Oluyinka Dada Emmanuel Managing Resources Rationale for use of resources James and Polland, 2006 identify the

significance of resources in developing tea ching and learning in Further Education (FE) because of its size and diversity. With FE attracting over 860,000 people as compare to the annual turnover seven y ears ago, when it was a disparate collection of colleges, sixth form and Adult c entres, government legislatures and guidelines such as inclusion and wider parti cipation are responsible for need to develop and manage resources (THE, 2000). The integration of adaptive learning had been shown by researchers to offer inno vation through personalisation of education to learners need (Jones & Jo, 2005). With the development of digital storeroom and availability of intranet to learne rs in colleges, sixth form, Adult centres and other vocational centres, informat ion and accessibility are now at the fingertip of learners. The challenges facin g learners and earlier mismatch of people with disability and learning environme nt had been addressed by the governments Acts and standard policies on discrimina tion, inclusion and diversity (AccessForAll, 2004). Traditional teachers relied on the use of the first whiteboard, marker and overh ead projectors to aid in delivery of information to learners which are relativel y easy to use but time consuming. The modern teachers are adapting to using Inte ractive Whiteboard (IWB) internet, mobile phones, PowerPoint etc. which are quit e expensive but easy to demonstrate techniques and theories and assessment of le arning. The computer has revolutionised together with the aid of internet the way in whi ch learner research and present their work. Using internet as a resource gave te achers the ability to deliver educational materials through electronic means to learners. Learners are also able to access, retrieve, store information anywhere anytime by use of authorised allocation of usernames and password which persona lise their usage (Neville et. al., 2004). This is particularly helpful to learne rs in that they can plan ahead and check if they are developing within the schoo l Curriculum. The challenges of design being borne by educational designers are influenced by the challenges faced by users (Naismith et al., 2004). However, th is is intended to liberate and enable a common platform at which all learners ind ividual needs are met (Pearson & Koppi, 2006). The use of Microsoft PowerPoint though Overhead Projector (OHP) is fast becoming one of the resources in learning environment that flows parallel for teachers a nd learners. By transcending words and number into easily memorable stories, it can amalgamate different applications, video, pictures, graphics and sound to me et learners different needs. OHP assists teachers in planning and presentation i nformation in manners that encourage learning while learners can use it in their projects and presentation. The Interactive Whiteboard (IWB) is probably one of the most useful resources in terms of demonstrating and assessing knowledge and understanding. IWB allows th e whole class to learn together by using interactive software, websites, video a nd audio. This is particularly good for colleges and sixth form where learners h ave the natural ability to adapt to the technology using digital images and soun d for stimulating learning. Microsoft IWB touch screen is becoming popular in edu cation because it encourage learners participation and inclusion. People as the most important resource in the classroom are often forgotten. This is because other resources will not function without the aid of people resource . Teachers, guest speakers, mentors, learners and others who help one way or the other in putting learning resources in place, all fall in these category. Perso nnel in the library, introduces learners to ICT environment and the use of inter net while learners helps their peers in knowledge discussion or on how to get re

search materials. The sharing of resources is helpful to teachers as exchange of websites for research assists in teaching students. Relevant Theorists Jarvis a theorist on learning process and adult learning was quoted as saying All learning begins with experience (Jarvis, 1987). Experiential learning is defined by a school of thought as education that occurs as a direct participation in the events of life (Houle, 1980). Jarvis quotation is an extension of Kolbs experient ial learning model, where learning is achieved by practical reflection of daily experiences (Kolb & Fry, 1975). Edgar Coutu a psychologist suggests that most or ganisations fail due to lack of transforming learning into behaviour within orga nisation (Coutu, 2002). The above theorists support the notion of people participation as essential reso urce and how it helps in aiding learning. Malcolm S Knowles Informal Adult Educa tion principle was an important contribution to adult education. By distinguishi ng between formal programs as those sponsored by established educational institu tion such as universities, high schools etc. and informal such as further educat ion, adult education, community colleges, vocational etc. Knowles redirect teachers understanding to the conditions under which adults lear n best. He made the distinction between why adults learn and how adult were trad itionally being taught. The former approach to teaching adults was through the i nstructional model, content centres which is similar to teaching children: pedag ogy (Knowles, 1973). Knowles publication of the The Adult Learner: A Neglected Spe cies in 1973 was highly responsible for transforming the implementation of pract ical application between trainers/teachers and adult learners. From the acclaimed definition of learning styles such as: composite of characteristic cognitive, affective and physiological factors that s erve as relatively stable indicators of a learner perceives, interacts with, and responds to the learning environment (Keefe, 1979); or educational conditions under which a student is most likely to learn (Stewart and Felicetti, 1992), it can be deduced that learning styles are not concern with what learners learn, but rather on how they prefer to learn. The need of learners was however descri be as Grolier, (1981) define resource as: as something which can be turned to for support or help, or an available supply o f something which can be drawn upon when needed The Neuro Linguistic Programming developed by Richard Brandler and John Grinder in the 1970s pointed out that learners takes information through three modalities : Visual, Auditory and Kinaesthetic (VAK). By understanding individual learning styles, teachers are aware of how learners can best participate, assimilate, ret ain, retrieve or reproduce new information through retained knowledge. Learners also need to have information presented to them in a way which allows their pref erred modalities to be effectively involved in learning. Other theorists include David Kolb who is credited for launching the most influe ntial learning styles model although VAK may have popularised learning styles. K olb is inspirational to Honey and Mumfords Model. Unlike in Kolb where people are asked how they learn, Honey and Mumford probes their general behavioural tenden cies. This is because most learners do not consciously consider how they learn. The importance of the learning style theorist to information on resource develop ment is that they help in building an awareness of the adaptable learning enviro nment in which material can be presented in varieties of methods to suit learner s. While it should be noted that no single measurement of styles can guarantee m eeting the needs of learners, the use of one or more combination are likely to k

eep learners interested and reinforce learning. Resources and Legal Requirements The contribution of people as a resource to delivery and receipt of learning inf ormation is immeasurable. In every teaching process, the teachers will have to r ely on learners and their feedbacks to acknowledge that learning is taking place . These interactions often assist refocusing, redirecting and informing other st udents who perhaps may have missed valuable information. However, teachers has to differentiate, observe inclusive practice and discourag e segregation of individual, race, sex or religious believe. The Equality Act 20 10 replaces the Discriminative Act 2005 by banning the unfair treatment of peopl e with protective characteristics and the release of equal treatment. The Educat ion Act 2002 requires a general provision of standardised curriculum that promot es metal and physical development of learners, morals, educational development a nd the preparation of learners for the opportunities, responsibilities and exper iences of later life. Also, teachers have to be aware of Education and Inspection Act 2006 which allow s teachers reasonable right to discipline, confiscate property and refuse to tea ch students in serious behaviour deemed to be disruptive to learning. This is to allow every students access to learning and right to be taught. IWBs technologies have been used to advance and widen teaching and learning prac tices through display of better quality, ability to provide better clarification , good video and visual representation. These are better ways of engaging and mo tivating learning by increasing the focus and learning span of students (Kennewe ll & Beauchamp, 2007). According to Wallace, (2007) advancement in software deve lopment enables a greater affectionate connection between learners and material which enable learning stories to be tactically understood. This can also be used to support immediate collection and analysis of learners inputs. However, further research need to be carried on adherent to governments standards on inclusive practice and wider participation. This is because IWB specifically identifies learners engaged interactively in the classroom but fails to acknowl edge relationship with the principle of personalisation. Also the use of IWB to increase interactive in classroom practice may not meet the curriculum requireme nt of teaching standards or institutions goals and targets. In response to Tomlinson Report, 1996 on the need of functional skills as essent ial core learning to improve employability the government endorse Functional Ski lls White Paper to be embedded in the compulsory curriculum of 14 19 years in UK (DIES, 2006). Functional Skill is the inclusion of basic Literacy, Numeracy and Information and Communication Technology (ICT) that enables learners deal with basic challenges (Gravells and Simpson 2010). Employers today are looking for sk ills and experience along side qualifications. Effective communication, basic nu meracy and ICT are transferable skills to perform simple tasks that will increas e employees employability opportunities (DCSF, 2006). Therefore, the use of Information Communication Technology (ICT) in education cu rriculum is no longer optional. This is because of the benefits from educational perspective that the use of ICT can bring to both teachers and learners. The us e of computer gives learners more control on independent progress and developmen t. It allows easy access, retrieval, storage of data, presentations and access t o the different range of information on the World Wide Web (www). OHP encourages the development of the use of word processors, excel, graphics, v ideo etc. which stimulates learning. Students imaginations are only limited by th eir own capability. OHP breeds confidence in learners and provide opportunity to develop in their communication skill. It helps teachers improve on the quality

of materials they give to learners. Adapting and developing of resource specialism By resting on the shoulder of giants I know how people best learn. I know that e ach learner must find a way of putting meaning into what the teacher is seeking to teach. I know that effective learning take place in a well coordinated and or ganised environment. I also know that learners are motivated through experiences shared and relationship with other learners. The conclusion drawn from the above deduction on learners is that even in the pr esence of high standard quality curriculum and instruction in the classroom; it is possible for teachers to fall short of the goal of helping learners achieve t he objective of bridging the gap between themselves and learning (Tomlinson, 200 1). However the engine for energising learners, peers, environment and learning is through differentiation. I have to look at the class with many eyes. In an average mixed cultured class, some students listen, others like reading, some fairly understand English, and t here are some that want to do well in class, while some will feel that learning is a waste of time. I need to understand the needs of my learners so as to assis t struggling learners as at the same time helping high achiever retain and upgra de their level. I need to be sensitive to learners experiences and set goals that are achievable for all learners as well those that will develop new skills. High Achiever share s other learners need for teachers to help them set high goals. Therefore, I will draw assistance from learners by planning teaching session in manners that lear ning can be gained through peer discussion, group studies and question and answe rs. Also, session will be designed to help high achievers sight new horizons aft er each accomplishment. It is no longer possible to cover all the information in a subject area using tr aditional method of teaching. The most productive and cheaper way of bringing in formation to learner is by learning resources through technological innovation. More also, the use of communication technologies for teachers and learners incre ases the usefulness of learning and give easy access to flow of information. The world of technology had evolved to everyone by making information available at affordable price through use of internet. I will make available to my learners through the use of internet by sending emai ls, materials covering statement of the intended learning outcome and objectives . Structured learning by doing materials, such as self assessment questions, tasks , exercises, quizzes etc. Assignment, exercises, reading, practical tasks etc. This is to help learners co nsolidate what they have learnt from materials. Send them lecture notes, tutorial programmes, assignment briefs, case study mate rial, research base home work etc. for continuous studies. The IWB is however dependent on design, software and other tools and content tha t are available to foster interactive activities. Common platform include screen shades, images capture devices, highlighter, pen, software and people authority . Alongside are teaching content, educational games, manuscripts for use with mu sic, range of clipart, multi media and electronic classroom materials which user can make notes on over the desktop. In order to make learning interesting, I will: Allow user to create and adapt pages in advance, after giving them research topi c for the following week. This is aimed at getting them ahead of the curriculum. Adapt available learning tools to create a community among learners which encour

age educational exchange of ideas and research materials such as the normal Comm unity of Practice (CoP) Adapt system to allow downloading of lesson materials, assignment, self assessme nt questions and quizzes, tutorial information etc. This is achievable by liaisi ng with the IT department Create forum for open discussion and feedbacks

Personal Development Personal development is acknowledging responsibility for changes in performance and attitude through lay down standards but within ethical constraints. It is common knowledge that students learn when they are actively participating in school activity and interacting with each other. Inclusion is more than just a physical presence but the integrating of all learners which includes people wi th special needs and diverse background. People, IWB and internet as resources c an help remove the gap. This is by working together to remove barrier to learnin g and addressing issues that relate to individuals who may be vulnerably exclude d from education. I will: Ensure resources are available or adaptable to identified learners needs Strategies that adopt social arrangement for non structured and extra curriculum time Encourage interaction between learners through group/peer project Ensure regular assessment and reporting is available Regular modification of classroom arrangement to promote inclusion Give learners regular assignment, home work, research etc. to encourage use of i nternet, IWB, PowerPoint etc. Specialist teaching and adult assistance support is available Liaise regularly with the IT department on improvement and development Ensure parents are involved in decision making; keeping lines of communication o pen so that parents can inform school and benefit from school support and advice of supporting agents Challenging behaviour is managed clearly and consistently in the context of iden tified need and with reference to the advices and recommendations of the support ing agents Use personal authority or school disciplinary support if necessary Holistic approach is employed to include pro active strategies for social and em otional development Modify social and educational environment to enable learners to participate full y in school and society activities

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