Using Resources in the Lifelong Learning Sector
The Oxford dictionary online defines the word resource as, “A stock or supply of money, materials, staff, and other assets that can be drawn on by a person or organization in order to function effectively”. If we apply this definition to teaching and learning resources, it can be argued that resources are central to the learning process and an absolute necessity for the teacher in planning and delivering effective sessions and the leaner in achieving their learning targets.
The aim of this paper is to critically analyse the use of teaching and learning resources within my role as a Lecturer and Facilitator in the Lifelong Learning Sector and review the benefits and limitations of different resources in the delivery of inclusive learning.
Aristotle one said ‘For the things we have to learn before we can do them, we learn by doing them’. Essentially, in order to acquire knowledge or a skill effectively we need to actively engage with the subject matter. Kolb helped popularise this notion of making meaning from direct experience and his work contributed greatly to the expanding of the philosophy of experiential learning.
Kolb developed a model to reflect four elements which he believed made up the ideal learning process.
Kolb argued that as learners attempted to use all four approaches they achieved more success and would therefore prefer a specific learning preference. Neil Fleming later conceptualized this into one of the most commonly used categorizations of the various learning styles today, The VAK/VARK Model.
Flemming suggested that visual learners had a preference for absorbing information through visual aids such as pictures illustrations and videos auditory learners learn best through listening to instructions or through audio clips and Kinaesthetic learners prefer to learn via experience, i.e. doing.
It is therefore essential for a good teacher to select and make effective use of a range of teaching and learning resources in order to enhance
The aim of this paper is to critically analyse the use of teaching and learning resources within my role as a Lecturer and Facilitator in the Lifelong Learning Sector and review the benefits and limitations of different resources in the delivery of inclusive learning.
Aristotle one said ‘For the things we have to learn before we can do them, we learn by doing them’. Essentially, in order to acquire knowledge or a skill effectively we need to actively engage with the subject matter. Kolb helped popularise this notion of making meaning from direct experience and his work contributed greatly to the expanding of the philosophy of experiential learning.
Kolb developed a model to reflect four elements which he believed made up the ideal learning process.
Kolb argued that as learners attempted to use all four approaches they achieved more success and would therefore prefer a specific learning preference. Neil Fleming later conceptualized this into one of the most commonly used categorizations of the various learning styles today, The VAK/VARK Model.
Flemming suggested that visual learners had a preference for absorbing information through visual aids such as pictures illustrations and videos auditory learners learn best through listening to instructions or through audio clips and Kinaesthetic learners prefer to learn via experience, i.e. doing.
It is therefore essential for a good teacher to select and make effective use of a range of teaching and learning resources in order to enhance
Bibliography: Armitage, Andy et al ‘Teaching and Training in Lifelong Learning’ Gravells, A. ‘Delivering Adult Learning (2006) Kolb, David. ‘Experiential Learning: Experience as the source of learning and development (1984) Petty, Geoff ‘Teaching Today a Practical Guide (2004) pp.358 http://oxforddictionaries.com/