LEARNING RESOURCES

SUBMITTED BY

MR. /MS. AAFREEN MOHAMMED WASIM KHAN

COURSE: BACHELOR OF EDUCATION

SEMESTER/YEAR: 1st Semester/2020

ENROLLMENT NUMBER: 200155133924

SUBMITTED TO
SINGHANIA UNIVERSITY

ACKNOWLEDGEMENT

I would like to express my special thanks of gratitude to my

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University, SINGHANIA UNIVERSITY, who gave me the golden opportunity to
do this wonderful project on the topic “Meaning and Significance of Learning
Resources in Development of school curriculum.” which also helped me in doing
a lot of research and I came to know about so many new things.

Secondly, I would also like to thank my family and friends who helped me a lot in
finalizing this project within the limited time frame.

INDEX
Sr.No. Topic Page
1. TITLE PAGE 4

2. LEARNING 5

3. KEY PRINCIPLES OF LEARNING 6

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4. RESOURCES 7

5. LEARNING RESOURCES 8

6. TEACHING AND LEARNING RESOURCES 9

7. TYPES OF TEACHING AND LEARNING RESOURCES 10

8. TEXTBOOKS 11-12

9. SCHOOL LIBRARIES 13-14

10. MULTIMEDIA RESOURCES 15-17

11. INTERNET 18-19

12. THE IMPORTANCE OF LEARNING MATERIALS IN 20

TEACHING
13. CONCLUSION 21

14. BIBLIOGRAPHY 22

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4
 LEARNING
Learning is the process of acquiring
new understanding, knowledge, behaviour , skills, val
ues, attitudes, and preferences.[1] The ability to learn
is possessed by humans, animals, and
some machines; there is also evidence for some kind
of learning in certain plants.[2] Some learning is
immediate, induced by a single event (e.g. being

burned by a hot stove), but much skill and knowledge accumulates from repeated experiences. The changes
induced by learning often last a lifetime, and it is hard to distinguish learned material that seems to be "lost"
from that which cannot be retrieved.
Human learning starts at birth (it might even start before) and continues until death as a consequence of on-
going interactions between people and their environment. The nature and processes involved in learning are
studied in many fields, including educational psychology, neuropsychology, experimental psychology,
and pedagogy. Research in such fields has led to the identification of various sorts of learning. For example,
learning may occur as a result of habituation, or classical conditioning, operant conditioning or as a result of
more complex activities such as play, seen only in relatively intelligent animals. Learning may
occur consciously or without conscious awareness. Learning that an aversive event can't be avoided nor escaped
may result in a condition called learned helplessness. There is evidence for human behavioural
learning prenatally, in which habituation has been observed as early as 32 weeks into gestation, indicating that
the central nervous system is sufficiently developed and primed for learning and memory to occur very early on
in development. Learning is an internal activity and a key personal development skill.
Learning is not something that can be directly observed in others.  We can, however, observe the results of
learning in ourselves and others – this is why, in formal learning situations, assessment is such a crucial part of
the teaching process. The results of academic assessment, essays, exams etc. are simply attempts to measure
how much an individual has learnt but they cannot measure the actual process of learning. Learning brings
about changes in the way we act, think and/or feel about ourselves, other people and the world around us. Such
changes may be permanent or temporary depending on our own perceptions of the importance and relevance of
the gained knowledge.

KEY PRINCIPLES OF LEARNING

1. People learn best when they are treated with respect and are not talked down to or treated as ignorant.
Establishing ground rules at the start of a training session will reinforce this important principle
However, for the training to be most effective and to involve full participation, the trainer should model
such exemplar behaviour.

2. Learning opportunities should, when possible, be linked to previous positive experience - this involves
self-awareness on the part of the learner and understanding and empathy on the part of any facilitator.

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 Learning can be blocked by past negative experiences - some people who hated school cannot bear to be
in a classroom situation, for example.

3. When possible learners should take part in the planning of learning activities. Learners should be
encouraged to be self-directing in terms of goal-setting since this usually improves commitment and
motivation and increases participation. Facilitators should examine the expectations of the learner at the
start of a course or session to help to encourage self-direction.

4. People learn best when their physical environment is comfortable. In group situations a positive
emotional and supportive environment is also important; individuals in groups tend to learn best when
they can socialise and interact with other group members.

5. Interaction with a facilitator is vital. People need to be able to react, question and voice opinions on
what they are learning. Generally, in group situations, quieter members should be gently encouraged for
their input.

6. Self-evaluation and reflective practice is important. Learners should be encouraged to reflect on what
they have learnt and think about ways that they can further their knowledge. See our page: Reflective
Practice for more information.

RESOURCES
A resource is a source or supply from which a benefit is
produced and that has some utility. Resources can
broadly be classified upon their availability — they are
classified into renewable and non-renewable resources.
They can also be classified as actual and potential on
the basis of the level of development and use, on the
basis of origin they can be classified as biotic and
abiotic, and on the basis of their distribution, as
ubiquitous and localised (private, community-owned

natural and international resources). An item becomes a resource with time and developing technology. The
benefits of resource utilization may include increased wealth, proper functioning of a system, or enhanced well-

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being. From a human perspective, a natural resource is anything obtained from the environment to satisfy
human needs and wants. From a broader biological or ecological perspective, a resource satisfies the needs of a
living organism (see biological resource).
The concept of resources has been developed across many established areas of work,
in economics, biology and ecology, computer science, management, and human resources for example - linked
to the concepts of competition, sustainability, conservation, and stewardship. In application within
human society, commercial or non-commercial factors require resource allocation through resource
management.
A resource is a source or supply from which a benefit is produced. Resources can broadly classified upon their
availability—they are classified into renewable and non-renewable resources. They can also be classified as
actual and potential on the basis of level of development and use, on the basis of origin they can be classified as
biotic and abiotic, and on the basis of their distribution, as ubiquitous and localized (private resources,
community owned resources, natural resources, international resources). An item becomes a resource with time
and developing technology. Typically resources are materials, energy, services, staff, knowledge, or other
assets that are transformed to produce benefit and in the process may be consumed or made unavailable.
Benefits of resource utilization may include increased wealth, proper functioning of a system, or enhanced
well-being.

LEARNING RESOURCES
Learning resources are texts, videos, software, and other materials that teachers use to assist students to meet
the expectations for learning defined by provincial or local curricula. Before a learning resource is used in a
classroom, it must be evaluated and approved at either the provincial or local level. Evaluation criteria may
include curriculum fit, social considerations, and age or developmental appropriateness. Chalk, board, duster,
charts, av-aids, educational software, library and instructional material are the examples of learning resources.
A resource centre is a facility within a school, staffed by a specialist, containing several information sources.
Interesting thread, nevertheless, In my opinion, I think nowadays there are tons of learning resources both
online and offline — we may be intoxicated with resources by now. The real pain is ditching the content that is
not worthy and saving those resources which may come in handy in the future.

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Any resource – including print and non-print materials and online/open-access resources – which supports and
enhances, directly or indirectly, learning and teaching. Typically the use of a learning resource in the classroom
is subject to a process of evaluation and approval at the school, local or national level. Evaluation criteria may
include relevance to the curriculum and expectations for learning, social considerations, and age or
developmental appropriateness. Learning Resources may be texts, games, toys, videos or more which helps the
kids or adults which helps them in fast learning. There are different variety of Learning Resources which comes
according to the age like for kids their ECE Toys, Shape puzzle, Number puzzle, Alphabet puzzle, Building and
Construction toys which helps them in learning fast and improving their skills at young age. For Adults their
text books, websites, educational videos which helps them.

TEACHING AND LEARNING RESOURCES

Overview:
Schools must ensure that teaching and learning resources balance the need to provide challenging and engaging
learning programs for students with the use of materials that do not offend students and the wider community
due to their obscene, highly offensive or overly controversial nature.
The Department’s guidelines are designed to inform decision-making processes for teachers, principals and
school councils.

Purpose of the Booklet:

To introduce functions and types of learning and teaching resources.
To introduce strategies for effective resources development.

To provide guidance on how resources can be effectively used with examples of good practice.

 Function of Learning and Teaching Resources:

The purpose of learning and teaching resources is to provide a source of learning experiences for students. They
should be able to facilitate interaction among students and teachers during the learning/ teaching process, as
well as to help students to learn, broaden students’ learning experiences and meet different learning needs. If
used effectively, learning and teaching resources can help students to construct knowledge for themselves and
develop effective learning strategies, generic skills, values and attitudes, thus laying a solid foundation for life-
long learning.

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 TYPES OF TEACHING AND LEARNING
RESOURCES
The ‘teaching and learning resources’ referred to in these guidelines include any spoken, written or visual text
or activity used or conducted by schools. Learning and teaching resources are not confined to textbooks and are
available in many other forms such as:

 Reference books
 Workbooks or Worksheets
 Audio-visual teaching aids
 Web-based learning materials
 Computer software packages
 Structured courseware delivered by electronic learning management systems.
 Internet and media
 Learning communities and resources in the natural environment.
 Novels
 Films
 Plays
 Radio Programs
 Multimedia
 Digital learning resources including video, audio, text, animations & images.
 Lectures
 Speeches
 Performances.
 School libraries

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 TEXTBOOKS

A textbook is a comprehensive compilation of

content in a branch of study. Textbooks are
produced to meet the needs of educators,
usually at educational institutions. Schoolbooks
are textbooks and other books used in schools.
Today, many textbooks are published in both
print format and digital formats.

One of the most common resources in the classroom is the textbook; learn the advantages and disadvantages of
this tool plus ways to integrate other resources into your teaching. New teachers will find this resource
particularly valuable. Includes suggestions such as using the textbook as a guide for students, supplementing
the textbook with outside readings, and more.

Advantages and Disadvantages: As you visit classrooms, you probably notice that most, if not all, of those
classrooms use a standard textbook series. The reasons for this are many, depending on the design and focus of
the curriculum, the mandates of the administration, and/or the level of expertise on the part of classroom
teachers.
Textbooks provide you with several advantages in the classroom:

 Textbooks are especially helpful for beginning teachers. The material to be covered and the design of
each lesson are carefully spelled out in detail.
 Textbooks provide organized units of work. A textbook gives you all the plans and lessons you need to
cover a topic in some detail.
 A textbook series provides you with a balanced, chronological presentation of information.
 Textbooks are a detailed sequence of teaching procedures that tell you what to do and when to do it.
There are no surprises—everything is carefully spelled out.
 Textbooks provide administrators and teachers with a complete program. The series is typically based
on the latest research and teaching strategies.
 Good textbooks are excellent teaching aids. They're a resource for both teachers and students.
Textbooks provide you with several disadvantages in the classroom:

 The textbook is designed as the sole source of information.

 Textbook is old or out-dated.
 Textbook questions tend to be low level or fact-based.

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  Textbook doesn't take students' background knowledge into account.
 Reading level of the textbook is too difficult.
 The textbook has all the answer to all the questions.
When thinking about how you want to use textbooks, consider the following:

 Use the textbook as a resource for students, but not the only resource.
 Use a textbook as a guide, not a mandate, for instruction.
 Be free to modify, change, eliminate, or add to the material in the textbook.
 Supplement the textbook with lots of outside readings.
 Supplement teacher information in the textbook with teacher resource books; attendance at local,
regional, or national conferences; articles in professional periodicals; and conversations with
experienced teachers.
I like to think of textbooks as tools—they are only as good as the person using them. A hammer in the hands of
a competent carpenter can be used to create a great cathedral or an exquisite piece of furniture. In the hands of
someone else, the result may be a rundown shack or a rickety bench. How you decide to use textbooks will
depend on many factors.
I would like to add a personal note of caution here: do not make the mistake of basing your entire classroom
curriculum on a single textbook. The textbook needs to be used judiciously. A carpenter, for example, doesn't
use only a hammer to build a magnificent oak chest. She may use a plane, chisel, saw, sander, or any number of
tools to create the masterpiece she wishes to build. A great classroom program, just like a great piece of
furniture, needs many tools in its construction.

Expert Opinion:
Remember, no textbook is perfect, and no textbook is complete. It is but one resource at your disposal. Use it as
a blueprint, a guidebook, or an outline.

SCHOOL LIBRARIES
School libraries and teacher-librarians play a significant and pivotal role in helping students and teachers to
gain access to knowledge and information that are needed in the process of learning and teaching.

School libraries should serve as:

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1. Resource centres with ample information in a
variety of formats, where teachers and students can
read, learn and share.
2. Favourable physical space equipped with
traditional, technological and human resources for
students to engage in enjoyable reading and
learning.

technology to navigate for information and constructing and co-constructing knowledge.

The school library service has evolved from the traditional services of book purchasing and lending.  It is
now serving as a resource centre to support learning and teaching.  A school library should provide ready-to-
use learning and teaching resources (or extended reading materials) and multimedia resources which address
overall school curriculum needs.  A teacher-librarian should also

 Collaborate with subject teachers (in particular teachers of Liberal Studies) to facilitate the resource
needs of students’ learning;

 Co-ordinate teachers in school-based reading programmes; and

 Develop students’ information skills and attitudes in using information derived from all formats and
contexts appropriately and ethically.

A teacher-librarian is the key personnel of a school library and his/ her expertise and experience is crucial to
the implementation of the SS curriculum. Schools need to realise that the successful development of a school
library service is heavily influenced by how the role of a teacher-librarian is perceived in a school. The major
roles suggested in the Basic Education Curriculum Guide (Booklet 7) are reiterated to recognise their
contribution to learning and teaching, namely, Library-in-charge, Reading co-ordinator, Information
specialist, Teaching partner and Curriculum resources facilitator. Schools should therefore ensure sufficient
capacity and space for teacher-librarians to concentrate on carrying out the above major roles and
responsibilities effectively. Large libraries may be scattered within multiple buildings across a town, each
having multiple floors, with multiple rooms housing their resources across a series of shelves called bays.
Once a user has located a resource within the catalogue, they must then use navigational guidance to retrieve
the resource physically, a process that may be assisted through signage, maps, GPS systems, or RFID
tagging.

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Libraries should inform their users of what materials are available in their collections and how to access that
information. Before the computer age, this was accomplished by the card catalogue—a cabinet (or multiple
cabinets) containing many drawers filled with index cards that identified books and other materials. In a
large library, the card catalogue often filled a large room.
In the contexts of SS education, teacher-librarians could facilitate learning and teaching across the
curriculum.  As knowledge managers, resources and information specialists, they are able to bridge the gap
between the world of information and resources and the world of the classroom to help students to attain the
curriculum goals of all Key Learning Areas (KLAs) (e.g. Liberal Studies’ Independent Enquiry Studies).

MULTIMEDIA RESOURCES

The convergence of computer and communication

technologies emerged as a new technology named,
‘Multimedia Technology’ which is mainly
concerned with the computer-controlled integration
of text, graphics, drawings, still images, animation,
audio, video and any other media where any type of
information can be represented, stored, transmitted
and processed digitally.

Multimedia includes a combination of text, audio, still images, animation, and video content forms. It enables
the users to integrate and manipulate data from diverse sources such as video, graphics, animation, audio and
text on a single hardware platform. The term multimedia is used in contrast to media which only utilizes
traditional forms of printed or hand-produced text. Multimedia is one of the most fascinating and fastest-

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growing areas, in the field of Information Technology. Before the advent of computers, media objects were
difficult to put together. Computers enable us to combine the media and make it easy to manipulate and store
for reuse. Multimedia Technology has many applications in various fields like education, entertainment,
business, daily life, etc., however, entertainment and education are the areas where it has dominance.
Multimedia resources were a major component of the collection of libraries as non-print materials. The non-
print materials found in libraries were mainly in the form of photographs, filmstrips, maps, slides, motion
picture films, LP records, audio spools, audio and videotapes, laserdiscs, video discs, etc. Most of these
materials require specialized devices for consultation. The Library of Congress has been collecting maps since
1865. Films and sound recordings have been in use since the 1890s and both were collected in libraries. The
National Film Archive in Britain was established in 1935 and the United States National Archives set up a
division of motion picture and sound recording in the same year (Harrison, 1979). These libraries having a
collection in the form of non-print material started to fill an archival function as national heritage collection.
The materials required by industries such as film production companies or broadcasting agencies are collected
and organized. The non-print materials were collected when needed, and their organized collection was built
up, to serve users in educational institutions and colleges.
The application of Information Technology in libraries got revolutionized with the advent of multimedia
resources and digital multimedia libraries. Digital multimedia libraries are digital libraries, where the organized
content is not restricted to textual resources only. Such libraries contain media types beyond the text, like
images, maps, music, videos, and mixtures of different media objects. Digital multimedia libraries also contain
content types, which are not supported in traditional libraries like three-dimensional objects, executable
software (e.g. computer games, tools, etc). The main challenge for a digital multimedia library is to provide
effective access to these resources based on adequate techniques of organization and to provide support for
concurrent integration of different types of contents.

The management of multimedia resources in libraries is a challenging task because of its varying formats. It
requires a different type of skill on the part of the librarian. Better infrastructure to run the resources and
technically trained personnel are its prerequisites. The responsibility of the multimedia librarian also broadens
while taking care of many issues like infrastructure, hardware and software support, copyright, fair use
guidelines, controlled access, etc. It requires flexibility, innovation, and adaptation.
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Types of Educational Multimedia Resources: Multimedia is a broad term for combining multiple media
formats. Whenever text, audio, still images, animation, video and interactivity are combined together, the result
is multimedia. Slides, for example, are multimedia as they combine text and images, and sometimes video and
other types.
Below you will find a list of various multimedia formats used in educational contexts:
TEXT AND GRAPHICS

 Slideshow or Presentation

 Prezi

 Diagrams

 Info graphics
AUDIO

 Podcast
VIDEO

 Screen capture

 Lecture Capture

 Talking head

 Animation

 Glass screen
OTHER

 Webinars and Online meetings

 Moodle activities

 Blogs

 Interactive Content

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 INTERNET
Internet is the most useful technology of modern times which helps us not only in our daily lives but also in
professional lives. For educational purposes, it is widely used to gather information and to do research or add to
the knowledge of various subjects. Internet plays a very vital role in education. It is no doubt that in this
modern era everyone prefers Google for their queries, problems or doubts. Popular search engines like Google,
Yahoo, etc. are the topmost choice of people as they offer an easy and instant reach to the vast amount of
information in just a few seconds. It contains a wealth of knowledge that can be searched at any time. The
internet has introduced improvements in technology, communication, and online entertainment.

Today, it has become more important as well

as a powerful tool in the world which is
preferred by everyone. Everybody needs
internet for some or other purposes. Students
need internet to search for information related
to exams, curriculum, results, etc. Importance
of internet in education to the students’ means
that it makes easier for them to research things,
and relearn the content taught in the school.
People use it according to their needs.

There are many benefits of the internet in the field of education. Some of these are:

1) Cost Effective and Affordable Education: One of the largest barriers to education is high cost. The
Internet improves the quality of education, which is one of the pillars of sustainable development of a
nation. It provides education through Videos (like YouTube tutorial videos) and web tutorials which is
affordable to everyone and cost-effective.
2) Student – Teacher and Peer Interaction: The internet has allowed students to be in constant touch
with their teachers or with other fellow classmates with the help of social media, messaging apps and chat
forums. Parents can interact as well as communicate with teachers and school authorities about their kid’s
performance in the school. Interaction with the like-minded people on forums can help students to explore
new ideas and enrich their knowledge.
3) Effective Teaching and Learning Tool: The Internet has become a major tool for effective teaching as
well as a learning tool. Teachers can use it as a teaching tool by posting their teaching materials (notes and
videos) on school website or forum. The learning process becomes interesting and diverse with the use of
tutorial videos and notes. Teachers can teach with the use of animation, PowerPoint slides, and images to
capture the students’ attention.
4) Easy Access to Quality Education: Students can easily access quality education materials like tutorial
videos on YouTube for free or pay fees online for more quality study materials. Teachers can also make use
of the internet by proving the students with extra study material and resources such as interactive lessons,
educational quiz as well as tutorials. Teachers can record their lectures and provide it to the students for
revisions which is better than reading from notes.

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5) Keeping you updated with Latest Information: Information is the biggest advantage which the
internet is offering. There is a huge amount of information available for every subject. It keeps us up to date
with the latest information regarding the subjects in which we are interested.

The Internet is a boon to the people, which is used all over the world. Hence, it should be used for good
purpose. It has had a great impact on imparting education to the children. If this is used in appropriate ways that
meet children’s development level, they can benefit and learn from the Internet.

THE IMPORTANCE OF LEARNING MATERIALS

IN TEACHING
"Teaching materials" is a generic term used to describe the resources teachers use to deliver instruction.
Teaching materials can support student learning and increase student success. Ideally, the teaching materials
will be tailored to the content in which they're being used, to the students in whose class they are being used,
and the teacher. Teaching materials come in many shapes and sizes, but they all have in common the ability to
support student learning.

Examples: Teaching materials can refer to a number of teacher resources; however, the term usually refers to
concrete examples, such as worksheets or manipulatives (learning tools or games that students can handle to
help them gain and practice facility with new knowledge -- e.g. counting blocks). Teaching materials are
different from teaching "resources," the latter including more theoretical and intangible elements, such as
essays or support from other educators, or places to find teaching materials.

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Student Learning Support: Learning materials are important because they can significantly increase student
achievement by supporting student learning. For example, a worksheet may provide a student with important
opportunities to practice a new skill gained in class. This process aids in the learning process by allowing the
student to explore the knowledge independently as well as providing repetition. Learning materials, regardless
of what kind, all have some function in student learning.

Lesson Structure: Learning materials can also add important structure to lesson planning and the delivery of
instruction. Particularly in lower grades, learning materials act as a guide for both the teacher and student. They
can provide a valuable routine. For instance, if you are a language arts teacher and you teach new vocabulary
words every Tuesday, knowing that you have a vocabulary game to provide the students with practice regarding
the new words will both take pressure off of you and provide important practice (and fun) for your students.

Differentiation of Instruction: In addition to supporting learning more generally, learning materials can
assist teachers in an important professional duty: the differentiation of instruction. Differentiation of instruction
is the tailoring of lessons and instruction to the different learning styles and capacities within your classroom.
Learning materials such as worksheets, group activity instructions, games, or homework assignments all allow
you to modify assignments to best activate each individual student's learning style.

CONCLUSION
Teaching aids are an integral component in any classroom. The many benefits of teaching aids include helping
learners improve reading comprehension skills, illustrating or reinforcing a skill or concept, differentiating
instruction and relieving anxiety or boredom by presenting information in a new and exciting way. Teaching
aids also engage students’ other senses since there are no limits in what aids can be utilized when
supplementing a lesson.
As students are reading less and less on their own, teachers are finding reading comprehension skills very low
among today’s students. Teaching aids are helping teachers to close the gap and hone the reading
comprehension skills of their students. Using magazine and newspaper articles, prints ads and even comic
books are viable teaching aids that assist in helping students comprehend text.
Teaching aids prove to be a formidable supplement for teachers when the reinforcement of a skill or concept is
necessary. Not only do they allow students more time to practice, but they also present the information in a way
which offers students a different way to engage with the material. Of course, this is important in order to reach
the various learning types in the class.
As previously mentioned, it is important for teachers to reach all learners in a classroom. Therefore, the use of
teaching aids facilitates this objective by assisting teachers in differentiating instruction. Using aids such as
graphs, charts, flashcards, videos, provides learners with visual stimulation and the opportunity to access the
content from a different vantage point. This gives each learner the opportunity to interact with the content in a
way which allows them to comprehend more easily.

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 BIBLIOGRAPHY
1. https://cd1.edb.hkedcity.net/cd/cns/sscg_web/html/english/main06.ht
ml
2. https://www.quora.com/What-are-learning-resources-What-are-
some-examples
3. https://www.linkedin.com/pulse/teaching-aids-resources-best-
learning-ms-jemi-sudhakar
4. https://sleguidance.atlassian.net/wiki/spaces/SETG/pages/105435383
/Types+of+Educational+Multimedia+Resources
5. https://www.theasianschool.net/blog/role-of-internet-in-education/

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