Electronic resources help teachers and students to communicate easily and also connect with other information sources, which may facilitate individual and group learning. It ensures that learning is not restricted to the classroom alone but outside the classroom as well and allows the teacher to address identified individual student ‘s needs in a way that stimulates the student to learn more.
Power point presentations in the classroom provide information content at the center of learning activities in the following forms: narrative, interactive, adaptive, communicative and productive learning experiences. This resource enables all individual learning preferences to be met because in the narrative form, if information is downloaded by the students from the resource database. In the communicative form, if information is used for discussion in the class. In the adaptive form, information can be edited and in the productive form, ideas from the information content are used for learning concepts of the subjects.
c) Analyse principles of resource designs
Principles of resource designs provide appropriate frameworks for resource designs, which enhance effective teaching and learning. Principles of good learning designs apply to all resource types and include the following: intellectual role and relevance to course learning outcome, accessibility to those with special needs, clarity of communication visually and in text, cost effectiveness and the capability of resource to engage specific students. Learning resources such as textbooks come already prepared and as such the principles can used to guide the design of resources with diverse needs. The must exhibit intellectual characteristics and be relevant to course learning outcomes.
The principle of readability focuses on what makes some texts or resources easier to read than others. Readability is the ease of understanding the information in the content, which can be as a result of the style of writing (Klare, 1963). Teachers should find resources convenient to use in learning activities if diversities of needs must be met. Students need to find readable information interesting and understandable (Mclaughlin, 1969).
The SMOG readability formula is one framework that can be used to determine the reading level of written resources (SMOG is an acronym for Simple Measure of Gobbledygook). It helps resource designs incorporate learning processes that help to measure readability that estimates the year of education to understand the information in a learning resource content.
There are also growing researches and literature that contribute significantly to designing and developing teaching and learning resources to ensure that resource designs reflect teaching and learning needs of all individual learning preferences in the classroom.
d) Analyse how theories, principles and models of inclusive curriculum design can be used to inform resource development
Curriculum involves the theories and practices in which the role and responsibilities of the teacher is seen to be combined in managing, controlling and identifying the needs of students, classroom, teaching and learning resources and all of these brought together to achieve students’ learning goals (Curzon, 2004, pg. 185) in resource development.