RSA 3: Resource-Based Learning

Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement

The article “Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement” discusses a case study where a resource-based learning environment was implemented to study earths movements. The resource based learning environment was set up using four components. First component was choosing static or dynamic resources and deciding between print or non-print resources. The second component was setting up a virtual or real environment. Third component was setting up the tools that would be available for the students. The last component how to use scaffolding based on the knowledge the students already have. A pretest and a posttest was used to analysis results. Results showed that all students did not benefit equally from the resource based learning. Students did not have enough experiences with resource based learning before going into this unit.

Impacts of an Online-Supported, Resource-Based Learning Environment: Does One Size Fit All?

The article “Impacts of an Online-Supported, Resource-Based Learning Environment: Does One Size Fit All?” compares two resource-based learning environments, one environment online, the other traditional method or print based. The case study was done in 2003 when technology was not as common then today. Many on-campus students did not want to use the online environment because they were confused or didn’t want to take the time to learn new skills to complete the lesson. Resource based learning offers more flexibility through the online environment but back in 2003 less than 50% of on campus students would you the online resources.

Mapping and managing knowledge and information in resource-based learning

The article “Mapping and managing knowledge and information in resource-based learning” discusses how resource-based learning can be difficult if the student does not have the skills to organize thoughts and the research found. The article talking about using concepts maps in order to help the students organize the data. Written and visual examples of how to use concept maps are explained throughout the article.  

Refining Assessment for Research-based Learning

The article “Refining Assessment for Research-based Learning” is an older article written in 1999. Despite being older and discussions different technology, the ideals behind research-based learning has not change. The article introduces CD-ROMs as a way of doing research and assessment. CD-ROMS being a new media source that is not printed text is one of the components for research-based learning. The conclusion talks about how the use of online resources and online collaboration will increase in the years to come.

Despite how some of these articles are over ten years old, the ideals of research based learning has not changed. Explore new technology to gather information and to expand research beyond printed sources is a theme of research based learning dating back 15 years ago. With more people becoming familiar different technologies, research based learning will become a more efficient way for students to learn. Looking at the results of the four articles read above, it would seem that an area where students struggle when it comes to research based learning is how to organize the data from so many different sources. Another common assessment of research based learning is that it can be more time consuming than other members

Armatas, C., Holt, D., & Rice, M. (2013). Impacts of an online-supported, resource-based learning environment: Does one size fit all? Distance Education, 24(2), 141-158. Retrieved from Ebscohost.

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

Kong, C., & SO, W. (2010). Interaction of students’ academic background and support levels in a resource-based learning environment on Earth’s movement. Interactive Learning Environments, 18(2), 153-175. Retrieved from Ebscohost.

MacDonald, J., Mason, R., & Heap, N. (1999). Assessment and Evaluation in Higher Education. Refining Assessment for Research-based Learning, 24(3), 345-355. Retrieved from Ebscohost.

Tergan, S., Graber, W., & Neumann, A. (2006). Mapping and managing knowledge and information in resource‐based learning. Innovations in Education and Teaching International, 43(4), 327-336. Retrieved from Ebscohost.

RSA 2: Problem-Based Learning

Designing for Problem-Based Learning in a Collaborative STEM lab: A Case Study

“Designing for Problem-Based Learning in a Collaborative STEM lab: A Case Study” is an article explaining how a team used problem base learning to do a science experiment. The goal is to find an effective way to use a STEM lab to maximize learning.  The project uses virtual telepresence, which is using technology to make a student feel as though they are in another location. Examples would be webcams, simulations, or Cisco. For this experiment, a person will appear on one screen while something else will be projected on an adjacent screen. The purpose is to maxiumize the vision of the person who is being telepresence into the room. The more parts of the room the person can see the more they will feel as though they are part of the room.

This goes along with the reading “12 Timeless Project-Based Learning Resources”  because the article discusses using different technologies to give students unique experiences. The idea is to get the student out of the classrooms without actually leaving the classroom

Teacher Perspective and Experiences: Using Problem –Based Learning with Exceptional and Diverse Students

“Teacher Perspective and Experiences: Using Problem –Based Learning with Exceptional and Diverse Students” starts by giving a brief overview of how problem-based learning first started being used.  The article then gives a brief case study about an experiment with gifted students as well as students with disabilities. The progress of the students is discusses as well as why the authors believe the results were what they were.

This article took PBL all the way back to its roots which is quite different from what was read in the module four reading. The articles in the module four readings focused on new technology and how the technology can be used to help students and further advance PBL. However, this article shows that people have been using the idea of PBL long before many different types of technology was created.

Bringing the World to the classroom through videoconferencing and Problem-Based Learning. 

The article “Bringing the World to the classroom through videoconferencing and Problem-Based Learning” is a case student on how a classroom teacher brought the world to the classroom without having to leave the room. The teacher focused on cross-curricular activities so students could get more out of each lesson. Students were to create projects and then use videoconferencing with outside resources to gather information. In other words do field work without having to leave the classroom. The results of the work were some of the finest work the teacher saw.

The article mentions the use of  Edutopia just like the article “12 Timeless Project-Based Learning Resources”  Students were able to use the tools Edutopia to help with his or her project. Both articles stress learning beyond the walls and bringing the world inside the classroom.

New Challenges for Project-Based Learning in the New Digital Age

This article focuses on the different programs a teacher or student can use to help make an effect Project-Based Learning experience. The article also outlines nine steps that should occur before a Project-Based Learning project is complete. The nine steps discuss a high level of collaboration in order for students to have maximum success.

After reading the module 4 readings, this article really helps putting all of the ideas together. “12 Timeless Project-Based Learning Resources”  provides the tools for Project-Based Learning while “New Challenges for Project-Based Learning in the New Digital Age” provides the steps to use Project-Based Learning to the fullest.

References

12 Timeless Project-Based Learning Resources. (2013, July 6). Retrieved February 7, 2015, from http://www.teachthought.com/learning/project-based-learning/13-timeless-project-based-learning-resources/

Estes, M., Liu, J., Zha, S., & Reedy, K. (n.d.). Designing for problem-based learning in a collaborative STEM lab: A case study. TechTrends, 58(6), 90-98. Retrieved February 7, 2015, from Ebscohost.

Hopper, S. (2014). Bringing the World to the classroom through videoconferencing and Problem-Based Learning. Tech Trends, 58(3), 78-90. Retrieved February 8, 2015, from Ebscohost.

Hovey, K., & Ferguson, S. (n.d.). Teacher Perspective and Experiences: Using Problem –Based Learning with Exceptional and Diverse Students. Retrieved February 7, 2015, from Ebscohost.

Project-Based Learning and the Common Core: Resource Roundup. (n.d.). Retrieved February 7, 2015, from http://www.edutopia.org/project-based-learning-common-core-resources

Zafivrov, C. (n.d.). New Challenges for Project-Based Learning in the New Digital Age. Trakia Journal of Sciences, 11(3), 298-302. Retrieved February 7, 2015, from Ebscohost.

RSA1: Inquiry Based Learning

Effects of Inquiry-Based Learning Approach on Student Resistance in a Science and Technology course: http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=f93a490b-a456-485f-8519-d6c488816d7d%40sessionmgr4003&vid=0&hid=4212

Summary: This article is a case study that experiments with 7^th grade students in a science classroom setting. The goal was to see student’s behavior and test scores between traditional teaching methods versus inquiry base learning. According to the article, there was a larger increase from a pretest to a posttest in the experimental groups which was using the inquiry base learning method. After interviewing teachers after the experiment was finished, it was agreed upon that in both groups there were behavior resistant actions but found that inquiry base learning had less than the traditional method.

An Augmented Reality-based Mobile Learning System to Improve Students Learning Achievements and Motivations in Natural Science Inquiry Activities:

http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?sid=fe189c2f-0d63-4b42-ac4a-39f38d0f1cde%40sessionmgr4001&vid=0&hid=4212

Summary: This article is a case study on fourth grade students studying aquatic animals. The student is testing a new type of inquiry learning called AR system enhanced versus regular inquiry learning. AR system enhanced is a program that guides the students through the steps of inquiry learning rather than having the students do it on his or her own.  57 participants put into two groups one using AR inquiry learning, the other inquiry base learning. The same teacher would be used for both groups to keep consistent. Both groups were privileged to the same types of technology. A pretest was given to monitor progress of the students. The results showed that the new AR system enhanced had a higher mean score, 80.14 versus 73.93 in the regular inquiry base learning. According to observations made, the AR method had many more students on topic and had less behavior concerns.

Assessing Inquiry

http://search.alexanderstreet.com.cucproxy.cuchicago.edu/ediv/view/work/1839967

Summary: The video Assessing Inquiry is a video that dates almost 15 years old. The video shows the base foundation of inquiry base learning. The focus of the video is talking about how each and every student learns differently so students should also be a loud to be assessed differently. Instead of tests students should be able to design his or her test. Each student is challenged to complete the task.

It is interesting to watch this video than to read An Augmented Reality-based Mobile Learning System to Improve Students Learning Achievements and Motivations in Natural Science Inquiry Activities because it shows how far inquiry base learning has come in 15 years. 15 years ago the base and foundation for inquiry base learning gave students new opportunities. Now fifteen years later, there are programs that help guide students through inquiry base learning.

Community Collaboration for Inquiry Success

http://web.a.ebscohost.com.cucproxy.cuchicago.edu/ehost/pdfviewer/pdfviewer?vid=7&sid=ac19c8db-4751-4397-8207-fb602ac92185%40sessionmgr4004&hid=4212

Summary: This article explains how a school got started with an inquiry base learning style. The school has a focus on how collaboration can play a positive role in inquiry base learning. The school is trying to get students to go away from the traditional way of research that may be guided by a librarian. The hope is that students can motivate each other to do research and explore new topics.

After reading through these articles and the assigned article 20 Questions to Guide Inquiry Base Learning, and reading Inquiry Based Learning from thirteen.org, there are a lot of consistencies throughout the articles. It seems that one the most important factors for inquiry base learning to accomplish its goal is for students to be motivate. The point is to let students explore topics that interest them and to go out there and explore the information on their own. But a student that does not show any motivation will get nothing out of inquiry base learning. That is way I find An Augmented Reality-based Mobile Learning System to Improve Students Learning Achievements and Motivations in Natural Science Inquiry Activities to be intriguing because it is taking inquiry base learning to the next level. Programs that guide students through the steps can help the students stay on track. That way it takes the pressure off of the students and can keep them on track.

Sources

(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 fromhttp://www.teachthought.com/learning/20-questions-guide-inquiry-based-learning

Assessing inquiry [Motion picture]. (2000). Annenberg/CPB. Retrieved from http://search.alexanderstreet.com.cucproxy.cuchicago.edu/ediv/view/work/1839967, from  Alexander Street Press

Chiang, T., Yang, S., & Hwang, G. (2014). An Augmented Reality - based Mobile Learning System to Improve Students’ Learning Achievements and Motivations in Natural Science Inquiry Activities. Educational Technology & Society, 17(4), 352-365. Retrieved February 1, 2015, from Ebscohost.

Fuller, C., Kearly, D., Byerly, G., & Raman, L. (2014). Community Collaboration for Inquiry Success. Knowledge Quest, 43(2), 57-59. Retrieved February 1, 2015, from Ebscohost

Sever, D., & Güven, M. (2014). Effect of Inquiry-based Learning Approach on Student Resistance in a Science and Technology Course. Educational Sciences: Theory & Practice. Retrieved February 1, 2015, from Ebscohost