RSA3: Mapping and managing knowledge and information in resource-based learning

Resources of the Week: Mapping and managing knowledge and information in resource-based learning by Sidmar-Olasf Tergan, Wolfgang Grӓber and Anja Neumann, Knowledge Media Research Centre, Tϋbingen, Germany, Leibniz Institute for Science Education, University of Kiel, Germany

Topic

The topic of this week is resource-based learning. Resource-based learning is a process that helps shift the focus of the learning environment from teacher centered toward a more student centered model. Students are given the resources prepared by a teacher, or more effectively, a collaboration of the teacher and the media specialist. This allows students to have a wide variety of resources to support their research and creation of an end product. The students are given autonomy in selecting their particular project theme and use which ever resources that they feel will best support the theme that they have selected. This is a more scaffolded research effort, where students are ensured credible resources.

Article

An article that adds an additional dimension to resource-based learning support is entitled: “Mapping and managing knowledge and information in resource-based learning” by Sidmar-Olasf Tergan, Wolfgang Grӓber and Anja Neumann (2006).  This article suggests that students need to have a clear understanding of how to deal with the complexities of knowledge and resources when engaging in resource based learning. Resource-based learning requires that students navigate a wide variety of resource to select those that are most pertinent to their task at hand. When students are faced with such a daunting task, but do not possess the information literacy necessary to effectively navigate through the wealth of resources presented to them, there arises a situation where those students become frustrated and disengaged. For resource-based learning to be successful in motivating and engaging students, teachers must be aware of ways to support information literacy growth. This article suggests the use of concept maps to help students in “overcoming problems that are due to the limitations of short-term memory in both capacity and duration of information stored” (pg. 328) The article additionally lists some concept-mapping tools shown in the following table:

(2006)

Relationship

There is a system in place to support resource-based learning as explained in the article “Resource-based learning” by Lisa Campbell, Paula Flageolle, Shann Griffith, and Catherine Wojcik (2002). The teacher and media specialist who were following the blueprint for resource-based leaning, collected materials for the theme, made various types of resources available and were ready to assist student in their research journey. These students would have the scaffolding and support built into resource-based learning, but how would the students’ journey have changed if they had additional support in organizing the new information that they garnered from the plethora of resources that were provided for them? By combining the ideals of resource-based learning with the technology tools for concept mapping, the students would have a more organized, supported research project to present in the end. This would help reinforce the research skills that educators want students to learn in developing and strengthening information literacy.

In the middle school, students are expected to do more and more research. By incorporating tools for concept mapping, we can help keep all of their thoughts and information organized. As the demands for higher order thinking press upon educators, it is important that we teach students information literacy so that can understand how to arrange the information that they find and use it to formulate new ideas and products.

References

Campbell, L., Flageolle, P., Griffith, S., & Wojcik, C. (2002). Resource-based learning. In M. Orey
             (Ed.), Emerging perspectives on learning, teaching, and technology 
             Retrieved from http://epltt.coe.uga.edu/

Grӓber, W., Neumann, A., & Tergan, S., (2006) Mapping and managing knowledge and information
             in resource-based learning. Innovations in Education and Teaching International. 43 (4),
             327-336. Retrieved from
             http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer
            vid=3&sid=f2374409-deab-452a-b3d5-2f8f56cd50f7%40sessionmgr4002&hid=4112

RSA2: Learning how to design a technology supported inquiry-based learning environment

Resource of the Week: Learning how to design a technology supported inquiry-based learning environment by Meral Hakverdi-Can, Duygu Sönmez, Hacettepe University, College of Education, Turkey http://files.eric.ed.gov/fulltext/EJ1001628.pdf

Topic

The topic of the week is inquiry-based learning. Inquiry based learning is a process that changes the traditional roles of the teacher and student. The student is put in charge of his or her own learning through the inquiry process, while the teacher is more of a facilitator to the process. There is also a shift from focus on content to a focus on the questioning. Students have to have an initial question on a particular topic; this can be solely generated by the student, or posed by the teacher. From here the student is responsible for gathering relevant resources that will help them to ultimately formulate an answer to the initial question. The student then has to vet the resources found. This means determining credibility and relevance to the initial question. During this process students may find they have additional related questions that need answering to help better understand the initial question. The final step of the process has students report on their findings, making them the expert through this inquiry process. Here students are not just repeating facts that have been provided to them through lectures and handouts from the teacher, but instead they are explaining the information that they have learned by applying the inquiry process.

Article

An article that supports the ideas of this week’s topic is entitled: “Learning How to Design a Technology Supported Inquiry-Based Learning Environment” by Meral Hakverdi-Can and Duygu Sönmez. (2012) This article discusses the experience of pre-service teachers learning the inquiry-based learning process and designing a technology supported inquiry-based learning environment. (Hakverdi-Can, 2012) These teachers created WebQuests that would help students follow the inquiry-based learning process. A WebQuest is an activity that utilizes the Internet to provide students with a topic and links to various resources for review. The students can use this to create their initial question, select the resources that are related to their question, review and interpret the information found and then report their findings. The study concluded that the WebQuest is an effective teaching tool and helps to set up a technology supported inquiry-based learning environment. (Hakverdi-Can, 2012)

Relationship

The Modified Moore Method (MMM) is a inquiry-based learning process that was originally created with mathematics in mind. This method was names after professor R. L. Moore of the university of Texas. (Schinck, 2011) This method purports “that student(s) is taught the best when told the least.”(Schinck, 2011) This frame of thinking is the foundation of inquiry-based learning and the article of the week displays this understanding. The teachers are preparing students to be investigators through the creation of WebQuests. These students will have to frame their own understanding through investigation and research. Though facilitated by teachers, students are empowered to be the thinkers.

References

Hakverdi-Can, M., & Sönmez, D. (2012). Learning how to design

a technology supported inquiry-based learning environment. Science Education International, Vol.23 (No.4), 338-352. Retrieved from http://files.eric.ed.gov/fulltext/EJ1001628.pdf

 

Schinck, A. (2011). The road to present day inquiry-

based learning. The Academy of Inquiry Based Learning Retrieved from http://www.inquirybasedlearning.org/?page=Why_Use_IBL

RSA1: Are There Differences in the Organizational Structure and Pedagogical Approach of Virtual and Brick-and-Mortar Schools?

Resource of the Week: A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face by Donovan A. McFarlane, Frederick Taylor Universityhttp://eric.ed.gov/?id=EJ917871

Topic

On this week's journey into educational technology two virtual schools were reviewed and compared to one another. Through reviewing two separate virtual schools, Ohio Virtual Academy (OVA) and North Carolina Virtual Public School (NCVPS), there seems to be some definite pros and cons to selecting a virtual school for a child’s source of education. While both schools provide public education for students in their prospective states, OVA is geared toward a more complete program, where NCVPS students can select to enroll in individual classes or they can enroll in a complete program of study. Differences may not initially be clear between one virtual school and another, or the implications those differences may have on student achievement.

Article

There is an interesting article entitled: A Comparison of Organizational Structure and Pedagogical Approach: Online versus Face-to-face by Donovan A. McFarlane of Frederick Taylor University. This article breaks down the terminology that we hear being used so frequently in today’s educational community, terms such as distance learning, e-learning, virtual learning, virtual schools, etc. All educators should know these terms and be able to differentiate between them. As we look to build technology into the foundation of education and it is a building block of today’s society, we must have educators that can understand how to use technology in various ways and have an in-depth understanding of the various ways it can be incorporated into education. (McFarlane, 2001)

Relationship

The online teacher has a more advanced understanding of many of these concepts and in many ways may be more prepared of the technology aspect of modern education. The video shows the interview of Holly Mortimer, an online teacher. (Edutopia, 2010)The online teacher has a very different day than a teacher in a traditional school. The online teacher has to be prompt and support students with immediate feedback. The accountability is much heavier for the online teacher. There is more data available through online classrooms than in traditional classrooms. Those who are married to creating their own curriculum, then online teaching may not be the way to go. Though online teachers are separated from other faculty, they are more involved directly with the students that they teach.

The virtual classroom is here and being used more often than many people would think. It is important as an educator to stay abreast of these changes to the idea of normal, and learn the new ways to reach and help support the academic achievement and growth of students. As a reading coach, I want to be able to help my teachers understand the benefits of engaging students through technology. Some of the ideals that have been championed by Mortimer can translate into the general education classroom. Understanding the importance of timely feedback, instituting a blog or wiki that allows student to turn in assignments and receive feedback electronically as well.

References

Edutopia. (2010). One Teacher’s Take: How Holly

         Mortimer Took Her Teaching Career Online. Retrieved from  

         https://www.youtube.com/watch?v=DSd6Wc8AEhE#t=51

McFarlane, D. (2010) A comparison of organizational structure

and pedagogical approach: online versus face-to-face. Journal of     

Educators Online. 8 (1), 1-43. Retrieved from

http://eric.ed.gov/? id=EJ917871