DEPARTMENT OF

TEACHER EDUCATION

LESSON 4.2: DIGITAL LEARNING RESOURCES/NON-

CONVENTIONAL LEARNING RESOURCES
Lesson Summary
In this lesson, the proper use and evaluation of digital learning resources will be
discussed including the framework, material evaluation, trends, and evolution of education
from Education 1.0 to 4.0. Students will be able to integrate various digital resources
increasing the use of innovative tools that enhance the teaching and learning experience
beyond traditional classroom methods.

Learning Objective
By the end of this lesson, you should be able to:

a) Select, design and create digital learning materials designed to enhance teaching-
learning assessment.
b) Showcase the appropriate use of digital learning resources through a teaching
demonstration.

Discussion
Digital media encompasses all of the audio, video, and visual content including
lectures that instructors might want to put in their course. This type of instructional material
engages multiple learner senses, including sight, sound, and in some instances touch, where
the media is interactive.

Tool for high quality digital instructional materials:

4A Online Instructional Material Evaluation Framework

DEPARTMENT OF TEACHER EDUCATION

Visayas State University Alangalang
Brgy. Binongto-an, Alangalang, Leyte Philippines
Telefax: +63 53 565 0600 LOCAL 1098 Page 1 of 6
V1 06-11-2020
Email: [email protected]
Website: www.vsu.edu.ph No.
 Types of digital media:

• Images or screen captures

• Videos or computer screencasts to demonstrate math, business processes, or art
techniques
• Narrated PowerPoint presentations or other mini-lecture recordings using computer
software to record video and audio
• Movie clips to provide examples of concepts for discussion
• Audio recordings of instructor explanations
• Videos or audio recordings of guest expert presentations or interviews
• On-location videos to demonstrate real-world settings or processes
• Learner-created video or audio materials

Evaluation of ICT Resources

Accuracy

Organization Appropriateness

Motivation Clarity

Completeness

Below is the set of criteria which you can use to evaluate resources:
1. Accuracy
The resource material comes from a reliable source and is accurate, free from error,
and is up-to-date.
2. Appropriateness
The resource is grade/level-appropriate. The content matches what is needed by the
teacher.
3. Clarity
The resource clearly addresses the instructional goals in mind.
4. Completeness
The content is complete. It has all the information needed to be able to use them.
5. Motivation
The resources is engaging and rewarding to learners. It will encourage the active
participation of the learners.
6. Organization
The resource is logically sequenced. It clearly indicates which steps should be taken.
The procedures or processes flow smoothly.

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 The Evolution of Education from Education 1.0 to Education 4.0

1. EDUCATION 1.0 (Learners as receptacles of knowledge)

• Authoritarian
• The student is the passive recipient.
• Teacher-centered system (the teacher gives knowledge as the absolute leader in
the classroom).
• Technology is forbidden in the classroom.
2. EDUCATION 2.0 (Learners as communicating, connecting, and collaborating)
• Communication and collaboration are staring to grow.
• Exam-based approach (the results is the examination; memorization of
knowledge).
• Some people think they stopped talking about teaching and they talk about
learning and learning outcomes, but they are still on paper.
• The schools are still talking about hours of teaching, but we should talk about
hours of learning.
3. EDUCATION 3.0 (Learners as connectors, creators, and constructivists)
• Student-Centered approach
• The teacher is transformed into a coordinator/facilitator, advisor, learner and
practice guide
• The student is researching
• Flip classroom method applies
• More dialogue, technology is everywhere, the student is self-learning and
everywhere.
• The classical style classroom no longer exists
• Lesson Plans are now called Learning Plans
4. Education 4.0
• Co-creation and innovation is the center.
• Whenever and wherever flipped classroom applied interactive practical exercise –
face-to-face.
• Learning is done at home or outside school, while in school students develop skills.
• Development of personalized teaching and learning.
• The technology is free and/or easily accessible, increased use of virtual reality.
• Continuous evolution and innovation – therefore, a need for continuous training
and development of new knowledge and skills by all.

The following Technology trends in Education 4.0 have huge potential to transform the ways
we teach and learn:

1. Open Educational Resources (OER)

OERs are materials that can be used for teaching and learning that do not require
payment of royalties nor license fees. They are made available and easily accessible
on the internet.
2. Social Networks
Social networks have revolutionized the way we interact, learn about things and share
information.
3. Mobile Technologies
These devices can also be used as a learning tool by allowing teachers and students
more opportunities to learn inside and even outside the classroom.
4. The Internet of Things
IoT is a system of computing mechanisms that become built-in into many everyday
things, that allow sending and receiving data through the internet.

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 5. Artificial Intelligence
It is associated when computers or machine stimulate thinking and behaviors of
humans such as talking, learning, and solving problems.
6. Virtual Reality and Augmented Reality
• VR is a simulation of an environment by a computer program that allows a person
visit and experience the environment virtually.
• AR allows images from computer programs interlay with the actual views of the
real-world, resulting in and extended, expanded, or altered view of a real-world
environment.
• VR and AR programs and apps allow more exciting ways of seeing and
experiencing things that add to the motivation and engagement of learners.
7. Big Data
Through the billions of interactions and transactions are done electronically, and
through the internet, an enormous amount of data is generated and stored.
8. Coding
Coding is a skill necessary to create computer software, apps, and websites.
9. Ethics and privacy protection
We must ensure that human values and principles govern or guide our use of
technology. Ethical practices that protect the rights of every person need to be upheld.

Elements for Using Technology in Education

Element 1:
Motivation

Element 5: Element 2:
Required Skills Unique
for an Instructional
Information Age Capabilities

Element 4: Element 3:
Increased Support for New
Teacher Instructional
Productivity Approaches

Element 1: Motivation
a. Gaining Learner Attention
• Gaining learner’s attention is a critical first event in providing optimal conditions
for instruction.
• The visual and interactive features of many technology resources seem to help
focus students’ attention and encourage them to spend more time on learning
task.
b. Encouraging the Learner through Production Work
• Teachers often try to engage learners in creating their own technology-based
products.
• This strategy has been used effectively with word processing, hypermedia,
computer-generated art, and telecommunications.
c. Increasing Perceptions of Learner Control
• Students are motivated when they are in control of their own learning, thus learner
control helps students at risk/in academic failure to have intrinsic motivation to
learn since they are being motivated by the awareness that they are learning.

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 • Computer-based materials is considered as one of the most potentially powerful
reasons for using technology resources as motivational aids.
d. Technology Use as Motivation
• Technology-based methods have successfully promoted several kinds of
motivational strategies that may be used individually or in combination.

Element 2: Unique Instructional Capabilities

a. Linking Learners to Information Sources (Learning to Know)
• Through hypertext systems, as seen on many Internet Web pages, students can
select a keyboard from a screen and get pointers from several other sources with
information on the same topic leading to related sources and topics, forming an
endless chain of information.
b. Enabling Learners Visualize Problems and Solutions (Learning to Do)
• Interactive visual media provide powerful visual means of “representing social
situation and tasks such as interpersonal problem solving, foreign language
learning, or more decision-making.”
c. Tracking Learners’ Progress (Learning to Be)
• A system of recording students’ progress can be done through computer program
which can be availed of by both the students and the parents within and after a
grading period.
d. Linking Learners to Learning Tools
• There are many ways by which the learners can use technology to link with
information needed in their lessons and in solving problems for lifelong learning.
• Several computer programs enable students to solve statistical data, researches
about different topics and other data related to their interests ranging from
humanities, the arts, communication history and many more.

Element 3: Support for New Instructional Approaches

a. Cooperative Learning
• Many technology-based activities lend themselves to cooperative, small-group
work: development of hypermedia products and special-purpose database and
research projects using online and offline databases and videodiscs and
multimedia.
b. Shared Intelligence
• Intellectual partnership with computers suggests the possibility that resources
enable and shape activity and do not reside in one or another agent but are
genuinely distributed between persons, situations and tools.
c. Problem Solving and Higher-level Skills
• Students can solve problems and represent their knowledge by engaging in higher
level skills. Problem solving can be done by:
• Sensing the problem
• Researching the problem
• Formulating the problem
• Finding the alternatives
• Choosing the solution
• Building acceptance

Element 4: Increased Teacher Productivity

• Freeing time to work with students by helping with production and record keeping
tasks.
• Providing more accurate information quickly.
• Allowing teachers to produce better-looking, more “student-friendly” materials quickly.

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 Element 5: Required Skills for an Information Age

Technology Literacy
The following are the sets of standards recognizing that technology skills are becoming
required job skills:
a. Basic operations and concepts
• Demonstrate a sound understanding of the nature and operation of technology
system and are proficient in the use of technology.
b. Social, ethical, and human issues
• Understand the ethical, cultural, and societal issues related to technology.
• Practice responsible use of technology systems, information and software.
• Develop positive attitudes toward technology use that support lifelong learning,
collaboration, personal pursuit, and productivity.
c. Technology productivity tools
• Use technology tools to enhance learning, increase productivity, and promote
creativity.
• Use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications and producing other creative works.
d. Technology communication tools
• Use telecommunications to collaborate, publish, and interact with peers, experts
and other audiences.
• Use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
e. Technology research tools
• Use technology to locate, evaluate and collect information from a variety of
sources.
• Use technology tools to process data and report results.
• Evaluate and select new information resources and technological innovation
based on the appropriateness to specific tasks.

Information Literacy
• Johnson and Eisenberg (1996) introduced the “Big Six” skills in information literacy
namely, 1) task definition, 2) information-seeking strategies, 3) location and access, 4)
use of information, 5) synthesis, 6) evaluation.

Visual Literacy
• A visually literate person can interpret, understand, and appreciate the meaning of visual
messages; communicate more effectively through applying the basic principles and
concepts of visual design; produce visual messages using the computer and other
technology; and use visual thinking to conceptualize solutions to problems.

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