types of learning resources
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Using learningresources some
examples
Using learningUsing learningresourcesresources somesome
examplesexamplesFree State University WorkshopsFree State University Workshops
Nov 2005 and Jan 2006Nov 2005 and Jan 2006
Using learningUsing learningUsing learning
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Course materials packages tutorials in print
Comprehensive learning packages
Text written in an explanatory way usingexamples and illustrations
Outcome statements
Study guidance is usually integrated Variety of learning activities and self test
questions
Feedback is provided either in the text orimmediately after the activity
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Course materialspackages - continued
Supplementary reading References and further reading
Additional booklets about course work
assignments and study skills Notes to accompany radio, television,
audio tape, computer-based support
material
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Course readers
Collection of copyright-clearedmaterials that provide core readingmaterial for the course
Overview of readings and linkingsections may be included
Questions to guide reading
Extended bibliography
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Reading set Collection of material on a particular topic or
component of the course
Consists of journal articles, chapters frombooks, newspaper extracts or specially
written notes Single copy is kept and lent out to students
Can be assembled at low cost because only
one copy of the material is made
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Resource packs
These are used like reading sets butinclude materials other than
straightforward reading matter, e.g.
data, maps, photographs, videos,slides, audiotapes, computer assisted
learning software.
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Resources that build onother resourcesTextbook study guides
Brief overviews
Questions to be answered by reading selectedsections of the textbook
Commentaries Additional material to fill gaps or deal with difficult
material
Self check questions
Coursework assignments
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Resources that build onother resources
Course guides or study guidesFramework designed to help students to
select and exploit a range of other
resources effectively and to operateindependently within a course
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About course/study guidesCourse guides may contain:
Aims, outcomes or statements of learning
Summary or review of course content
Description of the relationship of the course to other
related courses Description of the structure, sequence and operation
of the course with a timetable and deadlines
Listing and a brief description of all teaching
sessions: lectures, seminars, tutorials, lab sessions
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What is included incourse/study guides Listing of available resources including an
annotated reading list Information about assessment: assessment
instructions, advice, criteria, past assessment
activities Study guidance including information on howcomponents of the course operate. Advice onhow to make the most of the learning
opportunities available in order to succeed
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Resources that supportspecific learning activities Manuals
Laboratory guides
Seminar guides
Fieldwork guides Project guides
Work-placement guides
Staff use of student guides
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Resources that supportlearning processes
Skills guides Skills profiles
Logs or journals
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Using a workbook or activity guide to
reinforce concepts and strengthen
skills
Identify key concepts/skills
Collect relevant activities that range in level of
difficulty
Provide feedback: answers, hints and teaching
points Prepare an introduction:
Purpose of the workbook
Description of what the workbook comprises How to use the workbook
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Why an activity guide?
We learn by doing. Learning activities are at the heart of thelearning and teaching process
Information abounds and content will keep on changing. No oneresource is adequate
Educators have to get used to harnessing different resources tocreate relevant and stimulating learning environments
Our students have to learn to engage with a variety of resources.This is a vital skill for coping in a technological and fast changingworld
An activity guide is a flexible resource that can be used inconjunction with different resources in a variety of ways
The activity guide can be used to train educators to move tooutcomes based facilitation of learning
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Possible format for anactivity guide
Introductory comments to learners andeducators
Overall introduction to the subject
Short introductions to themes and topics Activities (Purpose, instructions, action grid)
Check your progress
Feedback section
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Critical incident analysis
Describe the incident Reflect on what happened
Analyze
Consider alternative actions
Learn from the reflection
Select and apply relevant theories
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Learning to improve
practice
Scenarios in print, audio tape, video Observation, reflection and review
sheets
Case studies
Skills cards
Step by step guidelines to followprocedures
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Managing the process
5. monitoring
6. managing time
7. using intuition
8. reviewing andevaluating
9. summarising and
integrating
10. decision making
and action planningDeveloping andmaintaining the
relationship
1. Practising empathy
2. attending and active
listening
3. reflecting back and
paraphrasing
4. self-disclosure
11. questioning
12. focusing13. using silence
and paraphrasing
14. Giving constructive
feedback15. Informing
16. Confronting
Carrying out the supervision tasks
Three sets of skills for a clinical supervisor
The Open University, K509 Clinical Supervision: a development pack for nurses
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Case studies can:
Create credibility by reflecting actual events
Highlight contextual differences Show processes and procedures in practice
Illustrate challenges and difficulties to be considered
when applying theory in practice Stimulate an evaluation of practice
Encourage problem solving
Aid conceptual understanding
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Using a newspaper articleTaking no tes from
articles
Underline as you read
Make comments in the
margins
Use headings to groupthe points you pick out
Summarize the main
points
Activity
As you read the article,answer the followingquestions:
What was the area
once like? What has happened to
it?
Why did it happen?
How do peopleremember the area?
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How useful is problem based
learning?
High interest rating because it is linked to the learners
natural curiosity Deepen understanding because learners areencouraged to apply what they know to real lifesituations
Through theprocess of learning students develop arange of skills: Academic skills: researching, critical thinking, analyzing, problem
solving, presenting logical arguments, reading and writing
Life/interpersonal skills: cooperation, communication, empathy,
resolving conflict