Principles of resource development

Section 2

5.2.1 Analyze principles of resource development in own specialist area

The development or the improvement of resources is also part of the teaching industry. A resource development instructor should also perform a task. Analyzing and developing the resource to meet the students questions is the core aspect of resource development. Every specialized teacher uses its skills to develop resources to carry out student learning. Resource development responsibility improves teachers capacities and students appeal to learning. In the development of resources, there are numerous principles learning requirements, a good contribution to fusion learning, good for purposes, sufficient quality, and so on.

The development of resources in ones specialist field is not very difficult and gives students an interest. For better results, resources must be regularly updated. Teachers use these duties to build a good and enhanced learning in their own field (Mesoudi et al., 2016). The students with good teaching resources have great qualifications compared to other students. They are identified. Theory alone is insufficient to understand, but good resources are real logical knowledge. Teachers must strive and use their ability to create a higher and positive environment. It is very important for them.

In the area of knowledge and education, individualized education perception is a positive concept. The benefit of this strategy is that the students have good and powerful knowledge. Learners who dont have this quality are not as good as the potential student. Teachers use a variety of terms to emphasize the idea of effective education. The development of resources is also changing as students need (Zhao and Chan, 2014). Teachers use these resources by students of all skills as easy to understand. It is also essential therefore for improving students with little skills. That’s why; this perception of resource improvement is effective.

5.2.2 Analyze how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area

Inclusive curricular design concepts, core values, and approaches may be used to create the development of information resources. The NPL Neuro language programming and the educational fields addressing the principles of information resource development are good examples. The strengthening testing cycle and construction information and skills constitute the various theories connected to the improvement of information resources. The impro of information resources in the own specialized field means that self skilling is developed. Teachers regularly use their skills to improve and therefore improve the learners potential.

To address or identify different types of learners satisfaction requirements. Students are always keen to find out new things, so teachers are developing adaptable means. Versatile resources mean a resource that is not rigid and can be altered according to student requirements. This flexible resource concept increases knowledge opportunities (Akiba and Liang, 2016). This belief of resource improvement informs the development of digital classrooms. That means the provisional surroundings for learning. A virtual school experience means that the learning is nature changeable and can be changed as the learners demands change. This function of informing the development of resources improves students self skills and qualities.

5.2.3 Analyze ways in which resources can be adapted to enable an inclusive approach in own specialist area

Resources can be adapted in many ways in order to make an integrated perspective in ones own field possible. Teachers use various kinds of approaches to improve their skills to improve the quality of the teacher’s specialized field. There is an improvement of paper or technically based characteristics. The type of change in the atmosphere, the use of PPT, resources and the use of pictures and white spaces, make this motivating and thus enable the instructor’s expertise to be improved.

The change in paper color, the shift in style and the change in teaching style make learning more efficiently and intellectually. It allows to learn to adapt own resources to provide alternatives at various levels. Teachers use this suitable PowerPoint to attract students. Alteration in the environment creates an attractive workplace and tools to modify have more impact. For this purpose also technology, software and hardware are used (Illeris, 2018).

5.2.4 Evaluate sources that inform resource development in own specialist area

Numerous resources are available to evaluate the development resource in the own specialist field. It is a good option to improve the skills of our own specialist library. To discover the quality of one and ones own skills should be practiced regularly. A high level of application of Digital technologies is now being used (Hannafin et al., 2014). The Internet is therefore one of the main resources development platforms. In developing resources, Internet networking plays a major role in improving the development of resources.

These are the sources of improvement that inform. But also the bad and good effects of the formal sources on resource improvement. Methods are developed in formal form, beyond other recommendation and guidance, online reviews by others and professional organizations with commercial providers. Teachers use their skills regularly to examine or evaluate informed development resources. The tutor should analyze and understand every students strengths and weaknesses. Resource development enhances the strengths and skills of students. Students are always motivated.

In addition, teachers regularly encourage students or learners to enhance their possibility. The Internet provides all the necessary resources. This recognizes that questions and their responses are a huge resource. Teachers utilize different types of processes such as animations, power points and other measures that create and create a good learning surroundings. Graphics creates a mood and students are keener to learn (Sessa and London, 2015).

5.2.5 Design resources, including those that involve new and emerging technologies, to engage and meet the individual needs of learners in own specialist area

Resources have been recognized in order to provide better education for the students. The necessary tools and resources were discussed as follows for the education project.

Lecture Notes: This resource assists the students with visual documents about the subjects (Lindshield and Adhikari, 2013). It therefore helps to improve students conceptual knowledge of the subject. This will operate a meaningful method of study.

Slides: Slides in power points help to increase the value of the learning. The picture diagram and letters on the slide assist the instructor to explain every subject effectively (Bastian et al., 2013). Students can also remember effectively the major points of the slides. It helps in this way to improve the education result.

Mobile Application: The College will be able to help students in different interactive sessions during and after classes by using a study application from apps from the app store (Janhonen et al., 2016). Through the mobile application, students can thus improve their degree of interaction.

Projector: The projector will enable many students to be focusing efforts (Janhonen et al., 2016). The teacher can display the operations performed on the PC using a projector. This allows the teacher to play video files to give the students of the class greater teaching experience.

5.2.6 Employ resources to engage and meet the individual needs of learners in own specialist area

The above resources contribute to the individual needs of the learners and their participation in them. It has been discussed as follows that the above mentioned resources succeed in engaging and meeting the needs of the learners.

Lecture Notes: The notes of the lectures help to effectively monitor the study process (Muñoz Merino et al., 2015). The student notes key information points that the teachers are teaching. This acts as an important reference to students comfort later on. This helps you to better understand the topic.

Slides: Right of doorway to slides after the end of the lecture is provided to students. The picture forms of the slides help learners become more aware of the classroom (Tuomi, 2013). So they dont feel boring in the education process.

Mobile Application: The mobile study app is very interesting and interactive learning (Shariff et al., 2016). Through the mobile app students are prompted to learn after class. You can also use your mobile application to access the necessary notes wherever you need.

Projector: The projectors help to view the data on the computer. This enables students from a wide range to simultaneously access the materials. In such way they can talk to other peer students about a subject (Muñoz Merino et al., 2015). This allows them to access an effective solution for learning.

References

Akiba, M. and Liang, G., 2016. Effects of teacher professional learning activities on student achievement growth. The journal of educational research, 109(1), pp.99 110.

Hannafin, M.J., Hill, J.R., Land, S.M. and Lee, E., 2014. Student centered, open learning environments: Research, theory, and practice. In Handbook of research on educational communications and technology (pp. 641 651). Springer, New York, NY.

Illeris, K., 2018. A comprehensive understanding of human learning. In Contemporary Theories of Learning (pp. 1 14). Routledge.

Janhonen, K., Mäkelä, J., and Palojoki, P. 2016. Adolescents’ school lunch practices as an educational resource. Health Education , 292 309.

Lindshield, B., and Adhikari, K. 2013. Online and campus college students like using an open educational resource instead of a traditional textbook. Journal of Online Learning and Teaching , 26 38.

Mesoudi, A., Chang, L., Dall, S.R. and Thornton, A., 2016. The evolution of individual and cultural variation in social learning. Trends in ecology and evolution, 31(3), pp.215 225.

Muñoz Merino, P., Ruipérez Valiente, J., Alario Hoyos, C., Pérez Sanagustín, M., and Kloos, C. 2015. Precise Effectiveness Strategy for analyzing the effectiveness of students with educational resources and activities in MOOCs. Computers in Human Behavior , 108 118.

Sessa, V.I. and London, M., 2015. Continuous learning in organizations: Individual, group, and organizational perspectives. Psychology Press.

Shariff, U., Kullar, N., Haray, P., Dorudi, S., and Balasubramanian, S. 2016. Multimedia educational tools for cognitive surgical skill acquisition in open and laparoscopic colorectal surgery: a randomized controlled trial. Colorectal Disease , 441 450.

Zhao, K. and Chan, C.K., 2014. Fostering collective and individual learning through knowledge building. International Journal of Computer Supported Collaborative Learning, 9(1), pp.63 95.