TUGAS

Summary of the book: Resource-Based Learning

by: Sally Brown and Brenda Smith (1996)

Disusun Oleh:
Haritsah Dany Fradika, S.Pd
15707251025

Dosen Pengampu:
Prof. Dr. Abdul Gafur, M.Sc

PROGRAM STUDI TEKNOLOGI PENDIDIKAN

PASCASARJANA UNIVERSITAS NEGERI YOGYAKARTA
TAHUN 2016
A summary of the book: Resource-Based Learning
by: Sally Brown and Brenda Smith (1996)

1. Introducing resources for learning

The term resource-based learning is a broad one, encompassing a wide

range of means by which students are able to learn in ways that are on a scale
form those that are mediated by tutors to those where the students are learning
independently.

Books is most significant learning resources students use for the

foreseeable future. In recent years, however there has been an increase in use of
media including:

- Open learning materials

- Study guides
- Textbook guides
- Workbooks
- Video and tape packages

Higher education provider increasingly turning to resource-based learning

as a means of coping with the conflicting demands to produce ever higher
standarts of curriculum delivery when, at the same time, conditions of work for
both students and staff are declining, for well-rehearsed reasons.

Resource-based learning works well when:

- There institutional commitment to the strategy at the highest level

- Academics, librarians, technicians. Computing services staff, designers
and administrators work together as a team to produce learning
materials
- Resource-based learning teams recognize that materials are not just
knocked together

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 - There is recognize that materials have a relatively short self life, which
the need for continuous improvement
- The produce of materials is properly costed
- There is fuil evaluation by the students involved of the processes as well
as the materials used

Critical succes factors: (1) condition – to the resources for staff and students, (2)
managing students access to the resources if they don’t each have their own, (3)
study skill development, (4) Appropriated learning activities – which make
student engage with the resources, (5) students support systems – surgeries,
group work, seminars, (6) frequent feedback built-in, (7) appropriate assessment
strategies which support students learning, (8) evaluation and refinement of the
materials.

Perils to avoid: (1) overloading the students, (2) over emphasis on content, (3)
materials that is dated in content and form, (4) using eoxpensive media which
cant easily be updated, (5) forgeting to build in human contact.

Opportunities offered by resource-based learning: (1) providing feed back no

longer supplied through tutorials, (2) providing core learning resources, (3)
informations provided for students is more consistent, (4) developing student
independence, (5) improve student learning by encouraging a deeper approach,
(6) improvement student participation at seminars.

2. Institutional strategies for implementing resources-base learning

Many the case of studies were presented at these conferences by

isolated individual fighting a hostile and obstructive system. It become clear
while small-scale local inovations could be initiated by enthusiast, if resource-
based learning was going to become widespread and soundly integrated then
institutional infrastuctures needed to change. Resource-based learning use
teachers, accomodation and learning resources in new ways and many features
of institutional infrastructures block developments in resoure-based learning.

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 Implementation strategies : Explicit policy, integration of central support
services, forced change, Pushing single solutions, bottom up support, developing
students as independent learniners, devolving budgets and providing course
costing information.

Features of instructional support: space for learning, incencitives for

change, course costing, course approval and review, materials production,
production funding, integrated library and learning support facilities, identifying
and exploiting existing learning materials, information technology policy and
operation, administration and management information systems, induction and
training of students as independent learners, training and support of staff,
evaluation framework, and coherence of course philosophies.

3. Helping student to learn from resources

Students have always done much of their learning from learning resource
materials of kind or another. Factors irrespective of age learners, their disciplines
and all other elements are: motivation, experiental learning/practice, feedback,
digesting/understanding.

Applying a competence-based lframework to resource-based learning.

Thoughts about esource-based lerning to: the competences that learner need to
develop, the evidence whereby they will demonstrated their competence, the
criteria against which their competence will be judged, the value upon which
such competence should be based.

Learner need study skill such as: note making skills in traditional lecture
situations, coursework skills involved in writing essays and report, revision
strategies, exam technique.

Some of additional competences that students now need to develop are how:

- Make sense of what learning outcomes really mean in term of what they
actually have to do to achieve them
- Plan and produce portofolios of evidence for assessment

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 - Take part in self and peer assessment
- Learn to devise suitable assessment criteria and apply these along with
prescribed ones
- Develop appropriate time management and task management skills
- Develop degree of autonomy.

4. Helping individual staff to develop resource-based learning materials

Develop resource-based learning materials talks about:

- What exactly resource-based learning will achieve?

- What problem will it help to overcome?
- What developments will it aid?

What should considered : identifications of all the changes necessary for a

programe of learning if resource-based learning is to be incorporated, careful
planning of preparation and production of resource-based learning materials and
programes, avoiding reinventing the wheel, guidelines on designing resource
materials, how to learning activities are to be incorporated, and type of activities.

Guidelines on designing resource materials: what kind of stucture the materials

should have, how the materials can be broken up into manageable chunks, how
the materials can be made personal to the reader, the most appropriate style of
production to be used, and the support mecanisms to be provided for students.

How to learning activities are to be incorporated, need to understanding the

answer of these question:

- Would the activity be better as an individual or group task?

- Where should it come in whitin the course?
- What skill are tasks designed to develop?
- How substantioal should the activities be?
- How frequently should encounter tasks?
- What types of task have already done?

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 - To what extend is the activity about promoting interaction?
- Will the task require some preparatory skills development?

Types of activities: Activities for individuals (or groups) and activities for use by
pairs, threes or small group.

5. Staff deleopment for using resource-based learning

Staff and educational developers have a key role in the succesful

implementation of resource-based learning. The requirements of those wishing
to implement resource-based learning are:

- Changing their roles from information transmitters to facilitators

- Helping them support learners
- Changing their writing style
- Using new technology
- Working out the cost of course delivery
- Developing materilas that are transferable to different contexts
- Making good use of materials written by others
- Making better use of resource centres
- Working as a member of a team
- Guding a team of distributed deliverers
- Planning resource-base learning projects

Satisfying devlopment needs:

- raising awareness about the key resource-based learning issues at a

member of levels, influencing policy at senior management level
- helping staff to collect, analyse and adapt existing materials
- providing technical support
- helping staff support learner
- promoting networking on the use of resource-based learning
- helping staff touse bought-in experts
- helping staff to use resource centres effectively

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 - providing on-to-one support to staff developing resource-based learning
- helping resource-based learning designer to benefit from their work for
their own professional development
- organizing and supporting instructional dissemination events
- supporting team building events
- helping teams to considers values

6. Implementing computer-supported resource-based learning

Implementing learning technology is cultural activity, too often reduced

merely to the technical. Educations future rest on good quality teaching and
learning, supported by technology. Computer technologies themselves are
achieving levels of reliability and availability that make them worthy of
consideration on their own right, not just centrally funded educational
experiments.

The most useful educational technologies as those which diractly support

learning. Of those technologies implemented to date, the most succesful (which
can often be indentified by their ability to fit in and become invisible rather than
those deemed the most glamorous) have been those supporting: improved
information provision, complex simulations (including virtual reality), and distant
commnications.

The context for implementing learning technologies include : institutional

infrastructure, the learning environment, Relationships, and learning materials.

7. Networking with associated providers locally and nationally: a case study

Many collages of forther and higher education have been eager to obtain
an opportunity to offer degree programmes which have been developed and
successfully operated by exiting provider.

The development of a distance learning course involves the allocation of

a substantial amount of resources, not least of which are commitment and

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enthusiasm of a dedicated group of staff who are prepared to develop the
distance learning materials and provide the ancillary support necessary to ensure
that the course can be delivered effectively and to the quality standards
expected.

Collaboration with other suitable institutions through fanchising, offer

this increased accesbility, together with the substantial opportunities for higher
level work by the franchisee institutions and the benefit of extras revenue for
further course development and an enhanced course team to assist in that
development, on the part of the franchiser.

8. Setting up open learning resource centres in organizations: learning from

expreienc in industry

Settings and running an open learning centre a considerable amount of

effort, but the rewards are extremely high. If the process is managed with the
end user always in mind it can be a very valuable asset to organization and the
individual. The result and benefits will be seen by an increase in motivation and
even sometimes a reduction in absenteeism levels.

To learn setting up open learning resource centres in organizations will

talks about: changing the culture, estabilishing centre, the launch of the centre,
resourcing the centre, competency or nvq matching, promoting use of the
resource centre, and administration. Resourcing the centre contains technology-
based resources, and non vocational learning resources, and gauging the usage
and value of materials. More over, promoting use of the resource centre
contains maintaining the impetus.

Resource centres are here to stay, as a really significatn part of the way in
which employers can support their staff and help them to continue to be lifelong
learners. With a lot of careful planning and perhaps a little expert advice, they
can play a key role in every organizations staff and professional development
programmes.

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9. Resource-based learning in international context

The development of resource-base learning initiatives in educational

estabilishment is normally a difficult enough process in its self without the added
complications that an international dimension gives. Succesful international
resource-base learning initiatives can produce very positive benefits for the staff
and students involved, as well as benefiting instituations in such areas as learning
material development.

To considering an international resource-based learning initiative , should:

- make certain to have set clear objectives and that they are understood by
any partners
- ensure partner objectives are
- take care partneer selections
- draw up an unambiguous contract
- ensure that any initiative is properly resourced
- make certain that any conditions of funding can be matched
- prepared for and expected cultural and linguitic misunderstandings
- set up clear lines of communication with any partners
- establish effective quality control systems
- ensure that institutional quality control system can cope
- make certain that effective support system are place
- ensure that staff and students can cope with such initiatives

10. The implementations of resource-based learning from libraries and

information services

To implementations of resource-based learning from libraries and

information services, need to study case about: what resources?, where to
access resources?, how to use resource?.

11. Integrating multimedia resource-based learning into the curriculum

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 For multimedia resource-based learning inovators, the basic questions
remain: what is the appropriate use of the medium and what type of learning is
being fostered by its issue? These are course design issues concerned with the
integration of learning technology into the curriculum, the macthing of learning
outcames to relevant learning opportunities and assessment methodologies, and
the role of the tutor, other than information provider, within technology-based
learning environtment.

What is needed to integrating multimedia resource-based learning into

the curriculum are:

- Designing appropriate learning environtment

- Implementation issues
- Evaluation strategy
- Banlancing structure and empowerment
- Justifying for the use of technology
- The role of the lecturer in the learning environment and interaction
- Monitoring patterns of student usage
- Some potentioal pitfalls
- Assessment and feeback

12. Settings up resource-based learning centre for staff to provide guidance and
support on teaching and learning issues: a case study.

Resource-based learning for staff can be cost effective and very succesful
when it provides ways to staff to acces materials and resources at their own
convenience. This part explains how a dedicated resource centre which is
appropriately stocked, equipment and staffed can be invaluable for those who
wish to keep themselves to abreast of current developments in teaching and
learning.

Materials Resources Centre for Education and Technology (MARCET) is

learning resource centre which support the universitys academic staff with

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resource and services to help them to develop innovative teaching, learning and
assessment practice.

The key issues: learning from experience. The advices that offer is based
on what has worked. They are: staffing, resources, technology, keeping up to
date, and security.

13. Evaluation and culture of learning

The increasing use of resource-base learning using innovative

technologies is having a progressive outcame in one sense. It has regenerated
renewed interest in student learning among teaching staff. Resouce-base
learning does not necessarily use new technologies of course, but for those new
to it, it surely proses the same questioning about how to teach using new
methods.

Something to considered for evaluation and culture of learning are: the

implications of evaluation, curriculum an value, evaluation of learning and
learning environments, and finally large-scale evaluation and materials in use.

14. Marketing resources for learning

Just like the inventor, the lecturer needs a bank of resources to fund the
time, effort and production refinements required for learning resources. And like
it or not, the lecturer need to acquere marketing knowladge and skills to support
the development, promotion, and distribution of learning resouces.

Therefore, lecturer need to learn and know about: preparing marketing

strategy, PEST that is uncontrollable variables which affect the education
environment and its markets are complex and dynamic, The Four Ps (Product,
Place, Price, Promotion).

15. Conclutions

Resource-based learning materials are both extremely valuable anf

vulnerable. Course teams need to be sure that their resource material is secure

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againts theft, malicious damage, fire or other disaster. Resource-based materials
are often product at speed and errors are easily made in the process. Course
materials that arrive halfway through the study period arenot unheard of even in
the best organizations. Course teams using resource-based learning need to be
quite clear about the value of an element of a learning package, with the needs
of the students, its may be necessary to produce supplementary learning guidea
to acompany the original materials, and to provide localecontextualization. Using
resurce-based learning for course delivery can, however, have tremendously high
pay-offs: it can be enhance the learning process, provide great benefit for
student and staff, and can encourage student to develop abilities that will lead
them to become lifelong learner.

REFERENCE

Brown, Sally and Brenda Smith. 1996. Resource-Based Learning. London: Kogan
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