Evaluating RBL: good practice VARIES
In 2001 I wrote Teaching for learning, a self-published eBook considering good practice in resource-based learning (RBL) design. I had just finished my Open University MAODE, and was inspired by the readings related to how the internet might reshape distance education. The book received good reviews [one], [two]... and, reflecting some 15 years later, its principles still seem contemporary (unlike my dress code at the time) and relevant to TEL. Some of the examples and suggestions are now passe, such as digitising and editing raw tape footage onto a CD-ROM(!) to accompany a printed workbook... but, hey, Moore's Law spread over a 15 year time-frame was bound to change the context!
Here's a free link to the book, you're welcome to a copy: Teaching for learning PDF.
I'm now a wee bit embarrassed by the 'best practice' stuff, so let's pretend the book was concerned with what was 'good', So, the elements of the good practice in RBL model from the book are:
Here's a free link to the book, you're welcome to a copy: Teaching for learning PDF.
I'm now a wee bit embarrassed by the 'best practice' stuff, so let's pretend the book was concerned with what was 'good', So, the elements of the good practice in RBL model from the book are:
- Variety - Effective presentation.
- Access - Student discussion.
- Reflection - Relevance and consequence.
- Interactivity - Action!
- Explicit - Making it clear.
- Support - Feedback and help.
Note that none of them are necessarily concerned with or presuppose technology. The principles apply just as well with print, hybrid, or online-only course design.
Here's what I'd be looking for by way of design across the six elements, the below changed slightly from the original.
Variety: Using a variety of media and writing styles to take advantage of their strengths for student learning; presenting material from different perspectives and at different levels. Providing choices.
Access: Enabling communication, asynchronous and possibly synchronous, between facilitator and student and between students. This can be based on communication technologies, and might also include some form of (non-compulsory) face to face contact.
Reflection: Encouraging the student to think about theory, preferably by linking it to their own experience, but definitely trying to get them to consider matters from their perspective to improve its relevance and encourage deep learning.
Interactivity: Giving the student as many opportunities to actually do tasks as possible, through activities such as formative assessment tasks or practical exercises such as case studies or hands on
projects.
Explicit: Ensuring that learning outcomes, assessment tasks, objectives, deadlines, and instructions are as clearly presented as possible. Anticipating student needs for direction and guidance, and
making flexible process options clear are vital as well.
Support: Providing timely student help where needed, especially with regard to the use of technology, difficulty with comprehension, and motivational support. Providing regular and effective
feedback.
I present these because they remain a good way of evaluating RBL courses. The VARI elements consist of learning tasks and content, and can be largely pre-determined; the ES elements apply across an entire course.
From time-to-time in this blog I'll consider some courses I've experienced against this model, which will serve two purposes. Firstly, it will provide a consistent yardstick. Second, the exercise will help further shape the yardstick itself!
Here's what I'd be looking for by way of design across the six elements, the below changed slightly from the original.
Variety: Using a variety of media and writing styles to take advantage of their strengths for student learning; presenting material from different perspectives and at different levels. Providing choices.
Access: Enabling communication, asynchronous and possibly synchronous, between facilitator and student and between students. This can be based on communication technologies, and might also include some form of (non-compulsory) face to face contact.
Reflection: Encouraging the student to think about theory, preferably by linking it to their own experience, but definitely trying to get them to consider matters from their perspective to improve its relevance and encourage deep learning.
Interactivity: Giving the student as many opportunities to actually do tasks as possible, through activities such as formative assessment tasks or practical exercises such as case studies or hands on
projects.
Explicit: Ensuring that learning outcomes, assessment tasks, objectives, deadlines, and instructions are as clearly presented as possible. Anticipating student needs for direction and guidance, and
making flexible process options clear are vital as well.
Support: Providing timely student help where needed, especially with regard to the use of technology, difficulty with comprehension, and motivational support. Providing regular and effective
feedback.
I present these because they remain a good way of evaluating RBL courses. The VARI elements consist of learning tasks and content, and can be largely pre-determined; the ES elements apply across an entire course.
From time-to-time in this blog I'll consider some courses I've experienced against this model, which will serve two purposes. Firstly, it will provide a consistent yardstick. Second, the exercise will help further shape the yardstick itself!
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