Resource-Based Teaching and Learning:
Principles, Structures & Strategies
Michael Hannafin
Learning & Performance Support Laboratory
University of Georgia
Overview & Purpose
Background experience/influences leading
to/relating to interest in RBLEs
 Evolution of resources for teaching and
learning
 Introduce Resource-Based Learning
Environments (RBLEs)
 Examples of RBLE components
 Challenges & opportunities
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To know the researcher is to
understand the research…before

“Raised” as Behavioral (then Cognitive)
Psychologist
» Focus on observable evidence
» Experimental methodologist
» Directed/didactic teaching-learning
» What is the nature/evidence of human
cognition?
» Under what conditions do individuals learn
most effectively?
…now

Shifts in perspective
» Focus on individuals as they learn
» Mixed/design-based methodologist
» Open, student-centered teaching-learning
» What are the goals, intents, etc of individual
user?
» How do/can learning systems support those
goals, intents, etc of individual users?
Implications for R&D
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From teaching and learning in formal settings to
teaching and learning in informal, user-defined,
and “special” everyday settings
From laboratories to everyday learning settings
From individual strategies to integrated systems
From can users learn from given strategies to
which approaches do users attempt
Systems that support unique learning goals
What is a Resource-Based Learning
Environments (RBLE)?
An RBLE is a…


Framework that guides/supports/enacts varied
models (esp ill-structured learning tasks), not
a pedagogical model per se
Collection of information assets that are
used/re-used multiple times and ways to
accomplish the same or different learning
goals
» How are they used multiple times/ways?
» How are learners engaged? How is learning
supported?
Key Concepts
Re-use, re-define existing resources
 Meaning of resource varies with different
context(s)
 Learning supported using both
technology and non-technology guides
 Meaning via convergence of perspective
provided or induced, availability of
appropriate resources, and guidance

RBLE Structures
Resources
 Enabling Contexts
 Tools
 Scaffolds

Resources in the Digital Era
Static, dynamic- can be altered?
 “Learning objects”- indexed “stuff”
 Granularity- all, most, small piece
 Repackage-able- reassemble order,
combinations
 Re-defining meaning of resource
 Access- any time, any place, any thing?

… in RBLEs

Source materials to support learning
» Static resources
– contents do not change through use (fixed)
– e.g., CD-ROM info, textbooks, databases
» Dynamic resources
– contents change dynamically through time
– e.g., climate databases
– “smart” databases that transform through new
entries
Ergomotion (1995), Florida State University
Alien Rescue (2002), University of Texas-Austin
DaVinci’s Book (1995), NHK Corp & UGA
What Are Enabling Contexts?

Vehicles through which individuals are
oriented to a need or problem
» Externally-imposed
– expected outcome is identified a priori
» Externally-induced
– specific problems are not identified; a number of
problems can be generated by learners.
» Individually-generated
– specific context is not generated in advance.
Learner establishes contexts based on
individual needs and interests
Exploring the Nardoo (1996), IMML,
U. Wollongong, NSW Australia
What Are Tools?

Means for engaging, augmenting, and
manipulating ideas
» Processing tools
– seeking, collection, organization, integration,
and generation tools
» Manipulation tools
– used to test validity of beliefs and theories
– microworlds and simulations
» Communication tools
– telecommunications support for exchanges
among learners, teachers, experts
Investigating Lake Iluka (1993), IMLL,
University of Wollongong, NSW, Australia
Alien Rescue (2002), University of Texas-Austin
What Are Scaffolds?

Supports for engaging learning
» Conceptual scaffolding
– supports reasoning and perspective-building
» Metacognitive scaffolding
– supports underlying process of selfmanagement and -monitoring
» Procedural scaffolding
– supports how to utilize resources and tools;
reduces cognitive load (e.g., bookmarks)
» Strategic scaffolding
– supports planning, organizing, analyzing and
decision-making
Investigating Lake Iluka (1993), IMLL,
University of Wollongong, NSW, Australia
What Might It Mean?
Challenges & Opportunities
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Standards and conventions are inconsistent
Design of enabling contexts not well
established
Resources are unregulated
Copyright & Fair Use
Limited metacognitive awareness and
comprehension monitoring skill
Accountability issues
Challenges & Opportunities
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Identification and selection of appropriate
resources
Resources designed for one approach may
not support others
Grounded practices needed
Multiple resource use not well established
Lacking skills to access, process, and use
information and ideas
Contact Information
Michael Hannafin
Learning & Performance Support Laboratory
University of Georgia
Athens, GA USA
http://lpsl.coe.uga.edu/