034
RESOURCE-BASED
LEARNING

2. OUTLINE
1. Historical Perspective on Resource-Based Learning
a. The emergence of RBL
b. Metamorphosis of RBL
c. Socially Constructed Resources
d. Sophistication of Information System
e. Affordability, Power, and Availability
f. Economic and Practical Influences
2. Components of Resource-Based Learning
a. Context
b. Tools
c. Scaffolds
3. Epistemology, Foundation, and Assumption
4. Related Research and Implications for RBL

3. HISTORICAL PERSPECTIVE
ON RESOURCE-BASED
LEARNING

4. The Emergence of Resource-Based Learning
Resource: “Media, people, places, or ideas that have the
potential to support learning” (Hill and Hannafin, 2001,
p. 38).
Resource-based learning: The use and application of
available assets to support varied learning needs across
contexts (Beswick, 1977; Doiron and Davies, 1998;
Haycock, 1991 in Hannafin, 2008).

5. The Emergence of Resource-Based Learning
RBL demands that students actively engage with multiple learning
resources with well-articulated educational purpose (Laverty in
Armatas et al, 2003). This type of learning environment does not
exclude group interactions in the classroom and/or mediated through
some computer-based communication environment.
Digital age has influenced in adapting resources ad has changed
nature of a resource.

6. Metamorphosis of Media

7. SociallyConstructed Resources
Blogs and wikis have become a primary
source of information across a growing range
of users. Blogs enable a wide distribution of
ideas, and wikis enable broad distribution as
well as the collaborative building of ideas
(Engstrom and Jewett in Hannafin, 2005).

8. Sophisticationof Information Systems
The amount of information or resources
available has increased exponentially; for
example, Lawrence and Giles in Hannafin
(2008) estimated that the indexable Web was
comprised of approximately 320 million pages.
Problems have emerged, particularly with
locating the “right” information.

9. Affordability,Power, and Availability
Technologies have decreased in cost while growi
ng exponentially in capability. For example, low-c
ost wireless computer technologies and internet
access are now widely available and enabling co
st-effective access to almost anything, anytime,
and anyplace.

10. Economicand Practical Influences
National Education Association (NEA
in Hannafin, 2008) has brought
radical budgetary constraints to both
formal and informal educational
initiatives because of an expanding
global library of digital resources.

11. COMPONENTS OF
RESOURCE BASED
LEARNING

12. Resorce-Based Learning involves establishing
contexts 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 Hanafin 2001).

13. Context
We may say that a learning context is the set of
circumstances that are relevant when someone needs to
learn something (Dias: 2005.,p.128)
Figure 1 – Model relating learner, content and context in a
learning event (Dias: 2005.,p.128)

14. • Supplied situations or problems are provided by an instructor or
external agent to orient learners to a perticular goals.
EXTERNAL
CONTEXTS
• Learners establish learning context, define their knowledge, and skill
needs, identify resources to meet the needs and situate the resource’s
meaning to address their needs (Hill and Hannafin, 2001).
INDIVIDUAL
CONTEXTS
• The combination of aspects in external and individual contexts.
• For example the implementation of problem-based learning models, Iiyoshi
(1999) examines the effects of different orienting context on nursing students’
search strategies, interpretation, and understanding using multimedia resources
contained in a multimedia database, the Human Body.
NEGOTIATED
CONTEXTS

15. Tools
 Tools in teaching and learning give opportunities to teacher and
learners to add and to modify the resources and the ideas.
 Tools use varies with context and intention;
 The same tools can support different activities based on its
alignment with given learning models (Hill and Hannafin:2001, p.
529).
 Numerous tool types and fuctions have been identified (Iiyoshi et
al: 2005)
1. Processing Tools
2. Searching Tools
3. Manipulation Tools
4. Communication Tools
5. Asynchronous Communication Tools
6. Synchronous Communication Tools

16. Processing Tools

17. Searching Tools
PC / Smartphone / other gadgets + offline or online database
Search Engine:
• www.google.com
• Google scholar
• Bing.com from Microsoft
• Yahoo.com
• Ask.com
• AOL.com
• Baidu.com
• Wolframalpha.com
• Duckduckgo.com
• Internet Archieve
• ChaCha.com
• Spotlight.com from Apple Inc.
• Safari from Apple Inc.

18. Manipulation Tools

19.  Communication Tools support the ability to exchange information &
ideas.
 Asynchronous Communication Tools
 Synchronous Communication Tools

20. Scaffolds
Scaffolding is the support given during the learning
process which is tailored to the needs of students with the
intention of helping the students achieve his/ her goals.
Sharma dn Hannafin (2007) argued that procedural,
conceptual, metacognitive, and strategic scaffolds are
especially relevant for RBL.

21. PROCEDURAL SCAFFOLD
The procedural scaffolds emphasize how to use
the features and functions of a given sources.

22. CONCEPTUAL SCAFFOLD
Conceptual scaffold 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.

23. METACOGNITIVE SCAFFOLD
Metacognitive scaffold commonly used in inquiry
-based environments, prompt reflection,
comparison and revison based on
self-assessment of understanding.

24. STRATEGIC SCAFFOLD
Strategic scaffolds provide assistance in identifying ways
to analyse, plan, and respond (Hill and Hannafin:2001, p.
530). Several models have been designed to help the le
arners in determining the needs and their interest.
For example;
The use of digital library helps the learner to find the appr
opriate materials for their assignment. The The use of M
endelay Desktop Program to assist the learners in mana
ging the references.

25. EPISTEMOLOGY,
FOUNDATIONS, AND
ASSUMPTIONS

26. Epistemology
Hannafin and Hill (2006) have advocated that
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.

27. Epistemology
Objectivists’ values and beliefs about the nature of knowledge
and learning, for example, differ fundamentally from those of
relativists (Jonassen, 1991)
To ground design practices that reflect and manifest the
values of objectivist epistemology, corresponding design
foundations and practices are applied to support learning.
Conversely, constructivists emphasize the uniquely individual
construction of knowledge and the generation of meaning;
accordingly, practices are designed to support unique rather
than particular sense making (Hannafin et al., 1997).

28. 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 the individual’s processing of
information and how knowledge is stored and retrieved (Winn,
2004).

29. 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.

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

31. Foundations and Assumptions
CULTURAL
Cultural considerations reflect beliefs about education,
the role of individuals in society, traditions in how
different disciplines teach and learn, and the prevailing
practices of a given community. They influence design
by defining the values of a given setting.

32. Foundations and Assumptions
PRAGMATIC
Each setting has unique situational
constraints that affect how a learning
model is implemented.

33. EXAMPLE 1
RESEARCHER: Jefs, et al (2004) explored resource “toolkits” for s
tudents.
SETTING: online learning environment at British Open University.
AIM: To determine which, when, and how to provide resources t
o assist distant undergraduate students during their online learni
ng.
PARTICIPANTS: included 60 part-time undergraduates.
DATA COLLECTION: Data included questionnaires and interviews
.
RESULT
The results of the use of toolkits were effective in scaffolding res
ource use.
Generally, students indicated a preference for fewer activities and
for aesthetically attractive resource in the toolkits.
Students requested alternative formats such as printed format.

34. EXAMPLE 2
RESEARCHER: McNichol et al (2002)
SETTING: Four U.K schools, one class was selected from each scho
ol.
PARTICIPANTS: Secondary Level (Seventh Grade Students)
AIM: examined the RBL approaches.
DATA COLLECTION: Students’ logs recorded and the students’ refl
ection.
Parents’ questionnaire and interview.
RESULT
The result indicated that ICT resource use in the home was high, ev
en in poor regions of the country (93%).
While access varied, the majority of the students had access to an
d made use of ICT resources.
Students expressed concern over the limited number of resource av
ailable, while parents expressed concern related to the lazyness.

35. References
Hannafin, M., & Hill, J. (2008). Resource-based learning. In
Handbook of Research on Educational Communication an
d Technology (Spector, M., Merril, D., Merrienboer, J., & Dr
iscoll, M., Eds.). Taylor & Francis Group (Pp. 525 – 536 onl
y).
Armatas, C., Holt, D., and Rice, M. (2003). Impacts of an o
nline-supported, resource-based learning environment: D
oes one size fit all? Dist. Educ. , 24(2), 141–158.
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.