Teaching and learning in digital environments: The resurgence of resource-based learning

Teaching and learning in digital environments: The resurgence of resource-based learning

Digital age has not changed the nature of life simply. It has moved in stages. The contemporary society change dramatically. A great potential for the use of resources in the ways of teaching and learning has emerged. But if we want to succeed in the implementation of learning environments based on resources must we need to address some resources such as people, place, and ideas. Recent years, the role of educational resources has shifted, not only in the media but significant changes and the need to know the purpose of resources and their uses, and the explosive growth of information systems and technologies become possible in the classroom and in homes, libraries and companies . Technology capabilities are useful for learning and education, but current practices is not enough to take advantage of this resource-intensive. User-centered learning have been slow to develop but the potential of resource-based learning environments (RBLEs) for instruction and learning is considerable. RBLEs enable teachers and learners to take advantage of these systems, expanding the resources they use to enhance the teaching and learning process. In this paper, we trace the changing nature of resources and perspectives in their use for learning in the digital age, describe the overarching structures of resource-based learning environments, and identify key challenges to be addressed
Evolution of resources for teaching and learning:
Resources have the potential to support education. Resources need to be re contextualized to enable the use of information gleaned from various resources. “Resource-based learning involves the reuse of available assets to support varied learning needs (Beswick, 1990)”. The concept of resource-based learning is not new, but resources must be established to help meet the needs of education unlike that which created in the beginning

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