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Journal articles on the topic 'Teaching and learning resources'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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1

Trent, Judith S., Marianne Niehaus, Cynthia Berryman‐Fink, Christopher Lyle Johnstone, Phyllis Scott Carlin, Glen W. Clatterbuck, Darlene Gould Davies, and Lawrence R. Frey. "Reviews of teaching/learning resources." Communication Education 34, no. 1 (January 1985): 83–89. http://dx.doi.org/10.1080/03634528509378588.

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Trent, Judith S., Marianne Niehaus, Gail T. Fairhurst, Robert E. Denton, Martin J. Bennison, Dennis K. Davis, Lauren A. Vicker, Alfred G. Hawkins, and Julie M. Yingling. "Reviews of teaching/learning resources." Communication Education 34, no. 2 (April 1985): 176–83. http://dx.doi.org/10.1080/03634528509378603.

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Trent, Judith S., Marianne Niehaus, Jimmie D. Trent, Richard Leo Enos, Barry Brummett, Kathleen J. Turner, Janet M. Roncelli, and James D. Robinson. "Reviews of teaching/learning resources." Communication Education 34, no. 3 (July 1985): 270–79. http://dx.doi.org/10.1080/03634528509378616.

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Trent, Judith S., Marianne Niehaus, Charlotte I. Lee, Don B. Morlan, Susan A. Hellweg, Linda Moore, Cynthia Berryman‐Fink, and Mary M. Roberts. "Reviews of teaching/learning resources." Communication Education 34, no. 4 (October 1985): 385–95. http://dx.doi.org/10.1080/03634528509378633.

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Trent, Judith S., Sandra Ballard, R. R. Allen, Virginia W. Cooper, and Janice Goodman. "Reviews of teaching/learning resources." Communication Education 35, no. 1 (January 1986): 102–10. http://dx.doi.org/10.1080/03634528609388327.

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Trent, Judith S., Sandra Ballard, Michael Osborn, Kathleen E. Kendall, David A. Thomas, Carol Jablonski, Leonard J. Shedletsky, Matthew W. Seeger, and Lawrence R. Frey. "Reviews of teaching/learning resources." Communication Education 35, no. 2 (April 1986): 204–13. http://dx.doi.org/10.1080/03634528609388343.

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Trent, Judith S., Sandra Ballard, Larry Nadler, Richard Leo Enos, Charles Apple, William I. Gorden, Marjorie Keeshan Nadler, Waldo W. Braden, Susan A. Hellweg, and William E. Hanks. "Reviews of teaching/learning resources." Communication Education 35, no. 3 (July 1986): 324–36. http://dx.doi.org/10.1080/03634528609388356.

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Trent, Judith S., Sandra Ballard, Bruce E. Gronbeck, Dan Nimmo, Robert L. Savage, Daniel S. Brown, and Teresa A. Chandler. "Reviews of teaching/learning resources." Communication Education 35, no. 4 (October 1986): 430–39. http://dx.doi.org/10.1080/03634528609388370.

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Garner, Donald P., Robert V. Friedenberg, Connie Casebolt, Richard C. Hess, Lucille M. Pederson, Joe Ghilberg, Doug Losee, and Teresa A. Chandler. "Reviews of teaching/learning resources." Communication Education 36, no. 1 (January 1987): 95–106. http://dx.doi.org/10.1080/03634528709378648.

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Huang, Li, and Qin Huang. "The Research on the Teaching Resource Database‘s Construction of “Modern Educational Technology” Course Teaching." Applied Mechanics and Materials 411-414 (September 2013): 2842–45. http://dx.doi.org/10.4028/www.scientific.net/amm.411-414.2842.

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The problems in “Modern Educational Technology” Course Teaching mainly include: repeatedly preparing lessons, different emphasis by different professional background‘s teachers, the content behind the practical application, old teaching methods. To maximize the integration and sharing of the "modern education technology" course teaching’s resources from teachers, teaching materials, students and learning processes, promote the teachers’ development, and improve the course teaching‘s efficiency, the paper introduced the teaching resource database to the course teaching. Besides, the paper analyzed and discussed the significance and function demand of the teaching resource database’s construction. The results show that course teaching based on the teaching resource database can solve the problems above and improve the course teaching‘s efficiency.

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Takuova, Z., A. Mauitbekova, and K. Bulatbayeva. "Syntaxemes as a method for selecting learning resources in teaching English." Bulletin of the Karaganda University. Pedagogy series 102, no. 2 (June 29, 2021): 128–35. http://dx.doi.org/10.31489/2021ped2/128-135.

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The purpose of the article is to discuss twenty-seven varieties of Russian syntaxemes defined by G.A. Zolotova, the semantic basis of which is considered universal for any other language. This achievement in the field of communicative linguistics allows to consider similar typical syntaxemes in English. The authors of this article are interested in syntaxemes because of the linguodidactic potential which serves as a “bridge” for statements within the thematic field. In contrast to the abstract means of structural linguistics, syntaxemes are capable of integrating lexical and grammatical material into the learning process. Whereas the traditional technique artificially tied the types of phrases and sentences of the topic, syntaxemes by semantic bundles are used in different exercises, i.e., within one exercise the teacher will be able to assimilate two or three ways of expressing the same idea and a sufficient amount of one syntaxeme as a typical union of the same type of lexemes. The article focuses on the optimization of learning process, in which the criteria for the selection of learning material based on certain methodological principles of teaching English are considered. By relying on the appropriate principles for the selection of learning material, an effective system of teaching English is purposed to be achieved. The article presents the most active syntaxemes, their meanings and interpretation found in the English textbook for 5th graders. Also, as an illustrative material, one of the speaking topics for 5th graders is considered, which is represented in the table with essential examples. Syntaxeme as a linguodidactic unit makes it possible to select language resources on a scientific basis, considering certain selection of parameters (frequency, functional significance, etc.).

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12

Guthrie, Donald C. "Teaching and Learning Resources Annotated Bibliography." Christian Education Journal: Research on Educational Ministry 12, no. 1 (May 2015): 178–81. http://dx.doi.org/10.1177/073989131501200113.

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13

Durunna, O. N., D. J. Schonwetter, and G. H. Crow. "Teaching Animal Genetics and Breeding: What are the resources available to instructors?" Nigerian Journal of Animal Production 36, no. 2 (December 29, 2020): 196–210. http://dx.doi.org/10.51791/njap.v36i2.1283.

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The dynamism of education requires that teaching and learning follow suit. The globalization of education community has made materials for teaching and learning easily accessible but sometimes being aware that these resources exist is challenging. The present resource manual attempts to address this by highlighting some of the teaching and learning resources that are available to the instructor in animal genetics and breeding. The availability of the Internet has improved the access to teaching resources that will be of assistance to teachers and learners. Taking cognizance of this rich resource, a teaching resource portfolio relevant to the animal genetics and breeding has been developed. The portfolio includes some textbook resources for improvement of general teaching skills and course development; educational visual resources such as videos and internet sites: publishing companies that provide teaching texts as well as ancillary teaching resources; some journals relevant to animal genetics and breeding; and brief descriptions of the items contained in the portfolio. Some recommended articles focusing specifically on current issues in teaching that facilitate the process of learning for students as it may pertain to the animal genetics and breeding classroom as well as online sites of relevant humor content resources are provided. As such, this teaching resource manual is timely in providing instructors in animal genetics and breeding with the links to important teaching resources.

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14

Zhao, Hongyan. "Current Situation and Analysis of College English Teaching Resource Database in English Teaching." Advances in Higher Education 3, no. 2 (October 10, 2019): 187. http://dx.doi.org/10.18686/ahe.v3i2.1444.

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<p>College English, as a compulsory course in college, requires students to put a lot of energy into it. While providing students with high-quality teachers, colleges and universities should also create a good English learning environment for students. According to each student's learning habits and English foundation, an English learning platform should be built for students to meet the needs of different students as much as possible, that is, college English teaching resource database. The establishment of English teaching resource base should be based on information and network technology and popularized through campus network. At present, online English teaching resources on campus are insufficient, relevant equipment is idle, and teaching resources are seriously wasted, which cannot stimulate students' interest in learning English and cultivate their self-learning ability. This paper discusses the application and improvement of the existing college English resource base.</p>

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Derkach, Tetiana M. "EFFECTIVENESS OF E-LEARNING RESOURCES IN PHYSICAL CHEMISTRY TEACHING." Information Technologies and Learning Tools 66, no. 4 (September 30, 2018): 139. http://dx.doi.org/10.33407/itlt.v66i4.2205.

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Implementation of electronic learning resources into the teaching of chemical disciplines in higher school does not always lead to an improvement in students' mastery of the material. Therefore, the optimal choice of effective electronic resources for the teaching of basic chemical disciplines is an urgent task. The purpose of the work was to identify the resources that are relevant to the teaching of physical chemistry from the point of view of both teachers and students. Specific questionnaires were developed to achieve the goal, and a survey of pedagogical process participants (students and faculty members) was conducted, followed by statistical processing of the survey results. The expediency of usage of 41 e-resources was investigated, and 21 resources were identified as suitable for the study of a university course in physical chemistry. Among them, eight e-resources were found to be important for teaching most topics of the discipline, and so are attributed to universal resources. Another thirteen resources are important for teaching some topics and ineffective for others (specific resources). At the same time, only five universal and eight specific resources are currently used in the practice of the Faculty of Chemistry of Olesj Honchar Dnipropetrovsk National University. Some discrepancies have been identified between teachers and students concerning resource preferences that create the preconditions for the loss of effectiveness of the use of such resources. Since the use of some electronic resources is sensitive to learning styles, existing styles for faculties and students were analysed. The main differences consist in the explicit preferences of the faculty for reflective and global styles, while students are characterised by predominantly active and sequential learning styles. The results obtained regarding the effectiveness of e-resource usage are discussed from the viewpoint of preferences in learning styles characteristic of students and teachers of natural sciences.

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Simpson, Zach, Helen Inglis, and Carl Sandrock. "Reframing Resources in Engineering Teaching and Learning." Africa Education Review 17, no. 3 (May 3, 2020): 175–88. http://dx.doi.org/10.1080/18146627.2019.1693899.

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17

Gillette, Yvonne. "Teaching Resources in AAC and Distance Learning." Perspectives on Augmentative and Alternative Communication 8, no. 1 (February 1999): 16–18. http://dx.doi.org/10.1044/aac8.1.16.

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18

Du, Lian Yan. "Design on Structure and Integrity for Foreign Language Network Learning Resource Library." Applied Mechanics and Materials 543-547 (March 2014): 4581–84. http://dx.doi.org/10.4028/www.scientific.net/amm.543-547.4581.

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Network learning resources is accompanied by computer technology, communication technology and network technology developed new educational resources, for foreign language teaching providing a variety of teaching materials. For difficult problems in foreign language network learning resources construction, the paper based on SQL Server database management system to study resource library structure and integrity design. It based on requirements analysis and systems involved in language classes, resource types, resources, resource files, resource evaluation five entities, the part of structural design consisted includes conceptual design and logical design, the part of integrity design includes entity integrity design and referential integrity designs. This article provides practical solutions for foreign language learning resource library construction, for improving the quality of teaching foreign language has great significance.

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Ushida, Eiko, and Chihiro Kinoshita Thomson. "The World Wide Web as a teaching and learning resource." Asian Languages and Computers 17 (January 1, 2003): 74–90. http://dx.doi.org/10.1075/aralss.17.06ush.

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This empirical study of Resource Based Learning in a group project in intermediate Japanese classes investigated students’ learning process during their interactions with Web resources. The learners researched an aspect of Japanese society of their choice, using different types of available learning resources (e.g., human, media, literature, e-mail, and the Web) and gave oral presentations based on their research. The researchers observed the students throughout the semester while they were working on the various learning resources and took notes on their activities and interactions. After the presentation, one of the researchers conducted a follow-up interview with seven students from different groups. Based on the empirical data, the findings are described and interpreted. Results show learners’ positive perceptions of the gains of the project, and that learners most valued the resource from which they best obtained the information needed for their research content and topic. Although this project created a larger learning environment, learners were required to develop strategies to understand and use the authentic Web resources beyond their language proficiency; and to use information searching skills and critical thinking skills in order to be successful in resource-based learning using the Web.

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20

Clearihan, Lyn, Silvia Vogel, Leon Piterman, and Neil Spike. "Transgenerational learning: maximising resources, minimising teaching gaps and fostering progressive learning." Australian Journal of Primary Health 17, no. 1 (2011): 29. http://dx.doi.org/10.1071/py10057.

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The need to rationalise teaching resources underpinned a project at Monash University that used a Delphi technique to re-examine the teaching curriculum of two key topic areas in the medical curriculum – ophthalmology and dermatology – from an undergraduate, graduate and vocational perspective. Using Bloom’s taxonomy the learning objectives from these topic areas were collated and analysed. This process allowed the revising and redistributing of learning objectives of the curricula to reduce the likelihood of duplication of teaching or more importantly gaps in teaching occurring. This process highlighted the potential utility of using a transgenerational approach to curriculum planning but the outcomes are limited due to the small number of participating educators and the lack of formal evaluation of the method.

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21

Lin, Hanhui, Shaoqun Xie, Zhiguo Xiao, Xinxin Deng, Hongwei Yue, and Ken Cai. "Adaptive Recommender System for an Intelligent Classroom Teaching Model." International Journal of Emerging Technologies in Learning (iJET) 14, no. 05 (March 14, 2019): 51. http://dx.doi.org/10.3991/ijet.v14i05.10251.

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The development of information technology has facilitated the use of the intelligent classroom model supported by information technology to improve the college students’ comprehensive quality and ability. However, the existing models are too sophisticated to be applied to the actual teaching process, and ignore the individualized teaching characteristics of students. Therefore, an intelligent classroom model with adaptive learning resource recommendation was proposed. First, the entire teaching process was divided into three stages which were used to combine teachers’ teaching and students’ learning. Then the key problems of the learning resources recommendation system was studied and a learning resource recommendation based on TR-LDA (Teaching Resources-Latent Dirichlet Allocation) was proposed and how to be achieved. Finally, the proposed intelligent classroom model was verified in practical teaching. Results show that the intelligent classroom model with adaptive learning resources recommendation can help to improve students’ learning efficiency. The relevant conclusions can be used as a reference for exploring the use of information technology to improve the quality of undergraduate professional course teaching.

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Lou, Minsheng. "Design of English Multimedia Teaching System Based on Diversification Theory." International Journal of Emerging Technologies in Learning (iJET) 12, no. 01 (January 31, 2017): 119. http://dx.doi.org/10.3991/ijet.v12i01.6488.

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Based on the diversification theory, this paper designed a multimedia technology-based English teaching system framework which is used to assist English teaching in classroom. The whole system framework consists of two parts: the part of learning resource allocation and the part of English teaching activities. Learning resource allocation is mainly to expand English learning materials from the traditional printed resources to audios, videos, animations and other forms of resources; the use of multimedia resources for teaching activities is achieved mainly through the English speech teaching and lecturing device designed with the function of playing multimedia files. In order to test the application effect of multimedia technology in English teaching, this paper chose the public course of “Vocational English” as the experimental content, and compared the effect of respectively using multimedia technology to teach freshmen of Grade 2016 and adopting the traditional teaching method to teach students of Grade 2015. The outcome shows that the use of multimedia technology in English teaching can improve students’ interest in learning, reduce their pressure of learning English, and enhance their sense of accomplishment in learning, indicating that multimedia-assisted teaching can effectively improve English teaching results.

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23

Passey, Don, and Petra Hobrecht. "On-line resources and effective teaching and learning." Education 3-13 29, no. 1 (March 2001): 3–8. http://dx.doi.org/10.1080/03004270185200021.

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Hardy, Suzanne. "Searching for learning and teaching resources and evidence." Clinical Teacher 8, no. 1 (February 16, 2011): 63–64. http://dx.doi.org/10.1111/j.1743-498x.2011.00431.x.

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Wolfe, Joe, and George Hatsidimitris. "Physclips: Multimedia, multi-level learning, and teaching resources." Journal of the Acoustical Society of America 132, no. 3 (September 2012): 2011. http://dx.doi.org/10.1121/1.4755445.

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Aleshchanova, I. V., N. A. Frolova, and M. R. Zheltukhina. "Teaching resources in professionally oriented foreign language learning." IOP Conference Series: Materials Science and Engineering 483 (March 20, 2019): 012038. http://dx.doi.org/10.1088/1757-899x/483/1/012038.

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MacGillivray, Helen. "Staff Development and Teaching and Learning Resources Project." MSOR Connections 2, no. 1 (February 2002): 20–21. http://dx.doi.org/10.11120/msor.2002.02010020.

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Ramírez Acosta, Jimmy. "Online Resources for Improving EFL Teaching and Learning." LETRAS, no. 46 (August 3, 2009): 103–24. http://dx.doi.org/10.15359/rl.2-46.6.

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El presente artículo plantea el beneficio de utilizar recursos en línea en la enseñanza del inglés. Destaca que los estudiantes fortalecerán, no solo el uso de la lengua meta, sino también el de los recursos tecnológicos. Para ejemplificar, se presenta una serie de ejercicios en línea que desarrollan diversas habilidades de la lengua meta como también las ventajas y desventajas del uso de los mismos. Por último, se comparten los resultados obtenidos de una encuesta aplicada sobre el uso de recursos en línea en las clases de inglés.The benefit of using online sources in the EFL class is analyzed here starting from the perspective that this helps students improve not only their use of the language but also their use of technology. Sample online exercises focusing on the development of different language skills are described here, along with the advantages and disadvantages of using online sources. Finally, the results obtained from a survey on the use of online sources in the EFL classes are presented.

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Pozzi, Maria, Domenico Prattichizzo, and Monica Malvezzi. "Accessible Educational Resources for Teaching and Learning Robotics." Robotics 10, no. 1 (February 23, 2021): 38. http://dx.doi.org/10.3390/robotics10010038.

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Robotics is now facing the challenge of deploying newly developed devices into human environments, and for this process to be successful, societal acceptance and uptake of robots are crucial. Education is already playing a key role in raising awareness and spreading knowledge about robotic systems, and there is a growing need to create highly accessible resources to teach and learn robotics. In this paper, we revise online available educational material, including videos, podcasts, and coding tools, aimed at facilitating the learning of robotics related topics at different levels. The offer of such resources was recently boosted by the higher demand of distance learning tools due to the COVID-19 pandemic. The potential of e-learning for robotics is still under-exploited, and here we provide an updated list of resources that could help instructors and students to better navigate the large amount of information available online.

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Yanhong, Shen. "Design of Digital Network Shared Learning Platform Based on SCORM Standard." International Journal of Emerging Technologies in Learning (iJET) 13, no. 07 (June 28, 2018): 214. http://dx.doi.org/10.3991/ijet.v13i07.8602.

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Aiming at the problem of low utilization rate of teaching resources, a personalized recommendation system of digital teaching resources under SCORM standard was put forward. Based on the learner's learning process, standards and personalized recommendation techniques, a SCORM digital teaching resource management model was constructed. According to the rec-ommendation algorithm of collaborative filtering in personalized recommendation technology, a digital teaching resource recommendation model based on SCORM standard was constructed. The SCORM digital teaching resource library system based on collaborative filtering technology was designed and implemented. The system was evaluated. The data of the assessment were analyzed. The results showed that the recommendation system had a good promoting effect on the learners. Therefore, the system can provide personalized recommendations for learners. It improves learning efficiency.

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Yang, Xuelin, Xiaojun Jiang, Li Rong, and Zhe Xu. "A Sports Teaching Mode Based on Social Networking Service Teaching Resources." International Journal of Emerging Technologies in Learning (iJET) 15, no. 08 (April 24, 2020): 180. http://dx.doi.org/10.3991/ijet.v15i08.13369.

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As today's ideal in regard to health globally goes deep, sports courses receive more and more attention. However, high-quality teaching resource scarcity exists in current PE teaching, thus affecting the teaching effect. In this study, a teaching mode based on Social Networking Service (SNS) teaching resources was designed. Firstly, SNS-based PE teaching network learning community was designed, and self-organized construction of teaching resources was achieved in the learning community, including network courseware, teaching knowledge points, common problems, cases and media materials, etc. Thus, the network teaching mode oriented to self-organization of teaching resources. To test the teaching effect of this new teaching mode, Tai Ji course was used for teaching practice. A kind of virtual software for Tai Ji teaching was used, and virtual 3D technology and multi-functional operating interface were applied to create a brand-new Tai Ji learning mode. The results show that the average score of the students who took the new Tai Ji course teaching mode is much higher than that of students with regular teaching, and the proportion of high score students is also higher, indicating that the teaching mode proposed in this study can significantly improve the teaching effect of Tai Ji course, and also provide a beneficial thought for constructing a new teaching mode for other courses.

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Nikolic, Sasha. "Understanding How Students Use and Appreciate Online Resources in the Teaching Laboratory." International Journal of Online Engineering (iJOE) 11, no. 4 (August 5, 2015): 8. http://dx.doi.org/10.3991/ijoe.v11i4.4562.

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The internet is a great resource student’s use for learning. Reasons include the ease in searching with sites such as Google, or the vast collection of informative videos on YouTube. The teaching laboratory can also benefit from online resources, especially when students are deficient in prerequisite knowledge. The benefits are greatest when there are non-standard learning paths, and multiple entry points into a degree. This study undertakes a mixed methods research approach to try and understand how students use and appreciate an online resource, called the Training Laboratory, designed to support learning in the engineering teaching laboratory. The targeted resources are used to help support students as well as the laboratory teaching assistants (called laboratory demonstrators). The study finds that such resources are used by a substantial number of students to aid learning, increasing productivity, and improving teaching. The availability of such targeted resources leads to an improved student experience.

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Cai, Ken, Yingying Jin, Hongwei Yue, and Haoran Huang. "Analysis of the Learning Mode of the Elaborate Resource Sharing Course." International Journal of Emerging Technologies in Learning (iJET) 11, no. 09 (September 29, 2016): 66. http://dx.doi.org/10.3991/ijet.v11i09.6110.

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Educational informatization and networking have become inevitable because of the major changes in the course content system and teaching modes. Examining the status of elaborate resource sharing course (ERSC) construction and analyzing the sharing and application of educational resources are vital. Through the comparative analysis of foreign open classes and domestic resource sharing courses, this paper puts forward recommendations for the sharing of resources and communication between teachers and students in the construction of an ERSC. Positive interactions between teachers and students can be promoted in network-based teaching using the WeChat public platform to build a virtual learning environment. Then, this paper analyzes the effect of the intellectual property right protection of network teaching on open educational resources and proposes countermeasures. Results show that the WeChat teaching technology and the cited standards for the public educational resources can improve learning efficiency. These conclusions can also serve as reference in promoting the sustainable development of ERSC.

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Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.187-226.

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This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

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Nazil Iqdami, Muhammad. "Resource Based Learning for Teaching and Learning English in Digital Environments." Register Journal 9, no. 2 (December 1, 2016): 187. http://dx.doi.org/10.18326/rgt.v9i2.701.

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This paper presents a conceptual framework on the implementation of Resource Based Learning (RBL) in English as a Foreign Language (EFL) class. Resource based learning emerges as the proponent of constructivism as well as a response to the rapid development of information and communication technology (ICT) and its influence in education. Digital technologies pose potential opportunities in changing the face of education. The affordances of digital technologies empower more student-centered learning and more accessible educational information. Teaching English for foreign learners is dynamic and requires innovations. Admittedly, most English learners in Indonesia need more exposure to authentic English learning resources, and digital technologies are very potential in accommodating their needs. Resource based learning sets an innovative framework and systematic approach for English educators in designing digital technology-based instructions.

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Syaifudin, Mokhamad. "OPEN EDUCATIONAL RESOURCES." IJET (Indonesian Journal of English Teaching) 5, no. 1 (July 13, 2016): 41–54. http://dx.doi.org/10.15642/ijet2.2016.5.1.41-54.

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In this article a brief exposition of what open education resources is presented. The article begins by presenting the general idea of what OER is then move to the possible benefits and challenges to the OER for teaching and learning. Efforts to address the possible challenges in OER are also presented as well as the places where OER can be sought. In the end of the article samples of possible scenario of how to use the OER for teaching learning process are also detailed.

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Li, Wen Lu. "The Study on Educational Resources Based on the Recommended Services." Applied Mechanics and Materials 687-691 (November 2014): 2411–14. http://dx.doi.org/10.4028/www.scientific.net/amm.687-691.2411.

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In the network teaching system, with the increasing teaching resources, student resources are increasingly difficult to find interesting, so join teaching resource referral service in online teaching system allows students freed from the vast network of information resources, greatly saving time and effort spent on students in search of information. Under these conditions and needs, educational resources referral service technology has been progressively developed. This article is recommended for Educational Resources Services referral service model, resource feature representation and recommendation algorithm based on machine learning and other key technologies were discussed and studied.

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Umarova, Zakhro Abdurakhim qizi. "DIGITAL MEDIA EDUCATIONAL ENVIRONMENT: MEDIA RESOURCES AND THEIR ROLE." Journal of Central Asian Social Research 01, no. 01 (August 15, 2020): 66–74. http://dx.doi.org/10.37547/jcass/volume01issue01-a7.

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In digital era using the media resources and digital technology is not only necessary, but also vital. That is why it is recognized by many countries as one of the priorities of education reform. Today in educational process, teachers are using digital technologies and media resources to conduct lesson. In a result, the traditions of teaching and learning are changing and evolving. This article discusses the pedagogical opportunities of using digital technologies and media resources in education and the issues of their effective use in learning and teaching process. In this study examined the effectiveness and opportunities of teaching and learning through media resources. In addition, the issues of effective integration of digital technologies and media resources into the independent learning process of students were studied. The results showed that media resources increase students' motivation and interest in subjects and ensure learning efficiency. This is because the effectiveness of the learning process is directly related to the interest and motivation of learners to learn. Considering that media is interesting and attractive for everyone, the use of media in an educational process based on educational goals can be one of the best solutions to increase the motivation of students to learn. Due to media resources in the educational process, a new innovative method of teaching and learning practice was created, which will achieve the effectiveness of education by the fact that students learn at an individual pace, interact with the teacher when they need it, actively and willingly participate in the educational process.

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Short, Joseph. "Learning and Teaching Development." Harvard Educational Review 55, no. 1 (April 1, 1985): 34–45. http://dx.doi.org/10.17763/haer.55.1.q5l18mv0n1214667.

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Every year millions of people die trapped in hunger, disease, extreme poverty, political violence,and natural disasters. Joseph Short, the former director of Oxfam America, introduces the concept of development education as a response to what he calls the "morally unacceptable fact of poverty, inequality, and human misery amidst the plentiful resources of the world."Oxfam America works in partnership with organizations in the Third Word to improve living conditions while promoting community consciousness-raising. Its guiding philosophy, financially independent character, and strong commitment to development have made Oxfam America a vivid example of an alternative approach to traditional development patterns.

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Chu, Jianpeng. "Some Thoughts on the Teaching Content of Mineral Resources Economics." Review of Educational Theory 4, no. 1 (February 26, 2021): 49. http://dx.doi.org/10.30564/ret.v4i1.2838.

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Based on the teaching practice of mineral resources economics, this article believes that a certain economic foundation is an indispensable condition for learning mineral resource economics well for the students of geology majors, and the teaching content of mineral resources economics must include the basic knowledge of economics; Mining resource management is an indispensable content for constructing a knowledge system of economic analysis and evaluation of mineral resources. The teaching content of mineral resource economics should include the sustainable use of mineral resources and the environmental protection. In order to meet the needs of society, the teaching content of mineral resources economics must be updated in time.

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Zhu, Yong Yong. "Research on the Development and Design of Network-Based Teaching Resources." Applied Mechanics and Materials 310 (February 2013): 576–79. http://dx.doi.org/10.4028/www.scientific.net/amm.310.576.

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The development and practice of network-based teaching resources are oriented to teachers' teaching and students' learning. By determining the idea of developing network-based teaching resources and with VBA as the development tool, we completes the design and development of courseware generation software module, test questions generation software module and online video generation module, effectively integrates existing teaching resources, and realizes the integration of a universal, operative network resource platform and network-based teaching resources.

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Kigwilu, Peter Changilwa, and Winston Jumba Akala. "Resource Utilisation and Curriculum Implementation in Community Colleges in Kenya." International Journal for Research in Vocational Education and Training 4, no. 4 (December 21, 2017): 369–81. http://dx.doi.org/10.13152/ijrvet.4.4.4.

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The study investigated how Catholic-sponsored community colleges in Nairobi utilise the existing physical facilities and teaching and learning resources for effective implementation of Artisan and Craft curricula. The study adopted a mixed methods research design. Proportional stratified random sampling was used to sample 172 students and 18 teachers while four directors of community colleges were purposively selected. Questionnaires were administered to students and teachers, while directors were interviewed. Teaching and learning resources, such as workshops, equipment, lecture rooms, laboratories, raw materials for practical training and reference books, were found to be adequate, although underutilised. However, sports grounds, libraries and course texts were inadequate. Resource inadequacies were often mitigated by signing equipment co-sharing agreements with peer institutions and local firms. Teachers rated highly the influence of physical facilities on curriculum implementation. Both students and teachers rated highly the influence of teaching and learning resources on curriculum implementation. The study concludes that, while some physical facilities and teaching and learning resources are adequate, their underutilisation and the inadequacy of other core facilities and resources, such as libraries and course textbooks, hinder effective teaching and learning in these community colleges.

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Tran, Kelly M. "Families, resources, and learning around Pokémon Go." E-Learning and Digital Media 15, no. 3 (February 28, 2018): 113–27. http://dx.doi.org/10.1177/2042753018761166.

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In this study, I detail three families who play the popular mobile augmented reality game Pokémon Go together. I discuss the parents’ perceptions of the game’s educational merits and potential drawbacks and detail how learning occurs around the game. Using the framework of Distributed Teaching and Learning Systems, I argue that Pokémon Go and other games and digital media experiences that families engage with at home can be powerful resources, which connect and integrate with other sites and resources, both in-school and out-of-school. In the case of these families, parents engage in explicit teaching around the game and share information that they have learned online. The findings presented here have implications for researchers, educators, and designers.

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Hapsari, Astri, Resnia Novitasari, and Hepi Wahyuningsih. "Pelatihan Literasi Sumber dan Bahan Belajar di Internet bagi Guru PAUD di Kecamatan Ngaglik, Sleman." Jurnal Pengabdian Pada Masyarakat 3, no. 2 (December 21, 2018): 135–40. http://dx.doi.org/10.30653/002.201832.61.

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TRAINING OF RESOURCE LITERACY AND LEARNING MATERIALS ON THE INTERNET FOR PAUD TEACHERS IN NGAGLIK DISTRICT, SLEMAN. Learning media and resources are parts of Early Childhood Education instructional design. Nowadays, learning media and resources include not only natural environment but also cyber space in internet. However, some Early Childhood Education teachers are not aware of the potential of using these learning media and resources in their teaching practice. Therefore, an in-house training of learning media and resources literacy was designed for Early Childhood Education teachers in District of Ngaglik, Sleman Regency. This training was attended by Rumah Anak Pintar Islami and Smart Child Al-Mubarok Pre-Schools. The outcome of the training was better understanding on learning media and resources in the internet which the teachers can use in their teaching practice.

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Cazalis, Roland. "Teaching and learning STEM disciplines." Das Questões 7, no. 1 (December 30, 2019): 41–51. http://dx.doi.org/10.26512/dasquestoes.v7i7.27485.

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STEM disciplines (science, technology, engineering, mathematics), have the particular feature of being based on theoretical and practical skills. Learning in the laboratory naturally focuses on the student who must do or create something, alone or in a small group, while benefiting from the teacher's supervision to gain good practices. In this context, the project’s status at the end of the session enables the students to assess the quality of their works themselves. During the project’s development process, they face the resistance of the problem that requires a solution. They use their know-how, mobilize the knowledge acquired in all areas of life, and solicit the resources of their group to optimize cognitive resources. Discoveries during the process and the project’s completion, together with the repetition of the exercises, provide intense pleasure and boost self-esteem. The next challenge is to transpose the dynamics from the laboratory to the hall. This challenge is reinforced by the emergence of a new generation of students, for whom interacting with the Internet and virtual agents is a natural part of their lives. In this perspective, Whitehead's thinking remains a resource that reminds us of what is essential in the educational process. It allows us to preserve this essential in today’s societal change. We show that the educational process has two important dimensions. The first relates to a crucial event in the individuation process, namely, the advent of a phenomenon of synesthesia in the subject, in the form of an acute awareness of what is important to her or him. This event is a turning point in the student's life. The second relates to the methodology, which, in Whitehead's case, takes the form of the ternary rhythm of education. We illustrate these two dimensions in a biology teaching project we call inverted funnel. Inspired by Whiteheadian pedagogy, the project takes advantage of the dynamics of romance-precision-generalization, and we hope that it will contribute to the emergence of the turning point in the student. This event is the very starting point of the educational process, the one that leads to the very nature of the learner. Such watershed not only purports to determine the direction of her or his educational process, but also that of his or her entire life.

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Stewart, Brad J., R. J. Menges, and B. C. Mathis. "Key Resources on Teaching, Learning, Curriculum and Faculty Development." Teaching Sociology 18, no. 2 (April 1990): 264. http://dx.doi.org/10.2307/1318521.

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Balalaieva, Olena. "Online resources and software for teaching and learning Latin." Texto Livre: Linguagem e Tecnologia 12, no. 3 (December 5, 2019): 93–108. http://dx.doi.org/10.17851/1983-3652.12.3.93-108.

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ABSTRACT: The aim of this article is to review electronic resources in Latin, analyzing their didactic potential to help Classical teachers to effectively organize the educational process, diversifying the set of tools, and enhancing their work. Today, most of the useful links are accumulated on domestic professional sites devoted to the study of Latin. Many foreign scientists and teachers simply do not know about their existence. From time to time, attempts are made to summarize information and provide content for studying Classic languages in scientific publications, but such information quickly becomes outdated and needs to be regularly updated. This article provides an overview of the current most popular resources on Latin: digital libraries and databases, online courses, electronic textbooks, dictionary, translators etc.; describing the current state of the development of e-learning tools and websites for the study of Latin in Ukraine. KEYWORDS: electronic educational resources; online resources; language learning; Latin language. RESUMO: O objetivo do artigo é revisar recursos eletrônicos em Latim, analisando seu potencial didático para ajudar os professores clássicos a organizar efetivamente o processo educacional, diversificando o conjunto de ferramentas e aprimorando o seu trabalho. Hoje, a maioria dos links úteis é acumulada em vários sites domésticos dedicados ao estudo do Latim. Muitos cientistas e professores estrangeiros simplesmente não sabem sobre sua existência. De tempos em tempos, são feitas tentativas de resumir informações e fornecer conteúdo para o estudo de línguas clássicas em publicações científicas, mas essas informações rapidamente ficam desatualizadas e precisam ser atualizadas regularmente. Este artigo fornece uma visão geral dos recursos mais populares da atualidade em Latim: bibliotecas digitais e bancos de dados, cursos online, livros eletrônicos, dicionário, tradutores etc.; descreve o estado atual de desenvolvimento das ferramentas de e-learning e sites para o estudo do Latim na Ucrânia. PALAVRAS-CHAVE: recursos educacionais eletrônicos; recursos online; aprendizagem de línguas; língua latina.

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Maier, Mark H., KimMarie McGoldrick, and Scott P. Simkins. "Starting Point: Pedagogic Resources for Teaching and Learning Economics." Journal of Economic Education 43, no. 2 (April 2012): 215–20. http://dx.doi.org/10.1080/00220485.2012.660063.

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McCauley, Renée. "Resources for teaching and learning about human-computer interaction." ACM SIGCSE Bulletin 35, no. 2 (June 2003): 16–17. http://dx.doi.org/10.1145/782941.782955.

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Rodríguez-Bravo, Blanca, Ana-Reyes Pacios, Marina Vianello-Osti, Manuela Moro-Cabero, and Marta De-la-Mano-González. "Digital transition of teaching learning resources at Spanish universities." El Profesional de la Información 24, no. 6 (November 30, 2015): 737. http://dx.doi.org/10.3145/epi.2015.nov.05.

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