RESOURCE BASED PROJECT Resource-based learning is an educational model designed to actively engage students with multiple resources in both print and non-print form. Ideally, the classroom teacher and media specialist collaborate to plan resource-based units (California Media and Library Educators Association [CMLEA]). Learners take responsibility for selecting resources, human or otherwise, that appeal to their own learning preferences, interests and abilities. Teachers often teach lessons or units using a variety of media, including guest speakers, videos, or hypermedia presentations. Because teachers select content and mode of delivery, such instruction is more aptly deemed resource-based instruction (Doiron & Davies, 1998), a pedagogy that is more teacher-centered. Resource-based learning is predicated upon the principle that individual learners will be drawn to the media and content which best match their own processing skills and learning styles (Farmer, 1999). The learning focus shifts from teachers using resources to facilitate instruction to students directing the choice of resources. In a continuum between teacher-centered and student-centered learning, resource-based learning occurs somewhere in the middle. When the constructivist educator uses resource-based learning, instruction is teacher-planned, but student-directed. This was evident in Ms. Russell's classroom. Implementing Resource-Based Learning Constructionism, Learning by Design, and Project Based Learning can easily be used as models for implementing resource-based learning in the classroom. Resource-based learning begins with clearly identified instructional goals. The teacher and media specialist decide on acceptable student-generated products. They divide the teaching responsibilities and gather varied resources. A timeline is created and the media center, computer lab, guest speakers and other resources are booked. Rubrics are designed and the students begin their quests. The teacher, often with input from the media specialist, evaluates the student produced artifacts. Finally, both the teacher and media specialist assess the success of the instruction itself, making adjustments for future implementations of the unit. These are the steps in implementing a resource-based learning unit: * Identify the goal or goals. * Determine acceptable student produced artifacts including, but not limited to timelines, electronic slideshows, dramatic readings, videos, debates, postcards, reports, diaries, hierarchal web-based documents, or poster-board presentations. * Collaborate with the media specialist to plan the unit. Divide the responsibilities. * Select resources in a variety of formats which can include diaries, WebQuests, original documents, newspaper articles, magazine articles, games, poems, reference books, nonfiction books, experts, videos, museums, maps, charts, the Internet, works of art, plays, CD-ROMs, musical compositions, costumes, exhibits, PowerPoint presentations and field trips. This list is neither exhaustive nor static. But, rather, it is a dynamic list that will grow and change as new technologies emerge. The idea is to enlist a multitude of quality resources that will help students gather information, create knowledge and increase understanding and skill (Thompson & Henley, 2000). * Create a timeline for implementation of the unit. * Schedule the media center, computer lab, guest speakers and field trips, if applicable. * Create rubrics used to evaluate student artifacts. * Evaluate student products using rubrics. * Collaboratively evaluate the effectiveness of the unit and revise appropriately. Determine unit goals. Determine acceptable student artifacts. T Thoroughly plan the unit. T Gather resources in a variety of formats. Generate a timeline for the unit. Schedule research time. Develop a rubric assess student artifacts. products. Evaluate student performance. Evaluate the unit. Developing a resource-based learning unit requires close cooperation between designers in all phases of design. GUIDED HYPERMEDIA PROJECT GUIDED HYPERMEDIA PROJECT It is a self-made multimedia projects that you can use for your instruction or discussion. It can be approached in two different ways: 1. As an Instructive tool , such as in the production by the students of a power point presentation. You can apply this in your discussion.It is easy for the teacher to catch up the attention of the students because they love moving letters or pictures and also sounds and the teacher can discussed well the topic because of its beautiful visual aid which is suitable for the topic. 2. As a communication tool when students do a multimedia presentation to stimulate a television news show. It is easy for the teacher to discuss about news or literature if they have tools like television or you can use your own video clips in order to present the topic they wanted. WEB BASED PROJECTS The Web-based School Projects Ring allows teachers and students to use the Internet for real life problem solving. For example, Tom March and Dr. Bernie Dodge created the awesome WebQuests activity formats that allows teachers to involve PreK-Higher Education students in cooperative groups as they develop a solution that can take the form of oral presentations, web pages and multimedia presentations. The WebQuest and other Internet Projects in this Web Ring allows educators easy navigation to important sites.