EXPERIÊNCIAS INTERNACIONAIS
FEATURES OF RES OURCE-BAS ED LEARNI NG IN PROFESSIONAL DEV ELOP MENT – THE CASE OF THE ACEE
Vladimir Russo1
RESUMO: Cursos de desenvolvimento profissional semi-distante na África do
Sul em educação ambient al estão usando abordagem inovadoras e contextualmente relevantes para aprendizagem ambiental. Isso parece ser motivado pelas tendências rec entes de aprendiz agem contínua, bem como a necessidade de incumbir-se de cursos de treinamento que são relevant es para os participantes deste contexto de trabalho. Esta pesquisa ilustra como uma aproximação na aprendizagem baseada em recurs os poss ibilita aos participantes do curso desenvolver materiais de apoio e programas relevantes. Para isso, Certificado A vançado Sul -Africano em Educação ambiental (A CEE) s erá usada para uma análise int ensiva na qual características importantes de aprendiz agem baseada em recursos de cursos de desen volvimento profissional são destacados. Na ACEE, aprendizagem bas eada em recursos está sendo entendida como investigação de como o raio de materiais de auxílio e aprendizagem e outros recursos podem ser aplicados para auxiliar na aprendizagem ambiental em contextos diferent es. A pesquisa conclui-se expondo alguns guias usados como apoio na aprendizagem baseada em recursos na A CEE, ilustrando sua relevância para os cursos de desenvolvimento profissional semi-distant e em educação ambiental.
PALAV RAS -CHAV E:
ABSTRACT: In southern A frica semi-distance professional development cours es in
environmental education are inc reasingly using innovative and contextually relevant approaches to environmental learning. This seems to be motivated by the recent trends on lifelong learning as well as the need to undertake training courses which are relevant to course participants‟ work cont ext. This paper illustrates how a resource -based learning approac h enables course participants to develop responsive and
1
Mestre em Educação no campo de Educação Ambiental; Membro da Juventude Ecológica Angolana (Ecological Youth of Angola). E:mail: leodin.ribeiro@uol.com.br
relevant learning support materials and programmes. For this, the South African Advanced Certificat e in E nvironment al Educ ation (ACEE) will be used as a case study within which important features of res ourc e-based learning in professional development courses are highlighted. In the ACEE, resource-based learning is being understood as the exploration of how a range of learning support materials and ot her resources can be applied to support environmental learning in different contexts. The paper c oncludes by pres enting a numbe r of guiding steps us ed to scaffold resourc e-based learning in
the ACEE, illustrating their relevance to semi-distance professional development courses in environmental education.
KEY-WORDS: E nvironment al educ ation – Professionalizing courses – South Africa: Environmental learning: A CCE – South African Advanced Certificate In Environmental Education
1 Introduction
This paper draws on an interpretative case study aimed to identify the characterising features of the resource-based learning approach used in the 2002/2003 Rhodes University Advanc ed Certificate in Environmental Education (ACEE ). The goals of this study were:
To investigate how the course design and implementation enable resource -based learning proc esses;
To probe how tutors support the use of learning support materials in the ACEE; and To explore how participants engage in adaptive use of learning support materials in their work context.
It draws on the findings of this study, notably in two modules focusing on the Environment and E nvironmental Issues (Module 1) and Contemporary E nvironment al Issues (Module 3), t o formulate recommendations, in the form of „fuzzy generalisations‟ (see Bassey 1999), with the intention of providing insights into the development and impl ementation of training courses and materials.
This interpretative case study explored processes of resourc e-based learning through the analysis of three individual cas e stories of participants‟ experienc e in adaptive use of learning support materials in different work contexts. By doing so, and through the use of a series of interviews (focus group and semi-structure) and document analysis, it established the relationship between thematic categories related to participants‟ experienc e of assignment work, and cours e design and course implementation.
The outcomes of such relationship have enabled the development of a diagrammatic representation of t he unfolding and intermeshed charac terising features of resource -based learning which appears to creat e possibilities for the course participants to become scaffolders and co-c onstructors of their own learning. Such outcomes seem to be relevant not only for the Advanced Certificate in Environmental Education but also for the development of other
professional development courses in environmental education, which require a responsive, context-based and contextually relevant curriculum.
2 Background to the Advanced Certificate in Environmental Education
The Advanced Certificat e in Environmental Education is a two-year semi-distance environmental education course offered in South A frica by the Rhodes University Faculty of Education, through t he Rhodes University Environmental Education Unit. The first course was offered in 2002/2003 with the aim to give “… environmental educators a better understanding of how to improve their teaching within the dy namic context of environmental and educational policy change.” (Timmermans, 2003, p.10).
For its programme, the ACEE identified two approaches to teac hing and learning, namely res ource-based learning for Year One and research -based implementation for Year Two. In Year One, the course participants were engaged in ex ploring how a range of learning support materials can be used in different contexts to support environmental learning activities (RUEEU, 2002a). In Y ear Two, the focus was on the implementation of a small scale action-research projects (bid.).
The course covered a number of topics such as ecolo gy and the environment; environmental education processes; curriculum development; and theory of education. (Timmermans, 2003). In this paper, only Year One is examined due to its focus on resource-based learning, notably the implementation of two modules where learning support materials are adaptively used in work place-based assignments. (RUEEU, 2002a).
The Advanced Certificat e in Environmental Education considers resource -based learning as a contemporary response to problems associated with course and ma terials development. In doing so it places a strong emphasis on environmental learning in learners‟ context. In the course, attention is given to learning in context through a process where course participants have to adapt and use materials in their work context with learner groups. (RUEE U, 2002a). They also have to report their activities with a view t o improving or changing their practice. (ibid.).
A number of course outcomes were developed in the beginning of the course which are in line with the South A frican National Qualifications Framework (NQF). These outcomes aim to develop of participants‟ applied competenc e2
(Timmermans, 2003) as well as “… to develop the knowledge, skills and value orientations so as to respond to environmental issues and risks …” (RUEEU, 2002a, p.4) with a particular focus on environmental education processes.
Although these outcomes were established, the A CEE course developers recognise that all outcomes cannot be pre -determined and therefore the curriculum is seen as open-ended providing room for unexpected outcomes developed t hroughout the course (RUEEU 2002a). For this, the course process is carefully documented (through evaluation forms, assessment
2Applied competence refers to the “… ability to put into practice in the relevant context the learning outcomes acquired in obtaining a qualification” (RSA, 2000, p.7) and includes practical, foundational and reflexive competences (RSA, 2000, p.10).
sheets and group discussion) in order to provide insights into the future de velopment of this course. Participants‟ applied competenc e is emphasised in the Advanced Certificate in Environmental E ducation through a process of resource-based learning involving the adaptive use of learning support materials in their workplace contex ts. Therefore, this paper will use the resource-based learning approach used in the ACEE to illustrat e how s uch approach can enable course participants to develop responsive and relevant learning support materials and programmes.
1 Resource-ba sed learning in professional development course s
It has been widely recognised t hat professional development is a field in constant change due to the complexity of environmental issues and risks which environment al educators are trying to res pond to. Thus it seems impo rtant that educational responses to environmental issues recognise the complexity and contextuality of environmental issues and risks (Robottom , 1987) and consider the need for adaptive use of learning support materials in workplace-based contexts. (Russo; Lotz-Sisitka, 2003).
Such educational responses and the emergence of new approaches to professional development seem also to be associated with a number of other issues, such as the inefficient quality of teacher educ ation (Taylor, 1980; Leach, 1996), constant advancements on information and communication technology (Robottom, 1987; Leach, 1996), diversity of learners‟ backgrounds, the rapid i ncrease of student population (Parsons; Gibbs, 1994) and moving away from traditional ways of course design and implementation (Smith, 1996; Relf, 1996; SAIDE, 1997). On the other hand, increased attention is being given to the role that learning support materials play in t he implementation of professional development cours es (Vinjevold 1999; Czerniewicz et al., 2000; Rensburg; Lotz-Sisitka, 2000; Lotz-Sisitka; Raven 2001; Russo, Lotz-Sisitka, 2003).
Associated with above is the notion of lifelong learning which has introduced new approaches to professional development, including the need for more flexible delivery opti ons, a greater concern with applied competence, and a concern for relevanc e in the workplace (Raven, 2003) as well as changes in the role of the teacher (Brown; Smith 1996; Relf, 1996). Resource-based learning, as an emerging discourse in environmental education, draws on a reflexive and flexible perspective on t eaching and learning processes (Czerniewicz et al ., 2000) and seems to have emerged wit hin rec ent
trends in professional development that recognise the need for individuals to become lifelong learners.
These factors seem to have influenced the way professional development has shifted to include more engaging, responsive and contextualising educational processes. It is evident from the literature that there has been a shift from transmissive educat ion (learners as passive consumers) to more active learning, leading to a change in the teac her‟s role (Brown; Smith, 1996; Relf, 1996).
The somewhat ambivalent term „resource-based learning‟ seems to have its origins in distance education (SAIDE, 1997), but in the context of the Advanced Certificat e in
Environmental Education it is used as part of a semi -distanc e two-y ear long course that includes contact sessions (work-together) and workplace-based (work-away) tasks with a foc us on participants‟ context. As in the case of the ACEE, a resource-based learning approach is increasingly being used in different contexts to describe a deliberating and engaging a pproach to improving teaching and learning proc esses (Czerniewicz et al, 2000; DoE, 1997; Rensburg; Lotz-Sisitka, 2000; Lotz-Sisitka; Raven, 2001).
Such approach to environmental learning has some “… implications for the ways in which learning and teaching are conceptualised and practiced.” (Relf, 1996, p.47). These include the way learning support materials, which are central to resource -based learning, are used for meaning-making interactions in workplace -based contexts. Such implications, associated with the way materials are used, have an influence on the role of t he educator, on how learning takes place and how materials are used to foster learning (Czerniewicz et al, 2000).
It can be concluded that resource-based learning is a s ocial construct which appears to be specific to different areas of teaching and seems t o vary according to the purpos e and ideology of t he educational intervention (B rown; Smith, 1996; Relf, 1996). For Bleakley and Carrigan (1994, p.ix) for exam ple, res ourc e-based learning is described as “learning that actively engages students in using various r esources …” to construct knowledge, enabling them “… to take some responsibility for the learning proc ess, and that challenges them to become lifelong learners.” (ibid, p.3). This can either be in interaction with course texts or during the use of materials in work place-based assignments. On the other hand, Czerniewicz et al (2000, p.9) note that resource-based learning “… highlights the centrality of resources and indicates the complexity of overlapping skills, people and attributes required”, and this approach places an emphasis on learning through the use of materials (Dorrell, 1993; Brown; Smith, 1996). For SAIDE (1998), which deals mainly with distance education, resource-based learning is aimed at moving away from a top-down transmissive type of education; learners becoming lifelong learners; and an effort to address learners‟ needs and context.
Recognising t hat environmental education is seen as a response to environmental issues and risks as well as the emergence of resource-based learning and the use of learning support mat erials in professional development activities it seems important t o highlight some of the issues associated with course and materials development and use in southern Africa. After this, an illustration of how the Advanced Certificate in Environmental Education (ACE E ) is addressing such issues will be pres ented.
2 Issue s associated with course development in southern Africa
A number of participatory professional development courses have been developed and implemented in southern Africa in the past fifteen years. Thes e courses have recognised environmental education as a response to environmental issues and risks. Most of the professional development initiatives can be traced back to the Gold Fields Participatory Environmental Education Course established in South Africa in 1992. (Rensburg; Le Roux; Lotz-Sisitka; O‟Donoghue, 2002).
The Gold Fields Participatory Environmental Education Course is a part -time semi-distance cours e which was initially developed “... for education officers working in environmental education centres to help them to develop an understanding of the educational thinking [emphasis on original] behind environmental education processes .” (RUEEU, 2002b, p.2). There is evidence of the replication and adaptation of this course in many southern African countries, including participants ranging from teachers and curriculum developers, to community work ers and materials developers. (Rensburg; Le Roux, 1998; Molose, 2000; Lotz-Sisitka; O‟Donoghue, 2002; RUEEU, 2002b).
According to Lotz (1999) the replication and adaptation of such courses was made considering a flexible course structure that allows for participation and responsiveness to the needs and contexts of the course participants (e.g. Namibia, Swaz iland and Zanzibar). In some other cas es, like Malawi, South A frica and Zimbabwe, the focus and contents of the course have been changed to i nclude issues such as industry, conservation and environmental management (Lotz-Sisitka; O‟Donoghue, 2002; Lotz-Sisitka in press b:9). The format of this course (year-long, semi-distance and part-time) has also been changed to more full-time residential and s hort -term courses such as one -month courses (e.g. Angola and Zambia) and the SADC/ Rhodes University two-month course in South Africa. (SA DC REEP, 2002).
As illustrated, many environmental education courses in southern A frica have drawn on the Gold Fields Participatory Environmental Educ ation Course. In doing so, course developers have faced diverse course design issues, including the difficulty of such courses to develop responsive curricula and informed praxis . (Lupele, 2003b). This has led to many decontextualised approaches t o course curriculum which, in some cases have put more emphasis on assignments as „products‟ rather than to learning processes . (Raven, 2003). Some course development/adaptation orientations have also failed to provide appropriate links between the course assignments and the work context of the course participants paying little attention to the relationship between “… theoretical ideas and their [course participants] proposed practice.” (ibid., p.231).
Drawing on professional development initiatives in southern Africa, such as the Gold Fields Participatory Environmental Education Course, five key feat ures for curriculum deliberation in professional development courses have emerged. (Lotz, 1999). These key features include: responsiveness; flexible course structure; participation; praxis; and assessment as learning. (Lotz, 1999).
These features have been widely used in number of environmental educat ion course development initiatives in sout hern Africa. (Lotz-Sisitka in press b). Many environmental education courses in the SADC region have been shaped by t hese principles, notably the Gold Fields Participatory Environmental E ducation Course and t he SA DC/ Rhodes University International E nvironmental Education Certificate Course. (Lotz, 1999; SADC REEP, 2002). For example, in developing courses for industry in Sout h Africa and Zimbabwe, course developers considered how the curriculum was responding to different social-ecological contexts through work place-based assignments. (Lotz, 1999). According to Lotz-Sisitka and O‟Donoghue (2002, p.8). “… the challenge of enabling work-based professional development requires the skills of responsive course development in different contexts”.
A growing demand for course development in the SADC region, as well as the need to address the issues illustrat ed above, has led to a Course Development Net work being established in 2002 (Russo; Lupele, 2003). The Rhodes University has been working with the Course Development Net work through a consortium of universities and higher education institutions in southern Africa to provide sustained support t o course development in the SA DC region. (Lotz-Sisitka; O‟Donoghue, 2002). In doing that, the Course Development Network has identified five key challenges for course development, namely:
Processes of curriculum deliberations; Course materials writing;
Learner and tutor support;
Assessment and accreditation of learning; and
Evaluation and evaluation reporting. (Russo; Lupele, 2003).
Another important dimension of course development in southern A frica which will later be dealt with is the shift from the notion of „resource materials‟ to be used in teaching and learning programmes to a wider perspective which is seeing these as „learning support materials‟. Molose (2000) alerts for the fact that many course developers and implementers expect the course materials to be „stand -alone‟ resources which are aimed at replacing the educator in teaching and learning processes. She indicates that the course materials are not
the course but a part of it and suggests that educat ors should seek better and more
appropriate ways to enable participants to engage with course mat erials in a more contextualised manner. (Molose, 2000).
3 Issue s associated with materials development and use in southern Africa
Problems associated with the production and use of learning support materials in environmental education courses have also been recognised in south ern Africa (EEASA, 2002). This has been leading the s hifts from RDDA (Res earc h-Design-Disseminate-Adopt) t o more participat ory-oriented approaches. As a response t o these problems the SA DC Regional Environmental E ducation Programme developed, in partnership with a number of environmental education practitioners, a regional sourcebook to support the development, adaptation and use of learning support materials (see Russo; Lotz-Sisitka, 2003). In this sourcebook a number of issues and trends associated with m aterials are identified. These trends include the shift from „top-down‟ and „expert-driven‟ approaches to materials development to more approaches to materials development that enables the development of more contextually relevant materials. (ibid.). The „combination‟ or „mixing‟ of different approaches requires a better understanding of the different roles that people involved in materials development/adaptation might play.
A number of recent research reports have also indicated the need for research on the use of learning support mat erials in contexts of professional development . (Vinjevold, 1999; Czerniewicz et al., 2000; Sisitka; Raven, 2001). This is supported by Russo and Lotz-Sisitka (2003, p.12) who argue that in materials development/adapt ation the consideration of how the materials are going to be used is often neglected leading to the „commodification‟ of learning support materials. In materials develo pment, the lack of understanding on how
materials should be used in environmental education processes and the adoption of already-made diagrams seems to have implications to the role learning support materials play in fostering environmental learning either in professional development courses or as materials to foster environmental learning in a given context. (ibid.).
E vidence from the SA DC Regional Environmental E ducation Programme shows that, in many cases, educat ors involved in materials development/adaptation init iatives often do not discuss and reflect on how and where the new materials will be used and fail to recognise the context and environmental issues in which t he materials will be responsively used. (O‟Donoghue; Russo, 2003). This often leads to the development of materials which are decontextualised from local realities and abstracted from contexts of use. (ibid.).
Another important dimension of materials development is the understanding of „learning support materials‟. For example, Vinjevold (1999, p.163) considers learning support materials as thos e materials that “… provide a systematic learning fram ework …” while Czerniewicz et al (2000, p.20) propose a differentiation between resource s (raw materials) and
learning support materials (the resources in use with a pedagogical intent or purpose in ways
which structure and support teaching and learning). This differentiation seems to be important in the context of this paper because it provides a focus on t he use of materials in teaching (with pedagogical intent) to foster learning. This is referred to as a process of re source-ba sed
learning and can take place on a course or within a course assignment where participants have
to use materials and reflect on how they use the mat erials in their workplace context.
These new ways of seeing „resources‟ as „learning support materials‟ have the potential to influence the way course and resource materials are developed and used in environmental education processes to foster meaningful environmental learning in southern Africa. What seems evident from the above is that the resourc es are seen as learning support materials where the pedagogical dimensions of their use are made more explicit and course designs are increasingly recognising the impo rtance of applying learning support materials in work place-based contexts (O‟Donoghue; Russo 2003).
learning in course development and implementation processes that below I illustrate how processes of resource-based learning in the context of the Advanced Certificat e in Environmental E ducation addressed some of the issues associated with course and materials development.
4 Characterising features of re source -ba sed learning in the ACEE
In order to develop a better understanding of resource-based learning processes in the Advanced Certificat e in Environmental Educ ation, I drew on the relationship between course design and course implementation, and participants‟ experienc e of assignment work. By doing this six characterising features of resource-based learning in the A dvanced Certificate in Environmental Education became apparent and are explained below in some detail.
These features are initially presented in written format and later in the form of a diagrammatic representation for an overall picture of resource -based learning processes, and. The six characterising feat ures reflect how what was planned by the course developers and tutors and initiated in delib eration with the course participants, emerged in t he unfolding processes of resource-based learning.
The study of the ACEE indic ates that this is made evident in the workplace -based assignments when all the participants developed their assignments in a work context with a focus on local environmental issues and species. This emphasis can also be noted in resource packs which were developed to support assignment work with provision for their develo pment and adaptation. These data illustrate that all the participants drew on the res ource packs for their assignment work. Assignments in the A CEE were designed to focus on participants‟ work place context. It is apparent that all participants developed their assignments in their work/home cont ext and drew substantially on work colleagues, infrastructure and materials.
The above outline illustrates how all the evidence began to build a closely intermes hed picture of the interrelated dimensions of the course. Below I provide an overview of the emerging evidenc e of these features that characterise t he A dvanc ed Certificate in Environmental E ducation, with links to current debates on res ource -based learning and professional development. The features include:
Deliberating cont extualising focus; Resource packs;
Workplace-based assignments;
Adaptive use of learning support materials; Reflexive narration of practice; and
Practice-bas ed orientation
The clarifying of these characterising features within the overall picture (see Figure 1) begins to allow an understanding of the course design and its implement ation, particularly with regard to how
course participants were engaged in adaptive use of learning support materials in their work contexts. Below I present and discuss in more detail these features and a developing sense of the importance for resource-based learning processes in the professional development setting of the A CEE.
4.1 Deliberating contextualising focus
The A dvanced Certificate in E nvironmental Education was designed to encourage ongoing curriculum deliberation processes where course participants are actively engaged in making collaborative decisions on how the course can best meet their needs . (RUEEU, 2002a). This seems to have been achieved through a resource -based learning approach that recognises the need for course pa rticipants to deliberate, with cours e colleagues, tutors and peers, options and topics for the contextualising focus of their assignments. It has been noted that ongoing curriculum deliberation processes are important for courses which are responsive to a diversity of course participants and to diverse environmental issues and risks. (Lotz-Sisitka, 2003). The deliberative nature of the A CEE course curric ulum seems to be in line with current debates on curriculum deliberation as an ongoing and open-ended process. (Lotz, 1999; SA DC REEP, 2002). Such a process appears to encourage participants to play a significant role in “… defining their own learning … [through] engaging processes of contextual deliberation in and
around developing patterns of socio-hi storical interaction and emerging risk [emphasis
on original].” (Lotz, 1999, p.8).
The deliberating foc us is notable in case evidence of activities served to engage participants‟ prior knowledge in an ethos where their ideas were mediated in consultation with peers on the cours e. There is also evidence of how ACEE course participants were encouraged to make active contributions by sharing their work experience with course and work colleagues. Rens burg and Le Roux (1998) note that through deliberation and research in c o ntext, participants are able to identify relevant local environment al issues that need to be addressed. This seems to be consistent with Robottom‟s (1987a, p.297) principle of enquiry-based professional development where all environmental education practitioners should “… adopt a research stance to their own environmental ed ucational practices.” Taylor (2003, p.13) also supports this proposition, noting t hat engaging participants in researching activities and s haring processes of exploration and enquiry “… will usually have greater effect in terms of enabling meaningful social change”. The involvement of participants in such activities encourages learners to take responsibility for the learning proc esses.
Of particular note was how participants‟ assignment work informed their own practice. For this, on-course activities and assignments were planned so participants could work towards improving educational activities conducted in their workplace. The role of learning processes such as these is acknowledged by Rensburg and Le Roux (1998) who note that an understanding of the complexities of environmental issues in a workplace context appear to contribut e to professional development and
increase the confidence of course participants. The data gathered in the study also indicates how participants were able to develop self-confidenc e and to grow professionally in many different ways.
The importance of contextuality, responsiveness and an understanding of local environmental issues were emphasised as important aspects of professional development courses. Notable in t he assignment work was the emphasis on the development of contextually relevant learning support m aterials in response to local environmental issues. Here, participants‟ assignments and work-away tasks focus ed on res ponding to local environmental issues which were relevant t o their context. This seemingly enabled them to understand their local environment and to making informed decisions on appropriate action. In compiling cas es of course development in southern A frica, Lotz (1999) found that course development seems to be guided by the idea of responsiveness to circumstances and cont ext, where course participants deliberate with peers and learners to be able to res pond ad equately to their complex local environmental issues. (Lotz, 1999). In evaluating a semi -distance course in S outh Africa, Rensburg and Le Roux (1998, p.83) found that a better understanding of local environment can be seen as a form of praxis, particularly “… when the way in which we work is affected by and affects our understanding”.
While undertaking their assignment work, course participants were also encouraged to consider t he learner groups they worked with, and to involve them in teaching and learning activities. In doing this, the course developers appear t o have recognised that collective action is likely to be more productive and successful, particularly when participants can get support from work colleagues (Robottom, 1987a) then simply working individually. This approach to assignment work has been found to encourage participants to work with others “… in their work environments, extending participation beyond the cours e” (Lotz, 1999, p.25) and to enable participants to make better pedagogical choices through interac ting with learners in socio-ecological cont exts. (Lotz-Sisitka; Raven, 2001). Notable in the case evidence is how course participants worked wit h, and involved, diverse learner groups and colleagues in the development of their materials and planning of activities.
4.2 Resource packs
Another signi ficant finding in this study is that resource packs are an important feature of resource-based learning in the ACEE. The packs were designed as tools to support course participants to develop and adapt learning support materials. The resource packs provide d background information, guidelines, examples of materials, and steering ideas for the development and adaptation of m aterials. Lotz-Sisitka and Raven (2001) not e that resource packs such as t hese are useful in that they provide educators with practical i deas and tools for the development of learning programmes and materials to support teaching and to support the professional development of educators.
Samples of materials were included in the packs to enable participants to select and adapt/develop more appropriate ones t o be used in diverse contexts with groups of learners. According to Parsons and Gibbs (1994, p.11) resource packs are often used in resource -based learning processes to encourage participants to use the materials “… in flexible ways as they
tackle extended learning tasks or projects”. The resource packs in the ACEE seem to have been developed as a way of addressing the understanding that course mat erials are not the course but rather bec ome tools to support learning. (Rensburg; Le Roux 1998; Molose, 2000). Rens burg and Le Roux (1998) fu rther note that course mat erials play an important role in supporting professional development activities, and should be flexible enough t o be adapted to other contexts.
The resource packs were equally importa nt in enabling participants to engage in the adaptive use of learning support materials in diverse contexts, and thus are influential in participants‟ assignment work. This is supported by Janse van Rensburg and Le Roux (1998, p.97) who note that “… the experienc e of working on a resource, usually with others (the process), can even be more valuable than the resource itself (product)”. Lotz -Sisitka and Olivier (2000) have also found that contextualised approaches to professional development, such as resource-based learning, require the provision of a range of flexible learning support materials (in the form of resource packs) from which educators can s elect and adapt/develop for use in their local context. Czerniewicz et al (2000) argue that for t his to take place, educators need to interact with people and have access to materials. This seems to allow c ourse participants to develop a better understanding of the learning process and of how learning s upport mat erials can improve local relevance and promote lifelong learning. (Bleakley; Carrigan, 1994; Czerniewicz et al, 2000; Raven, 2003).
The proc esses of adaptive use of learning support materials appear to enable course participants to develop a number of skills and applied competence and t o begin t o address issues associated with materials development in southern A fric a. These processes seem to have encouraged course participants to t ake up some of the roles outlined in t he Norms and Standards for Educators policy statement (RSA, 2000), notably as learning me diators, designers of learning programmes and materials, researchers and lifelong learners. The different roles and associated applied compet ence were evident in the A CEE where course participants exhibited an ability, for example, to adjust teac hing strategies to cat er for diverse learner groups, to adapt learning support materials for t heir contexts and learner groups, to apply research meaningfully, to reflect on knowledge and experienc e of environmental issues and to adapt their own practice.
4.3 Workplace-based assignments
According to Dorrell (1993) resource-based learning can be more easily integrated with course participants‟ daily work activities and by doing so, promote lifelong learning and contextual learning, as well as contribute t o their professional development. It seems that this consideration is behind the development of workplace-based assignments in the ACEE. To support this, on-course tasks and activities were planned to scaffold participants‟ workplace-based assignments. These were
designed as a practical implementation of issues discussed in the course sessions and ideas presented in the course materials, where participants are required t o apply what they learned in the course to their work context. (RUEEU, 2002a). Raven (2003, p.189) notes that this can be achieved through workplace -based assignments as they “… play a significant role in providing the space for articulating the understanding that shapes the practice” as well as for applying learning to practice.
An evaluation of a s emi-distance course guided by the notion of workplace -based assignments has concluded that professional development is linked to “… practical skills, personal growth, greater confidence often associated with building supportive relations hips, a greater awareness of available resources, and a critical orientation to existing t heory and practice.” (Rensburg; Le Roux, 1998, p.1). This seems to be evident in the ACEE where participants undertak e their assignment work with a view to applying, in their work context, what they learned in the course, and to make links between the course materials and their assignments. E vidence indicates t hat this has resulted in partic ipants‟ skills development and professional growth. The workplace-based orient ation also enhanced participants‟ ability to develop/adapt materials, and to relate theory and practice in their work context. As mentioned earlier t he praxis-oriented approach of professional develo pment courses has led to the recognition of the relationship between theory and pract ice in promoting lifelong learning.
Another important aspect of workplace-based assignments is an orientation t owards improving/changing participants‟ practice. Participants have recognised that by focusing on their work place, they were able to critically reflect on their educational practice and based on this were able to improve/change their work. This seems consistent with Raven‟s (2003, p.144) point that workplace-based assignments encourage “… the development of various aspects of professional development that support a reflexive review in/of practice”. The reflexive na rration of practice will be discussed in more detail below.
As illustrated earlier, workplace-based assignments also encouraged participants to draw on materials available in their work c ontexts as well as on their work environment. The data illustrates that participants drew on their work place structure and materials when undertaking their assignments. This enabled them to make more informed decisions about the topics/issues chosen, the relevance of the learning support materials produc ed as well as the type of t eaching and learning activities e mployed with groups of learners. This praxis -oriented approach (acknowledging the intimate relationship between theory and practice) of the work place-based assignments plays an important role in supporting professional development as participants draw on experience in work contexts to inform their steering action(s) in developing practice.
4.4 Adaptive use of learning support materials
The adaptive use of learning support materials is another important feature of resource-based learning in the Advanced Certific ate in Environmental Education. In the c ours e, it emphasised the need
for participants to, based on a range of existing materials, select, adapt/ develop and use materials with a group of learners in specific teaching and lear ning programmes in their work context. According to Russo and Lotz -Sisitka (2003) s uch an approach s eems to address the overemphasis on materials as the „final product‟ and on technical details of materials development. This approach highlights the importance of thinking about how t o use the materials in context wit h groups of learners and emphasises learning processes rather than products. (ibid.).
Resource packs and assignment guidelines for each module were provided to encourage participants to engage in the adaptive use of learning support materials. To complement these, course sessions and work -together tasks were planned to provide scaffolding for the assignment work. Thus, the use of resource packs within a deliberating contextualising focus and collaborative tasks for workplace-based assignments seem to have been important features, enabling the adaptive use of learning support materials. Czerniewicz et al (2000) not e that it is t hrough the adaptive use of learning support materials that educators and learners develop a sophisticated level of „information literacy‟. Information literacy is necessary for effective resource -based learning as a facet of lifelong learning (ibid. ).
It is evident in the data t hat course participants drew on existing materials (in the resource pack, and from other places and sources ) to adapt or develop their own materials. In doing this, they recognised the needs and cont exts of the learner groups , and the rel evance and appropriateness of the materials for their teaching and learning programmes. Participants used the materials they developed/adapted in teaching and learning programmes in their workplace with groups of learners. It seems that r esourc e-based learning in the ACEE was designed to enable t he adaptive use of learning support materials. For Lotz -Sisitka; Raven (2001, p.96) such “… contextualised approaches to curriculum development require a flexible range of learning support materials that can be selected and adapted for use in local contexts .” The data indicates that the resource packs in the ACEE provided this „range of learning support materials‟ which were selected and adapted to be used in participants‟ work contexts in different teac hing and learning programmes.
As participants used their materials with groups of learners in their workplace -based contexts they critically reflected on how the materials were used wit h a view t o improving them. It is thus evident that res ourc e-based learning also recognises that the use of m aterials in context with learner groups should inform the redevelopment of these materials. This is supported by Russo and Lotz-Sisitka (2003, p.13) who note that the adaptive use of learning support materials in specific contexts to foster environmental learning involves an “… ongoing reflexive review of how learning support materials foster or enhance environmental learning” with a view to improving them.
It seems evident that through the adaptive use of learning support materials, participants developed a number of skills. As noted above, through this process learners can develop information literacy skills which are important for materials development and t o support lifelong learning (Czerniewicz et al, 2000). Lotz-Sisitka and Raven (2001) note t hat it is important for educators to develop skills to select, use and adapt mat erials so that they can interpret curriculum documents. O‟Donoghue and Rensburg (1995) found that it was in
processes of skills development that more local, more participatory and action-centred approaches to environmental education, such as an open processes fram ework for active learning, have emerged. To them (ibid. ) processes of environmental learning seem to involve the contextual use of learning support materials through engaging dialogue (and encounter enquiry) and critical reflection (meaning -making) in specific environmental contexts in order to consider actions that might be taken to resolve pro blems.
Based on the above, it seems that processes of adaptive use of learning support materials provide a responsive, contextualised and participatory orientation to materials development and use. This helps to ensure that the materials developed/adapted “… are relevant to the contexts in which they will be used, which inc reases the likelihood that they will be us ed effectively and make a meaningful contribution to environmental educ ation processes.” (SADC REEP, 2002, p.37).
4.5 Reflexive narration of practice
The reflexive narration of practice to inform and improve participants‟ work is another feature of resourc e-based learning in the ACEE. In the ACEE this seems to involve a narrative account of the assignment work followed by a critical reflexive review of the assignment work with a view to improving or changing it. According to Sguazzin and Mhoney (1999), by reflecting critically on our educational practice and putting ideas into practice, educators are able to do things better. This is supported by Raven (2003) who notes that theory and practice are inextricably linked and as educators start to crit ically reflect and interrogate own practice, they can do things better. This praxis-oriented approach of assignment work is consistent with the outcomes of the ACEE as well as with the focus on the development of participants‟ applied competence. (RUEEU, 2002a).
The data also illustrates that the narration of participants‟ practice is done in two ways, namely as descriptive written reports of t he assignment work and as formal verbal presentations in report back sessions during course contact sessions. To assist participants in preparing and writing the assignment reports, guidelines were provided. Such guidelines and on-course tasks encouraged participants to make links between the c ourse materials (theo ry) and their assignment work (practice). This praxis -oriented approac h seems to enable course participants to carry the course learning into steering and interpr etative use in their real world contexts. (Lotz, 1999).
The application of participants‟ course learning into their work contexts is evident in the links they made between course readings and assignments. In the narration of assignment work participants included examples of learners‟ work and materials they ada pted/developed. This was requested by the course tutors as a way of understanding how the praxiological nature of the assignments was contributing to the development of part icipants‟ applied competence.
In the A CEE, through a reflexive narration of their practice, participants are encouraged to critically reflect on their actions and apply possible changes in other contexts. The data illustrates that participants‟ critical reflection within their assignments was rather superficial, focusing mainly on the materials developed/adapted and less on the teaching and learning activities. However, by explaining the reason why they made certain decisions in terms of mat erials development, the choice of co ntexts and learner groups, participants were able to initiate a critical review of their developing practice. In a similar environmental educ ation course it was found that through an “… exploration of the „why‟ question that lies within the „what‟ and the „how‟ of our work” participants are encouraged to question the way they do things thus feeding back into their practice. (Rensburg; Le Roux, 1998, p.104). In the ACEE, the questioning of participants‟ practice seems to enable them to explore different ways of working and cont ribut ed to lifelong learning.
The above observations appear to be consistent with Robottom‟s (1987a) argument that environmental education should be critical so environmental education practitioners are able to critique the environmental and educational values and assum ptions that inform educational policies and their practice. This s eems to reinforce the need for resource -based learning processes which encourage a reflexive narration of practice embedded within a praxiological assignment orientation with a view t owards improving practice and applied competence. UNESCO (2002) not es that critical reflection is int egral to professional development activities as it enables local contextual action and curriculum deli beration. This seems to be consistent with the deliberating and contextualising focus of resource -based learning thus showing the interrelatedness of the different characterising features of resource-based learning in the ACEE.
4.6 Practice-based orientation
Resource-based learning in the A CEE emphasised the practical nature of the course and its assignments with a view to putting theory into practice and developing applied competence. For this, assignments were s een as a practical implement ation of issues discussed in the course sessions. Thus, the assignments were then designed to enable participants to apply to the context of their work what they learned in the c ours e and to question the way they do things in a certain ways. The role of assignments in supporting participants to do their work better through drawing on course materials has been recognised in many environmental education courses. (Rensburg; Le Roux, 1998).
The data indicates that a practice-bas ed orientation encourages the development of skills that promote lifelong learning as well as the development of participants‟ applied competence. The focus on applied competence is emphasised throughout the course and to support this, a number of activities were designed. As illustrated in the case stories participants‟ assignment work was very practical and enabled them to develop a range of skills and to play different roles as educators. This is evident in the
assignments where participants developed/adapted mat erials, understood and justified the reasons why they did this in a particular way, and improved/changed their educational practice.
Robottom (1987a, p.297) suggests that “… a division of labour between „practitioners‟ and „researchers‟ should be abandoned”. The practice-bas ed orientation of the course and assignment work seems to address this issue as participants were engaged in fieldwork and research activities. These activities were undertaken with a view to improving or changing their educational practice and en abling participants to establish links between theoretical ideas evident in the course. Through this practice-based orientation participants were able to be engaged in understanding the learning processes rather than simply developing practical skills. The significance of practice-based courses was emphasised earlier in this study, notably their contribution to lifelong learning and to more effective course designs.
All the above seems to be consistent with Robottom‟s (1987a) principle which suggests that environmental education should be participatory and practice-based. This principle encourages practitioners to be engaged in processes of addressing the gap b etween what participants think they do and what they actually do; between what they want to do and what they are actually able to do in their particular own setting and context . (ibid.).
The practice-based orientation of the Advanced Certificate in Environmental Education is visible in all the different stages of resource-based learning processes. This orientation firstly assumes a scaffolding role „towards practice‟ by enabling participants to be engaged in c urriculum deliberations and contextualised focus and to draw on resource packs. Secondly, this orientation provides the support for „in practice‟ assignment work, through the development of workplace -based assignments, adaptive use of learning support m aterials followed by a reflexive narration of practice.
4.7 Refined diagrammatic representation of resource -ba sed learning
Below is a diagrammatic representation of t he resource -based learning processes apparent in the Advanced Certificate in Environmental Education. The diagram illustrates how resource-based learning processes appear to have enabled participants, through the use of resource packs and work place-based assignments, to engage in the adaptive use of learning support materials in their work context.
The diagrammatic repres entation of resource-based learning processes in the ACEE was constructed to reflect the six characterising features discussed above. These processes encourage participants to focus on issues that are contextually relevant in their work by deliberating assignment possibilities with course colleagues and peers (1). This is support ed by resource packs containing background information, steering ideas and sample tools for the assignment work (2). The deliberating contextualising foc us and resource packs are then used towards the practical assignment work which is workplace-based and involves the applied use of earlier assignment work (3). In undertaking their
assignment work in their workplace contexts participants have to develop/ adapt their own materials and use t hem with pedagogic al intent in teaching and learning activities with diverse learner groups (4). These processes of assignment work are reflexively narrated through some form of written and verbal reporting (5). The resource-based learning processes are practice-oriented aimed at enabling skills development, promoting lifelong learning and developing participants‟ applied competenc e (6).
The above diagrammatic representation of resource -based learning processes in the Advanced Certificat e in E nvironment al Education is an expansion and refinement of and from the initial representation of resource-based learning constructed with the initial dat a and reported in Chapt er 4 (s ee Figure 4.1). The revised picture att empts to map out the main characterising features of resourc e-based learning in the ACEE, particularly the deliberation and the use of resource packs towards enhancing practice. The features are used as scaffolding stages for participants to be engaged in practical activities in t heir workplac e while working with groups of learners.
Figure 1. Diagrammatic representation of resource -based learning
The way on how the Advanced Certificate in Environmental Education has been designed and implemented seems to highlight the role of learning support materials, as it makes e xplicit that the focus on resource-based learning implies the exploration of how learning su pport materials are used to support environmental learning in different contexts. (RUEEU, 2002). The ACEE recognises that theory and
practice “… are interwoven and inseparable aspects …” of the course (RUEEU, 2002, p.9) and for that reason participants are exposed to a number of course lectures, activities and assignments which are focused around four main themes. The Advanced Certificate in Environmental E ducation draws on theoretical ideas as a way of providing insight on how participants can reflect on their practice with a view to improving teaching practice and own materials. (RUEE U, 2002).
The Advanced Certificate in Environmental Education is structured around a co urse design which seems to emphasise the adaptive use of learning support materials in a workplace based context. It is divided into four themes (Ecology and E nvironment; Environmental Education Proc esses; Curriculum Development; and Theory of E ducation) and each theme is sub-divided into a number of modules. (RUEE U, 2002). For the purpose of this research only two modules were used, namely Module 1 on Environment and Environmental Issues and Module 3 on Contemporary Environmental Issues.
As a support for each theme and respective modules participants are exposed t o a number of resources which include orientation texts (which provide an orientation to each module), readings (articles and papers relevant to the different topics) and learning support
materials (in the form of res ource-packs with examples of mat erials from which learners could
draw ideas). Thes e resources are also provided wit h a strong emphasis on the a ssignment
tasks that the course participants have to undert ake. The A CEE also places great em phasis on
the need for participants to use existing materials (provided in the packs) to develop their own materials, while considering their contextual relevanc e and the group of learners who will be using them.
In the Advanced Certificate in Environmental E ducation, great attention is given to learning in cont ext, where learners have to adapt and use materials in their work context with learner groups and report their activities with a view to improve or change (adaptive use). This approach places an important focus in both individual professional development in context and also amongst the learner groups using the materials as well as on the use of learning support materials. For example, the assignment task for Module One on E nvironmental Auditing requires that participants should:
However, it is also important to recognise that resource -based learning presents some challenges for c ourse development. It is evident from the data that enhancing course participants‟ critical reflection skills is not possible only by requesting critical reports but also providing opportunities for peer review and examples of how critical reflection has enabled the improvement of practice. Another challenge emerging from the data is the fact that reporting is done mainly in a descriptive manner without any strong analytical consideration of practice and reflexive discussion on how certain aspects of the assignment can be improved.
Another challenge is the balance needed between flexibility and prescription in the course materials and resource packs. In one hand, often course activities (e.g. assignments) are too prescriptive hi ndering the creativity of learners and on the other hand these activities are so broad that do not provide any clear guidance. The adoption of materials and models (evident in the resource-packs) that learners engage with when
developing their own materials might be related t o this lack of creativity and prescriptiveness of instructions of assignments.
The development of a framework (or structure to scaffol d learning processes) for work -away tasks in resource-based learning can be one way of addressing some of the above challenges as it can provide initial steering ideas and to open up new perspectives on how to develop and use mat erials in context. An important component of such framework would be the narration of own practice with a particular focus on the adaptive use of learning support materials in context, where environmental educat ors through practice (in the way they interact with and use materials) c ome to understand theory (which is embedded in t heir practice). In the narration of practice an analytical component of reporting should be encouraged particularly in relation to the process of adaptive us e of learning su pport materials in c ontext highlighting how such process can be improved.
Drawing on Bleakley and Carrigan (1994) and Czerniewicz et al (2000) it seems evident that resource-based learning approaches recognise the importance of materials (and information), context-based exploration and rese arch, problem-solving and the reporting of results and experiences. This seem consistent with the approach taken by the ACEE, however it seems important that in the course design and course implementation an orientation t o a critical review of materials be encouraged, not limiting to the information on the resource-packs but also enabling enc ouraging learners to find out more information on their topic of interest.
Based on the above findings it seems that through the adaptive us e of learning support mat erials in well planned activities both educators and learners seem to be able to develop certain skills which include mediation of learning through language, narration of practice in context and action-taking to address local environmental problems.
5 Conclusions
In concluding this paper it seems significant to share some of the key points identified in the process of resource-based learning in the Advanced Certificate in Environmental Education. These key points need to be t riangulated with the data generated through interviews and document analysis to provide a more clear and meaningful framework for resource -based learning in environmental ed ucation with a particular emphasis on the adaptive use of learning support materials in context. What is provided below is just a sketch of some of the early findings of t his research and therefore should not be seen as conclusive but as developing ideas towards an identification of the characterising features of resource-based learning:
Resource-based learning seems to plac e a strong emphasis on the use of mat erials to foster environmental learning in context (where assignments, course activities and materials are developed as responses to local environmental issues in the participants‟ work or home context);
The resource packs provided are not simple resources to be adopted and us ed as presented but rather mat erials that to be c ritically reviewed for further adaptation and use in context with different purpos es and learner groups;
Participants are exposed to work-together t asks (when having contact sessions) and work -away tasks (workplace based tasks) which complement each other as a way of developing applied competence and various skills;
It seems evident that the process of adapt ation and use of the learning support materials is done in different ways (which seems t o be arising from the different contexts and environmental issues that each participant faces ); and
The report and narration of practice on the adaptive use of learning support materials provides an opport unity for course participants to improve their materials and reflect on their practice. This aspect seems to be very important in developing participants‟ critical thinking/reflection skills.
Another aspect which seems important to summarise is the framework of adaptive use of learning support materials in environmental education processes which seem evident in the Advanced Certificate in Environmental Education. This framework is clearly demonstrating a shift from traditional ways of mat erials development in courses (adaptation and adoption) to a more contextually relevant approach of adaptive use of materials (adapt and us e). This framework includes the following:
Participants should critically review existing materials (framework, context, focus, facts, assumptions about use) as a starting point for the development of new materials – resource packs are used to provide some examples of such existing materials. However, course participants are encouraged to find out more information about their identified environmental issues or topic and explore their local environment;
Adaptation of materials and text to context should avoid superficiality and thus an embedded contextualisation needs to be made more explicit and clear. It seems important to consider that local context is not homogenous and therefore the use of a variety of case studies or local examples might be appropriat e;
Use of materials in context (together with learner groups through use of language to mediate learning, providing feedback on the learning results/use, promote dialogue between teachers and learners). This should enable the development of appropriate tools for teaching and learning as well as decision-making;
Reflect critically on the us e with a view to informing change or improving materials (contents and assumptions about learning);
In the development of materials participants should attempt to create opportunities for self-reflexivity and evaluation of practice; and
A specific paradigm within which the materials have been developed has some influence on the possibilities for future adaptive us e.
REFERENCES
BLEAKLEY, A.; CARRIGAN, J. Re source-ba sed learning activities : Information literacy for high school students. USA: American Library Association, 1994..
BROWN, S.; SMITH, B. (Eds.). Resource-ba sed learning.. London: SEDA, 1999..
CZERNIEWICZ, L., MURRAY, S.; PROBYN, M. The role of learning support materials in
C2005. Pret oria: Department of Education, 2000.
LOTZ, H. (Ed.). Developing curriculum frameworks: an enabling orientation. Howick: Share-Net, 1999.
LOTZ-SIS ITKA, H.; RAVEN, G. Active learning in OBE: Environment al learning in south African schools. Research report of the national environment al educ ation programme – GET pilot research report. Pretoria: Department of Education, 2001.
PARSONS, C.; GIBBS, G. Course de sign for resource based learning. Oxford: Oxford Brookes University, 1994.
REPUBLIC OF SOUTH AFRICA. Norm s and standards for educators. Pretoria: Government Printer, 2000.
RENSB URG, E. Janse van; LOTZ-S ISITKA, H. Learning for sustainability : an environmental education professional development case study informing education policy and practice . Johannesburg: Learning for Sustainability Project, 2000.
RHODES UNIVERS ITY ENV IRONME NTAL E DUCA TION UNIT – RUEEU. An orientation to the ACE. Course not es. Grahamstown: Department of Education, Rhodes University , 2002a. ROBOTTOM, I. Two paradigms of professional development in environmental education. The
Environmentalist, London, v. 7, n.4, p.291-298, 1987.
RUSSO, V.; LOTZ-S IS ITKA, H. (Eds.). Development, adaptation and use of learning
support materials: A sourcebook in support of environment al educ ation processes. Howick:
Share-Net, 2003.
RUSSO, V.; LUPELE, J. Cours e development issues and chall enges. EEmail, v.6, n.2, p.1-2, 2003.
SADC REEP. (2002). SADC regional environmental education programme document. Howick: Share-Net, 2002.
TIMME RMANS, I. Course design decisions for environmental education. EEmail, v.6, n.2, p.10-11, 2003.
VINJEVOLD, P. Learning materials. In: TAYLOR, N.; VINJEVOLD, P. (Eds.). Getting learning
right. Report of the president’s education initiative research project. Johannesburg: Joint
