Resources for Learning
Resources for learning refer to the wide range of materials,
facilities, technologies, human support systems, and environmental conditions
that are deliberately organised to facilitate effective teaching and learning.
Within the framework of school facilities, learning resources represent the
functional components that enable the instructional process to occur. While
school facilities provide the physical infrastructure of an educational
institution, resources for learning provide the intellectual and instructional
tools that transform those facilities into active and productive learning
environments (OECD, 2015; World Bank, 2020).
The relevance of resources for learning in educational
institutions is comprehensive and multidimensional. It encompasses the dynamic
process of organising and stimulating learners’ independent cognitive activity,
enabling them to acquire knowledge and develop skills through meaningful
engagement. The quality of the school environment plays a significant role in
shaping learners into morally responsible and socially competent adults. This
involves the effective utilisation of the school environment by both teachers
and students, thereby necessitating the availability of diverse categories of
learning resources within the school system (Earthman, 2004; UNESCO, 2021).
Educational scholars assert that learning does not occur in
isolation but through interaction with appropriate resources that stimulate
intellectual engagement and knowledge construction. For instance, Jean Piaget,
through his developmental learning theory, emphasised that learners construct
knowledge actively through interaction with materials and experiences in their
environment (Piaget, 1972). Similarly, Lev Vygotsky, in his sociocultural
theory, highlighted the importance of social interaction and mediating tools in
promoting cognitive development (Vygotsky, 1978). Consequently, learning
resources serve as essential mediating tools that enable learners to explore
concepts, solve problems, and construct new knowledge.
From an educational systems perspective, learning resources
are regarded as key inputs in the instructional process. Instructional
theorists such as Robert Gagné emphasised that effective learning occurs when
instructional conditions are carefully structured and supported by appropriate
teaching materials (Gagné, 1985). In this sense, resources for learning
function as critical elements within the educational system, linking teaching
strategies with desired learning outcomes. Their effectiveness lies in the
institution’s commitment to integrating resources as a core subsystem that
supports culture and traditions, learning goals, content delivery,
instructional methods and technologies, student motivation, assessment
processes, and learning outcomes.
Resources for learning can be classified into several broad
categories. The first category is physical learning resources, which include
tangible facilities and equipment used directly for instructional purposes,
such as classrooms, laboratories, workshops, libraries, and instructional
furniture. These provide the physical setting for learning activities. For
example, a well-equipped laboratory enables students to conduct experiments,
thereby enhancing their understanding of scientific concepts beyond theoretical
explanations (World Bank, 2020).
The second category consists of instructional materials,
which are content-based tools used by teachers to communicate knowledge and
ideas. These include textbooks, charts, maps, models, diagrams, audio
recordings, and teaching aids. Instructional materials improve the clarity of
instruction by presenting information in multiple formats that support
learners’ comprehension (UNESCO, 2021).
The third category is technological learning resources,
which have become increasingly important in contemporary education. These
include computers, multimedia projectors, simulation software, and digital
learning platforms. Platforms such as Moodle and Google Classroom support
blended and distance learning environments by enabling interactive, flexible,
and self-paced learning experiences (OECD, 2021).
Another important category is human learning resources,
which include individuals who directly facilitate the teaching and learning
process. These include teachers, librarians, laboratory technologists,
instructional designers, and ICT support personnel. Among these, the teacher
plays a central role as the coordinator and interpreter of learning resources,
guiding students in their effective utilisation (Darling-Hammond et al., 2020).
The fifth category is environmental learning resources,
which refer to natural and community-based environments that serve as
experiential learning settings. Examples include school gardens, museums,
historical sites, and community institutions. These resources provide real-life
learning experiences that help students connect theoretical knowledge with
practical applications (UNESCO, 2021).
The importance of resources for learning in the educational
process cannot be overemphasised. They enhance the effectiveness of teaching by
making abstract concepts more concrete and understandable. They also stimulate
students’ interest and motivation by making lessons more engaging and
interactive. Furthermore, learning resources address individual differences by
providing multiple modes of learning, including visual, auditory, and
kinaesthetic experiences. They promote independent learning and support the
development of higher-order thinking skills such as analysis, evaluation, and
problem-solving (OECD, 2015; Darling-Hammond et al., 2020).
Despite their importance, many educational
systems—particularly in developing countries such as Nigeria—face significant
challenges in providing adequate learning resources. These challenges include
inadequate funding, insufficient instructional materials, poor maintenance of
school facilities, and limited access to digital technologies. In some cases,
facilities such as laboratories and libraries exist without the necessary
equipment, thereby limiting their effectiveness. Such constraints negatively
impact the quality of education and students’ academic achievement (World Bank,
2020).
To improve the availability and effective utilisation of
learning resources, educational planners and administrators must adopt
strategic measures. Governments should allocate sufficient funding for the
procurement and maintenance of facilities and instructional materials. Teachers
should receive continuous professional development in the use of modern
educational technologies. In addition, schools should establish partnerships
with communities and private organisations to support resource provision. The
integration of digital technologies and open educational resources is also
essential for expanding access to quality learning materials (UNESCO, 2021).
In a nutshell,
learning resources can be classified into human resources and non-human
resources
Human
resources include teachers, mentors, coaches, and peers. Human resources for
learning, focuses on enhancing employee skills, knowledge, and performance to
meet organisational goals. Key strategies include structured training,
coaching, mentoring, and talent management, creating a growth culture that
boosts employee motivation and retention
1.
Human resources:Human resources are the most
important of all resources in the educational system. This is because human
resources are the only resources that drive other resources. They are the only
resources that can conceptualize and distinguish between what is, that can be
and what is that should be. They are the only resources that can combine with
other resources and work to achieve organizational goals and objectives. It
should be realised that if you get the people, you get most things. Humans are
highly indispensable in any system. provision of a wide range of services. But certain
services require skilled human resources to provide and not the generality of
human resources. Some professions require a special set of humans to carry out
their functions, in teaching for instance, people have to be trained as teachers to
handle children, at the same time, other people within the school system, who
are not teachers required to carry out one duty or the other to make the school
system effective.
- Text-based resources include textbooks
(print/open access), e-books, scholarly articles, and online
content, offering flexible learning through digital devices. Key
platforms like OpenStax, Online Library, and Project Gutenberg
provide access to educational materials, while digital tools enhance
engagement via interactive features.
- Individual learning resources refer
to persons with information and capabilities in areas where their
knowledge can be transferred to the interest of the community. These
resources can be developed by skilled persons or specialists in various
fields, experienced seniors, and officials with a government background.
Their knowledge is supported by the wisdom of local citizens, wise men,
folk lore, and the benefits of the Thai educational system.
- Real-world resources such as case
studies, field trips, and hands-on activities. Making use of nature to
impact knowledge, this could be in the form of a visit to agricultural
farmland, museum, Zoological gardens, historical centres for students to
have a real-life experience with soil, water, air, plants, animals,
forests, minerals, etc.
- Visual resources covering images,
videos, infographics, and diagrams. This could be used to display
practical skills such as the process of construction, presentation of real
materials in pictorial form, or exhibit market scenes or historical figures
or activities in visuals.
- Mass media resources using audio
and audiovisual resources such as podcasts, audiobooks, television, video
and some related audio media materials. These media connect things and bring
people together. They transmit content of instruction, knowledge, skills
and attitudes to a larger number of people via electronic media containing
sound only or pictures and sound.
7.
Digital resources, such as online
courses, MOOCs, and educational apps refer to things that indicate the progress
of technology and innovation in numerous fields. These are conceived to assist people
learn about the advancement of digital knowledge, including the ability to be
creative, and becoming stimulated in imaginative thinking.
- Interactive resources such as
simulations, games, quizzes, and online discussions. These are activity-based
learning resources that could bring in various areas of knowledge,
which could cover some practices such as various cultural traditions,
operations of government, as well as the movement to solve problems and
improve conditions in these activities. These could be used to address
certain content that covers some vices in society.
In conclusion, resources for learning are
central to the effective functioning of school facilities and the achievement
of educational objectives. They provide the tools and environments necessary
for teaching, facilitate knowledge acquisition, and promote the holistic
development of learners. Without adequate learning resources, school facilities
remain mere physical structures with limited capacity to produce meaningful
educational outcomes.
References (APA 7th Edition)
Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B.,
& Osher, D. (2020). Implications for educational practice of the science of
learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791
Earthman, G. I. (2004). Prioritization of 21st century
school facility needs. American Civil Liberties Union Foundation of
Maryland.
Gagné, R. M. (1985). The conditions of learning and
theory of instruction (4th ed.). Holt, Rinehart and Winston.
International Journal of Novel Research in Humanity and
Social Sciences Vol. 5, Issue 5, pp: (238-242), Month: September - October
2018, Available at: www.noveltyjournals.com
OECD. (2015). Schooling redesigned: Towards innovative
learning systems. OECD Publishing. https://doi.org/10.1787/9789264245914-en
OECD. (2021). Digital education outlook 2021: Pushing the
frontiers with artificial intelligence, blockchain and robots. OECD
Publishing.
Piaget, J. (1972). The psychology of the child. Basic
Books.
UNESCO. (2021). Reimagining our futures together: A new
social contract for education. UNESCO Publishing.
Vygotsky, L. S. (1978). Mind in society: The development
of higher psychological processes. Harvard University Press.
World Bank. (2020). The impact of school infrastructure
on learning: A synthesis of the evidence. World Bank Publications.
Assignment
Please, submit
the answer to the assignment under the comment session
In two
sentences, explain human and non-human resources
Resources for learning are the multidimensional tools including physical facilities, instructional materials, technology, and human support that transform static school buildings into active environments for knowledge construction and cognitive development. By categorizing these assets into human, digital, physical, and environmental resources, educational systems can bridge the gap between theoretical instruction and practical application, ensuring a holistic and engaging experience for all learners.
ReplyDeleteHuman resources in school facilities refer to the people who work in the school, such as teachers, administrators, and support staff, who help in the smooth running of the school. Non-human resources are the physical and material facilities like classrooms, laboratories, furniture, books, and equipment used to support teaching and learning.
ReplyDeleteHuman resources are the individuals in a school who use their skills and efforts to run and maintain the school environment, such as teachers and support staff.
ReplyDeleteNon-human resources are the physical items and structures in the school, like buildings, equipment, and materials, that support teaching and learning.
Human resources refer to the people within an organization or system; such as teachers, administrators, and support staff. whose knowledge, skills, creativity, and efforts are vital for achieving goals through collaboration and decision-making.
ReplyDeleteNon-human resources, in contrast, are the physical and material assets excluding people like; school buildings, equipment, textbooks, technology, and finances that provide the infrastructure, tools, and support needed to enable human resources to function effectively.
Human resources refer to the skills, knowledge, and experience provided by people to achieve specific goals.
ReplyDeleteNon-human resources are the physical assets used in a process, such as money, equipment, materials, and time.
Human resources refer to the people who work in an organization or a society, bringing their skills, knowledge, and abilities. Non-human resources include all the physical assets and materials used, such as equipment, buildings, and finances.
ReplyDeleteHuman resources are those resources that can co,mbine with other resources and work to achieve organizational goals and objectives, examples teachers, coaches, mentors, peers. Non human resources refer to all the physical materials and financial resources used to support teaching and learning, examples classrooms, libraries, laboratories, Toilets etc
ReplyDeleteHalimat Eniafe-Yusuf
ReplyDeleteHuman resources are the people involved in an organization or school e.g teachers, students, and administrators, who contribute their skills, knowledge, and efforts to achieve goals.
Non-human resources are the physical and material resources, such as buildings, equipment, books, and funds, that support activities and operations.
This comment has been removed by the author.
ReplyDelete😊 HUMAN RESOURCES refer to the people (such as teachers, non teaching and teaching staff) who work or contribute to an organization or school, utilizing their skills, expertise, and efforts to achieve goals.
ReplyDeleteWhile
NON HUMAN RESOURCES on the other hand, are the physical and financial assets, such as equipment, materials, and funds, that support the organization's or school operations
Yusuf Basirat Folashade
ReplyDelete243101942027
Human resources are the people involved in an organization or school, such as teachers, students, and administrative staff, who contribute their skills and efforts to achieve goals.
Non-human resources are the physical and material things used to support activities, such as buildings, equipment, books, and facilities.
Human resources can be viewed as dynamic, thinking agents who create value through decision-making, innovation, and the effective application of knowledge and skills within an organization.
ReplyDeleteNon-human resources are passive enablers comprising physical, financial, and technological inputs that derive their utility and productivity only when strategically mobilized and managed by human resources.
Human resources refer to the personnel involved in the planning, management, utilization, and maintenance of educational facilities, such as school administrators, teachers, facility managers, and maintenance staff. Non-human resources refer to the physical and material infrastructure of the school, including buildings, classrooms, laboratories, equipment, furniture, and other instructional resources that support the teaching and learning process.
ReplyDeleteHuman Resources are the most important resource because it drives and facilitates other resources to achieve the expected goals and objectives of learning, it includes the academic and administrative staff of the school who all work together to ensure a smooth learning experience.
DeleteNon-human resources refers to the infrastructure and non living components found in the school which includes the classrooms, the laboratory facilities, furniture, and other instructional resources which are used to achieve the desired objectives and goals of the school.
Human resources are all the people involved in the school's operations, including teachers, administrators, support staff (like custodians and maintenance workers), and volunteers. They bring expertise, skills, and labor to maintain and improve the facilities, ensuring they support the educational mission.
ReplyDeleteNon-human resources include all the physical assets and materials used to support the school's functions. This includes the buildings themselves, classrooms, furniture, equipment (like computers and science lab tools), and supplies (such as cleaning materials and stationery).
Human resources are the people involved in the learning process, such as teachers, mentors, and other staff, who guide, manage, and support the use of learning materials and help students understand lessons.
ReplyDeleteNon-human resources are the materials and tools used for learning, such as textbooks, laboratories, digital tools, and other facilities, which help make teaching easier and improve students understanding.
Human resources are the people involved in the teaching and learning process, such as teachers, students, and support staff who facilitate knowledge and skill development. Non-human resourcesare the materials and facilities like textbooks, laboratories, libraries, and technology that support and enhance the learning process.
DeleteHuman resources are the people involved in the teaching and learning process, such as teachers, students, and support staff who facilitate knowledge and skill development.
ReplyDeleteNon-human resources are the materials and facilities like textbooks, laboratories, libraries, and technology that support and enhance the learning process.
Human resources are the people with skills, knowledge, and abilities who contribute to achieving a goal, such as teachers, doctors, and engineers.
ReplyDeleteNon-human resources are the physical or material tools, equipment, and facilities used to perform tasks, like books, computers, and laboratory apparatus.
Adeforiti Abimbola Thomas matric number 243101941764
ReplyDeletehuman resources include teachers, instructors, and facilitators who guide, support, and enhance the learning process through their expertise and interaction with students.
Non-human resources encompass textbooks, digital tools, laboratory equipment, and other materials that provide content and practical experiences to support and enrich learning.
Human learning resources are individuals who directly facilitate the teaching and learning process.
ReplyDeleteNon-Human resources are other Paramount resources in the educational system, and that work together with human resources to achieve organizational goals and objectives. Owuru Peter Francis 1701105038
Human resources are the people involved in education, such as teachers, administrators, and students, who contribute their skills and knowledge to achieve school goals.
ReplyDeleteNon-human resources are the physical and material things like buildings, textbooks, equipment, and funds that support teaching and learning.
ReplyDeleteHuman resources refer to the people involved in the planning, management, and utilization of school facilities, such as teachers, administrators, and support staff. Non-human resources are the physical and material assets within the school system, including buildings, equipment, instructional materials, and technological tools that support teaching and
Human resources comprises of staff (teaching and non-teaching staff) who bring their expertise and efforts to drive teaching and learning.
ReplyDeleteNon-human resources encompass physical assets like buildings, equipment, and materials that provide the necessary infrastructure and tools for teaching and learning.
Human resources in school facilities can be seen as the driving force that nurtures the school’s culture and ensures effective utilization of available tools, policies, and spaces. They include teachers, administrative staff, and support workers.
ReplyDeleteNon-human resources, on the other hand, are the structural and technological components—like ICT infrastructure, sports complexes, and sanitation facilities—that create an enabling environment for both academic and personal development.
Assignment: In two sentences, explain Human and non-human resources.
ReplyDeleteAnswer:
Human resources refer to people with skills and expertise contributing to an organization or economy, like teachers or engineers . Non-human resources are things like money, equipment, or natural resources (land, water) used to produce goods and services .
Human resources really stand out as the backbone of any educational system and they include teachers, mentors, coaches, and peers—basically anyone who's actively involved in making the school system work.
ReplyDeleteNon-human resources are other resources asides human that facilitates learning process and help to achieve educational goals and objectives. (Omokongbe Modupe Ruth 190115074)
Human resources refer to the knowledge, skills, physical energy, and talents of individuals that are deployed to achieve organizational or personal goals. Conversely, non-human resources are the inanimate, physical, or abstract assets—such as money, time, equipment, and technology—used to facilitate and support those human efforts.
ReplyDeleteHuman resources refer to the individuals responsible for the planning, management, utilization, and maintenance of educational facilities. These include school administrators, teachers, facility managers, and maintenance staff who contribute to the effective functioning of the school system.
ReplyDeleteNon-human resources, on the other hand, refer to the physical and material facilities within the school environment. These include school buildings, classrooms, laboratories, equipment, furniture, and other instructional materials that support effective teaching and learning.
AWOBUSUYI TOBI.O
MATRIC NUMBER: 243101942025
Human resources in relation to school facilities are the people responsible for planning, managing, and maintaining the facilities in a school, such as teachers, principals, cleaners, and laboratory attendants. Non-human resources are the physical facilities and materials available in the school environment, such as classrooms, libraries, desks, laboratories, computers, and playgrounds.
ReplyDelete