Resource Based Learning RBL

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Resource Based Learning (RBL)
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Elements of RBL

• Objectives/Learning outcomes
• Self assessment questions and answers
• Activities with feedback
• Projects
• Assignments
• Information on likely study time

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Resources for RBL

• Printed material and reading lists
• Illustrations, diagrams, cartoons, photgraphs
• Multimedia presentations
• Simulations
• Web links
• Library

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Characteristics of RBL

• Lower unit of resource
• Allows structuring and support of students
  independent learning
• Encourages active learning
• Makes use of information and communication
  technology

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Support for RBL Students

• Personal contact
• Small group tutorials
• Surgeries
• Workshops
• Discussion boards
• Email
• Telephone

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Types of RBL course

• Conventional courses with additional resources
• Independent learning on campus
• Problem-based courses (PBL)
• Project-based courses
• Course based on a textbook
• Workshop and lab-based courses
• Distributed learning

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Distributed Learning

• Utilises VLE technology
• Facilitates asynchronous learning activity
• Facilitates remote learning activity
• Computer mediated communication may be easier for
  some students
• Can provide a learning record

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Some Essentials for RBL

• Plan
• Plenty of activity
• Use electronic communication effectively

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Assessment

• Self assessed questions and quizes
• Tutor marked assignments
• Encompass a variety of tasks
• Assess the stated Learning Outcomes

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Computer Mediated Communication (1)

• Advantages
• Asynchronous, people join when they wish
• Experience shared across time and distance
• Messages can be edited, moderated, kept
• Allow reflection before response
• Tutor can analyse and comment

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Computer Mediated Communication (2)

• Disadvantages
• Equipment cost and access
• Face-to-face interactions absent
• May lack direction
• Communication may be complex
• Too much socialising and getting off the point
• May need moderating to be effective

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Success criteria for RBL

• Do students manage their learning effectively?
• Are resources adequate?
• Is contact between students and tutor adequate?
• How do students respond?
• Is assessment system adequate?
• Are learning outcomes adequate?