Types of Learning Resources

8/11/2019 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

Documents

Types of Learning Resources