Unit- 506: Developing Using And Organizing Resources Within Specialist Area
Introduction - Unit- 506: Developing Using And Organizing Resources Within Specialist Area
Want the Best Assignment Help in the UK? Look to Native Assignment Help for unparalleled expertise and support. Our dedicated team of professionals goes above and beyond to ensure you receive top-quality assignments that exceed your expectations.
This assignment is related to the overall evaluation of the use of resources and their efficacy in improving the adequate knowledge capacity of the learner. There are a variety of factors that should be considered in order to develop, protect and execute diverse resource designs that meet the needs of the student, as seen in this assignment. All of the tasks together show how an instructor might assist a student in order to help them reach their long-term goals.
There are a variety of ways to increase one's talents, including the use of ICT technology, continuous knowledge of upgrades, and the growth and improvement of one's own skills (Kim, Raza and Seidman, 2019). The capacity to create one's own strength is really vital. There are several ways to identify a person's strength. The ability to raise the bar should be bolstered. The paper also looked at the effect of copyright and other forms of intellectual property protection on how much energy is used. When it comes to successful educational services, this study is a valuable resource. The philosophy of resource design as well as the resources that guide resource development are assessed. The research then outlined the steps necessary to adapt services in such a way that everyone may benefit.
Task-1
1.1) Explaining the purpose of resources in teaching and learning
As per Lau et al., (2018), resources inside teaching and learning process operate as the supporting tool which enables the student the freedom to access the information and files connected to the topic without the oversight of an instructor. Visual tools or stimulus has been taken into consideration by many instructors to reaching out to diverse learners based on the learning style. This unique learning resource assists the instructor to interpret the result, offer lesson via narrative, etc. to those learners in its most positive way who have taken into account visual style as the dominant style of learning. Moreover, by applying the employment of variety and diversification technique when training the student to build up a profession in business administration environment. Techniques that are more physical and emotional, such as creating a classroom atmosphere that enables students to explore a real-life interview, may be used by a business management instructor to assist students better understand the concepts they’re being taught (Santi, Gorghiu, and Pribeanu, 2020).
For learners with handicap useful tools like braille, objects, cards, digital voice recorder etc. may be utilised to make the entire learning experience more efficient. Moreover by taking into consideration the various ICT tools like laptops, applications like AI, etc inside the learning area will ensure a better endeavour with the student as they will be able to evaluate the complete company environment by vividly. Business management course deal mainly with the analysis of the business world, their require, advantage, etc thus the requires teachers to provide support and motivation to individual learner by analysing their need and assisting them gather tools as per need, provision of specialised plant and machinery to act the need of special learners, etc. Thus, the major objective of resources within learning is to offer the learner the chance to study in a method which would allow the learner to attain their future goal.
1.2) Evaluating the effectiveness of specific resources from own specialist area in meeting individual learning needs:
The teaching staff must assess each student’s learning requirements in order to devise an effective development plan and put it into action in the classroom. Thus, based on input from students and the outcomes of peer meetings, a teacher may craft a teaching method that is tailored to each student’s strengths and weaknesses. According to this, business management courses should indeed be structured in a way that incorporates numerous activities with an acceptable degree of difficulty, actively engages the learners, and is connected to the ultimate objective (Leistritz, Murdock and Leistritz, 2019).
In order to do this, the student should be able to seek out the entrepreneur of a variety of businesses to learn from their own experiences. Furthermore, by learning about various new new technology tools, including such ERP, CRM, AI, and various new communication and marketing tactics, this will aid in the formation of a learning environment that will aid in the successful melding of learning concepts on the basis of different new technological equipment like the internet, tablet devices, chat rooms, and so on. Thus, the overall efficacy of learning and teaching materials helps the learner grasp the whole course-related activity in a much more effective way, and the learner is capable of achieving their objective.
Task 2
2.1) Analyzing principles of resource design:
In the following examples, the ideas of resource design are explained. The VAK (“Visual, Auditory, and Kinaesthetic”) meeting of the learning needs (Tactile). The philosophy prefers to gain a few of these intelligence channels from beginning to finish. VLS (Visual Learning Style.), an optimistic impact for amalgamating learning, linkages to preferred styles and patterns of learning, resolving learning purviews, suitable elevation, etc., in-progress material, the guileless amount of gobbledegook, etc.).
In order for resources to be effective, learning must be at their centre. For the work at hand, the tools that are designed should be appropriate for the job (Hu et al., 2019). Organizations are compelled to collect suitable eminence resources and mirror the extent of classrooms or lecture halls in order to satisfy demand and sustain high ethical standards and a respectable position in the worldwide earning union board by the Division of Instruction's methods and procedures. It is my responsibility as a health care practitioner and educator to be abreast of any changes in law governing my field, so that cash or assets may be provided to pupils containing in progress subject information at specified crucial phases. The core of learning must be at the heart of every resource's design. The tools that are created should be suitable for the task at hand (Beratan, 2019). The Division of Instruction enforces strategies and guidelines that compel organisations to gather adequate eminence resources and reflect the scope of classrooms or lecture halls in order to obtain or grow sufficient resources to meet requirement in order to maintain high ethical standards and achieve a decent locus in the global earning union board. Health care worker as well as Working with children, new people, and families, I ensure that I am regularly informed about any changes in legislation that governs my area of work as an educator so that resources or assets are delivered to students containing in progress content to be qualified at specific important stages.
2.2) Evaluating sources that inform resource development in own specialist area:
It is necessary to verify informal resource development using a variety of methods, from looking at existing excellent practises with colleagues and friends to reading reviews on the internet. For informal forms of resource development, a bookstore or study centre is the greatest option since it provides learners with a wide range of resources pertinent to the topic at hand, including non-friction newspapers and books. As a further benefit, networking with company management experts and using the internet to get relevant information may also be helpful in resource growth.
According to Mumba and Mkandawire, (2019), teachers must take into consideration award-winning organisations such as TCS, IBM, and others, which provide assistance and recommendations on resource creation. The learner’s overall knowledge of the subject will benefit from this. Resource development and improved connection between students and instructors would benefit from the use of online evaluation of different entrepreneurs on business-related topics as well as other websites. Interacting with professionals and commercial providers will assist in resource development based on more efficient and appropriate information of real-life business word, data on how to deal with issues, etc. which will ensure deeper understanding for the learner and help them to achieve a better situation and qualification level relevant to the subject.
2.3) Analysing how theories, principles and models of inclusive curriculum design can be used to inform resource development in own specialist area:
There are several theories, methods, and ideas that may be used to the business management program in order to build resources. Maslow’s hierarchy of needs may be taken into consideration to meet various levels of need, such as social, self-esteem and safety, and they can be fulfilled sequentially without overlapping (Louws et al., 2017). Based on this hypothesis, I’ll be able to help my students remember the material they learn for a longer period of time.
However, the “Bloom’s Taxonomy model” can also be used to properly address the learning domain and ensuring that my pupils are able to take into consideration the material I teach in order to build something innovative in the future (Radmehr and Drake, 2018). There are many ways to remember what you’ve learned in school, but this framework will help one remember it in a more effective way because it’ll help one better grasp what you’ve learned and how you can use what you’ve learned so that you may create something unique in your life.
When it comes to extending learning opportunities to students, blended resources can be used to build dynamic interactions between students and teachers, introduce internet resources that can augment students’ learning, and create virtual learning environments that can help students with special needs better grasp material.
2.4) Analysing ways in which resources can be adapted to enable an inclusive approach in own specialist area:
Use of technology like software, hardware, the internet and virtual learning environments are all used to make materials more accessible. In this way, the student may create their own website according to their own reference and use brain games as well as mind games to study the material more effectively. Students that learn in this way have a strong creativeness and problem-solving abilities and are good at adapting to the subject matter. Among the most effective methods to implement an inclusive strategy for students with learning issues and impairments is to use a power point slide appropriately (Santi, Gorghiu, and Pribeanu, 2020). As a result, students will be able to absorb more of the material in a more effective manner this way. One may also impact the entire learning environment to accommodate an inclusive approach by employing elements of the workplace setup. Learning environments may be modified to reflect a working setting, such as in a business management course. This one will aid the student in gaining a better understanding of the general subject matter, and this will aid them in completing the course in a more efficient way (Maguire and Delahunt, 2017). In the end, enabling students to use their own resources, such as adapted tools and equipment, would increase their interest in the topic and their willingness to participate in activities in the classroom.
2.5) Designing resources consisting of those that include emerging and new technologies to meet and engage the individual needs of learners in their specialist area
Developing technologies, such as “Virtual Reality,” “Artificial Intelligence,” and “Augmented Reality,” are being incorporated into the classroom by schools throughout. The goal is to allow for more innovative and engaging methods of teaching and learning (Bragg, Walsh, and Heyeres, 2021). I have given my pupils study guides and worksheets, but I did not get the results I expected, so I have teamed up with new technologies to help my students get the most out of them. Flashcards, 3D objects, and virtual reality helped them learn about visualisation. The usage of technology by my pupils has allowed them to make significantly more progress than I had anticipated. These contain all of the “hand-outs, data of educational work notes and workbooks articles and replicas of apparatuses or tools and also, operator attendants to engage the use of computers”. High-quality new-age technological resources for developing pupils include all of these. “Video or DVD use, many internet resource folders, virtual knowledge environment resources, active board resources, and e-learning study centre resources” are some of the several new and evolving technologies that may be used to fulfil the needs of people.
2.6) Employing resources to meet and engage the individual requirements of learners in their specialist area
Resources that instructors must consider in satisfying students’ specific needs include comprehension, linguistic and cultural situations, degree of knowledge/expansion of the educational time, as well as benefits and techniques. All students, including those who are struggling, those who are learning English, those who are gifted and brilliant, and those from a variety of cultural backgrounds, must be aware of these difficulties. As far as I can tell, tutoring should be based on the students’ prior knowledge and not punish them for mistakes. Knowledge and skill gained in a person’s native language must be used in the education and participation of “non-English” speakers (Monteiro and Forlin, 2021). Those who do not speak English as their first language might benefit from instruction that is comparable to that provided to native speakers of the language. In my classroom, I have seen that students vary in their abilities to analyse and write based on their level of proficiency. That is why a large amount of time available for learning reading skills is critical. Besides educational considerations, I and other educators must also take into account individual needs, which are largely the same for many different groups of students.
Task 3
3.1) Elaborate ways through which resources can be stored and classified
As an educator, it is important to me to organise information and resources in a way that makes it easy for others to get the knowledge and data I have collected. My materials and resources are organised by course unit on my PC. For my paper-based filing, I utilise folder dividers to show each week of the unit being taught and protect the lesson’s creative resource (Mustafa and Zulhafizh, 2018). PowerPoints, handouts, or a word search are all examples of this. Every day in my job as a teacher, I utilise Microsoft office products, including excel to construct databases to store previously created and archived documents, and sets of folders for various subject areas that I develop and maintain.
In addition, I have a good storage system for my materials and safe tools and equipment to use. In my classroom, my students prefer web-based games and classroom activities, therefore the tools are most beneficial to adult learners (Pattar et al., 2018). Tapes and discs, particularly computer floppy discs, may be difficult to properly preserve and store when space is limited inside an organisation and access might be restricted for security reasons. This can make it difficult to accomplish appropriate preservation and storage. In order to store online papers and downloadable content from places like the Skills Workshop and the Excellent Gateway, I always utilise my USB flash drive.
3.2) Illustrating ways of resources sharing with other professional learners
In my work as a diploma trainer, I collaborate with other experts and exchange information. An intranet system with user storage and a single source bank of shared materials, such as journals, are designated as the Virtual Learning Environment (VLE). Students and professors may interact and share ideas over the internet (Mathew et al., 2019). For presentations and seminars, these resources offer teacher-created content. I utilise the Virtual Learning Environment (VLE) to identify common materials, such as journals, that can be shared with other staff members and it is an intranet system with general user storage (Mathew, Sreehari and Al-Rubaat, 2019). It makes it possible for individuals to communicate with students and educators over the internet. Materials for presentations and lectures created by teachers are included in this set of resources. In addition, it gives educators a chance to figure out how to promote effective methods.In addition, it enables instructors to find strategies to disseminate best practises to students. Resources may be shared as follows:
Social Networking: Sites like Twitter, Facebook, and YouTube have exploded in popularity, providing a platform for people of all walks of life to communicate. Pictures and recordings may be shared on these sites and then edited into a variety of educational movies (Oddone, Hughes and Lupton, 2019). Online instructional videos may be shared and posted by educators on social networking platforms. I have included a slew of YouTube videos straight into my presentation.
Online File sharing: Files may be shared through YouTube, OneDrive, Dropbox, Emails, and Stream. When exchanging knowledge and resources, for example, I often utilise email. I have been known to get lost in the design of a resource even if a fellow Member has already finished it. Because it provides me with immediate feedback, this is a great tool.
Published Journals: Teachers may borrow resources from the “British Library” for research and teaching purposes. There is a wide variety of publications and periodicals accessible for both non-profit and for-profit organisations across the globe. There are a number of businesses that provide professional development possibilities for teachers, such as Open University, “Massive open online courses” Pearson, and TES (Oddone, Hughes and Lupton, 2019). MOOCs are relatively new ideas that are open to anybody who wants to participate. This is why the “Blend Space” is a brand-new TES idea that gives all instructors the opportunity to prepare, attempt to adapt, and organise classes.
Task 4
4.1) Review legal requirements and responsibilities relating to the development and use of resources:
In order to protect the authority of resources, there are a number of legal requirements and responsibilities associated with their growth. After the death of an author or artist, there is a time constraint of 50 years set by the "Copy Right Design and Patent Act of 1988" on the use of that person's creative work, such as music compositions or written works. In addition, the "General Data Protection Act of 2018" mandates the fair and legitimate use of information in accordance with the rights of data holders, ensuring that the data of those rights holders is adequately protected. Additionally, there is a licencing agreement for storage content, which grants exclusive access to the licenced resource to the holder for their own purposes (Dicke, et al., 2018). Furthermore, the "Health and Safety at Work Act 1974" demonstrates that the employer must take effective measures to protect the protection and reliability of the workforce while they are on the job. Medical benefits, free health checks, workplace security, etc. may all be provided to workers as part of this. For a longer period of time, all these legal requirements and obligations help to safeguard important information and resource development inside the organisation and help people to maintain the safety, protection, distinctiveness, creativity, and innovative work and asset design they have come to expect.
Copyright Legislation: The Intellectual Property Office describes copyright as the "Protection of literary, cinematic, theatrical, and creative works, recording, books, and broadcast" (Gov.UK). To utilise a copyrighted work of another individual, I will need their permission. Using the Internet is subject to the same copyright regulations, according to Wilson (2014). Copyright infringement is categorically prohibited. My job as just a diploma instructor requires that I keep a close eye on how I use my time and resources, and that I adhere strictly to the rules. My university has a teaching licence that allows me to use extracts from books for classroom discussion. In addition, I am bound by agreements with my educational institutions in regards to the use of copyrighted materials.
Plagiarism: If anybody else's work or ideas are presented as your own, even if you didn't provide permission, it's plagiarism at Oxford University. Under examination norms, plagiarism is an administrative offence whether it is deliberate or negligent (Jereb et al., 2018). In my university, it is considered a significant violation to utilise someone else's ideas or efforts without citing them as your own. This is also a kind of fraud. It's my job as a teacher to ensure that all of the information sources I utilise in my classroom are properly understood.
Photocopying restrictions: The copyright, style, and patents legislation of 1988 is known as the copyright, layout, and patents law of the United Kingdom. Copyright law protects material used by many educational institutions, including colleges and universities. Photocopying laws and limitations require that my educational institution guarantee that all personnel are licenced by "Educational Recording Agency" (ERA) and copyright licencing agency, "Copyright Licensing Agency" (CLA) (Jereb et al., 2018).
4.2) Analyzing the implications of intellectual property rights and copyright for the development and use of resources:
Intellectual property rights confer ownership of one's own mind's work on the creator. In most instances, the creator receives this right, which serves as an exclusive right over their work for a certain amount of time (Clements and Sarama, 2020). When it comes to the creation and use of resources, the implications of intellectual property rights mean that anyone other than the original creator must first secure the authorization of the original creator. As a result of this right, creators may protect their work for a longer period of time, which in turn helps them to develop new tools that make the lives of students simpler and more adaptable.
Intellectual copyright, which includes trademark, copyright, and invention rights as well as intellectual property rights, protects the uniqueness of any scholar's research, writer, or other connected artist. Trying to copy a scholar or writer's work is restricted by this legal right, and if the work is used by anyone for any purpose, the writings of the work must be acknowledged whenever possible and appropriate.
When it comes to defending the identity of the author, or artist or producers of a work, intellectual property rights including copyright play an important role (Cook-Sather and Felten, 2017). As a result, the uniqueness of the resources developed by the creator is better protected, and the creator's creativity is identified.
Task 5
5.1) Evaluating the effectiveness of own design and use of resources to engage and meet the individual needs of learners in own specialist area:
Building up the learning environment in line with the specifications of the subject matter may enhance the efficacy of one's own design and the use of resources in engaging the learner. As a further consideration, the classroom's general learning environment ought to be able to meet the needs of the courses that also are taught inside (Ghaith, 2018). It is essential that the tools and equipment available in a classroom setting, such as projectors, SMART boards, and high-speed internet, reflect the current business environment in order to keep students interested in the material and better prepare them for the future of their companies. This will ensure that students gain the skills and knowledge necessary for their success.
In addition, instructors may evaluate the overall effect of resource design when determining the success of their own creation and use of resources to engage students. Creating a good visual impact in the classroom, for example, via the use of a virtual learning area or a power point presentation, can assist to better engage the students. This may also be evaluated by how much assistance the student receives from the resource design when it comes to solving their difficulty with the subject matter. When an instructor takes into consideration existing knowledge, enhanced creative imagining capacity, ability to raise awareness among learners, etc. provided by resource design, this indicates that overall efficacy may be observed in the classroom (Michael, 2019). A resource's ability to successfully assist a student in a particular amount of time and to use different ICT technologies to better support the learner and elicit more active engagement from the learner in the classroom is also a factor in its effectiveness.
Resources have been identified to help students get a better education. The educational project's necessary tools and materials are listed below.
Lecture notes: Textual information may be conveyed to students through lecture notes. Improves the theoretical understanding of the topic matter. In this approach, a constructive research technique will be used (Lau et al., 2018). The lecture notes I provide to my students are designed to help them better understand what they are reading.
Slides:Slides from the PowerPoint presentation will make the learning process more enjoyable and effective. Using an image diagram and comments on the diagram, a teacher will be able to effectively convey any topic. Slides are an essential part of each lesson I teach, and I always utilise them to help students learn more effectively. Students benefit from a richer visual experience when using colourful slides in the classroom.
Mobile applications: Students will be able to participate in a variety of classroom activities via using an app from the app store (Lau et al., 2018). Teachers may increase their level of connection with students by using the mobile app. Using video conferencing tools like Zoom, I often deliver online instruction to my students.
Projector: Using a projector to effectively teach many kids would be beneficial. The projector might be used by the instructor to demonstrate computer processes. As a result, teachers may use video files to enhance the learning experience for their pupils. Teachers can use PowerPoint presentations of the highest level of sophistication in the classroom thanks to projectors (Mustafa and Zulhafizh, 2018). Students can better grasp the material that the instructor deems to be the most important when projectors are used in the classroom. When presenting material to my students, I frequently make use of such a projector. This aids their comprehension of what we are covering in class.
5.2) Identifying own strengths and areas for improvement in relation to development and use of resources in own specialist area:
Strengthening one's own inner resources is critical to improving one's effectiveness as a teacher and a learner. To be strong, one must have the self-assurance to use a wide range of options. Strength has a positive and beneficial impact on people's life. When it comes to a wide range of resources and excellent design, it's ideal. For example, it is able to determine oneself as a strong person by selecting talents or knowledge about oneself. Frequent awareness updates, Use of ICT technology, development and exploration of understand exactly in the domain of one's own talents are some of the ways to improve skill levels (Hinostroza, 2018). Knowing one's own power is essential for self-improvement. A person's strength may be measured by conquering several hurdles. As just an educator, I've been able to identify my own strengths and disadvantages when it comes to engaging students in the study of business management via the use of numerous tools. As far as my strengths go, it has been determined by me that I am capable of using a wide variety of resources to assist my students for when they need it (Clements and Sarama, 2020). In addition, I am constantly conscious of the influence that different resources have on my pupils when considering the various ICT tools to offer the necessary assistance to my students. For the most part, I do this by dividing up my students into groups depending on their varying levels of academic aptitude and then giving them with the assistance they need in order to help them advance in their lives.
On the other hand, there is room for improvement in the overall practical skill required to adapt to a new resource design in order to improve the flexibility of the learning process as a whole. This can be accomplished by learning more about the different resource designs and their applications. In addition, I need to work on my time management and completion of the course inside the allotted time. I can do this by taking on additional time-sensitive responsibilities. Finally, I need to know more about how course is progressing so that I can help and educate my students better.
5.3) Planning opportunities to improve own skills in development and use of resources in own specialist area.
For those who are interested in developing their own skills and resources in the specific sector, the following information is relevant:
Review of resources available: It is critical that I get familiar with both the tools and resources accessible to me in order to improve my ability. Laptops, cell phones, and other electronic devices are the most often used modern-day tools. If I want to test my abilities, I must learn more about how these devices work.
Lecture notes: The lecture note is a useful tool to keep track of how well a class is going. Students take notes on valuable information they learn from their instructors. This is a critical component of research performed with the user'slater in mind (Lau et al., 2018). As a result, our knowledge of the topic has been expanded. Furthermore, taking notes during a lecture not only benefits the student, but it also aids my understanding of the material.
Participating in good practise groups: Good practise groups may help students develop skills that are applicable both to the group and the individual, such as the capacity to break down difficult activities into manageable pieces and stages. Time management as well as planning may also be improved by using it. Debate and justification will also aid in Perceiving comprehension. As a result, being a member of a strong practise group would help me improve my expertise in my own field and the instruction I deliver to my pupils.
Work shadowing: Viewing an employee who is typically professional in their work as a work shadow is a way for new employees to learn more about their position (Kulalaieva and Leu, 2019). To obtain a feel for a potential career path, students and teachers alike often take full advantage of work-shadowing opportunities. As a result, I may make use of this method to map out ways to improve my own resource management abilities and understanding. I'm able to watch the more senior professors who are more knowledgeable about the subject matter. A better learning experience for students will result from this, since I will be able to learn more about my course.
References
Beratan, K.K., 2019. Improving problem definition and project planning in complex natural resource management problem situations using knowledge brokers and visual design principles. Ecology and Society, 24(2).
Bragg, L., Walsh, C., and Heyeres, M., 2021. Successful design and delivery of online professional development for teachers: A systematic review of the literature. Computers & Education, p.104158.
Clements, D.H. and Sarama, J., 2020. Learning and teaching early math: The learning trajectories approach. Routledge.
Cook-Sather, A. and Felten, P., 2017. Ethics of academic leadership: Guiding learning and teaching. Cosmopolitan perspectives on academic leadership in higher education, pp.175-191.
Dicke, T., Stebner, F., Linninger, C., Kunter, M. and Leutner, D., 2018. A longitudinal study of teachers’ occupational well-being: Applying the job demands-resources model. Journal of occupational health psychology, 23(2), p.262.
Ghaith, G.M., 2018. Teacher perceptions of the challenges of implementing concrete and conceptual cooperative learning. Issues in Educational Research, 28(2), pp.385-404.
Hinostroza, J.E., 2018. New challenges for ICT in education policies in developing countries: The need to account for the widespread use of ICT for teaching and learning outside the school. ICT-Supported innovations in small countries and developing regions, pp.99-119.
Hu, S., Torphy, K.T., Opperman, A., Jansen, K. and Lo, Y.J., 2018. What do teachers share within socialized knowledge communities: A case of Pinterest. Journal of Professional Capital and Community.
Kulalaieva, N. and Leu, S., 2019. Work-based learning involving the dual education elements. ???????? ?????? ????????? ??????????-????????? ?????? ???? ???????. ?????????? ??????????, (18), pp.162-168.
Lau, K.H., Lam, T., Kam, B.H., Nkhoma, M., Richardson, J. and Thomas, S., 2018. The role of textbook learning resources in e-learning: A taxonomic study. Computers & Education, 118, pp.10-24.
Leistritz, F.L., Murdock, S.H. and Leistritz, F.L., 2019. The socioeconomic impact of resource development: Methods for assessment. Routledge.
Louws, M.L., Meirink, J.A., van Veen, K. and van Driel, J.H., 2017. Teachers’ self-directed learning and teaching experience: What, how, and why teachers want to learn. Teaching and teacher education, 66, pp.171-183.
Maguire, M. and Delahunt, B., 2017. Doing a thematic analysis: A practical, step-by-step guide for learning and teaching scholars. All Ireland Journal of Higher Education, 9(3).
Mathew, N.G., Sreehari, P. and Al-Rubaat, A.M., 2019. Challenges and implications of virtual e-learning platform in EFL context: Perceptions of teachers. International Journal of English Language Teaching, 7(2), pp.100-116.
Mathew, N.G., Sreehari, P. and Al-Rubaat, A.M., 2019. Challenges and implications of virtual e-learning platform in EFL context: Perceptions of teachers. International Journal of English Language Teaching, 7(2), pp.100-116.
Michael, A., 2019. A handbook of human resource management practice.
Monteiro, E. and Forlin, C., 2021. Enhancing teacher education by utilizing a revised PGDE curriculum as a fundamental resource for inclusive practices in Macao. Resourcing Inclusive Education (International Perspectives on Inclusive Education, Vol. 15), Emerald Publishing Limited, pp.147-164.
Mumba, C. and Mkandawire, S.B., 2019. The Text-based Integrated Approach to Language Teaching: Its Meaning and Classroom Application. Multidisciplinary Journal of Language and Social Sciences Education (2664-083X, Online ISSN: Print ISSN: 2616-4736), 2(1), pp.123-142.
Mustafa, M.N. and Zulhafizh, Z., 2018, December. The use of Technology to Ensure the Quality of Teaching and Learning: Senior High School Teachers’ Perspective. In Proceedings of the UR International Conference on Educational Sciences (pp. 765- 771).
Mustafa, M.N. and Zulhafizh, Z., 2018, December. The use of Technology to Ensure the Quality of Teaching and Learning: Senior High School Teachers’ Perspective.In Proceedings of the UR International Conference on Educational Sciences (pp. 765- 771).
Oddone, K., Hughes, H. and Lupton, M., 2019. Teachers as connected professionals: A model to support professional learning through personal learning networks. International Review of Research in Open and Distributed Learning, 20(3).
Pattar, S., Buyya, R., Venugopal, K.R., Iyengar, S.S. and Patnaik, L.M., 2018. Searching for the IoT resources: fundamentals, requirements, comprehensive review, and future directions. IEEE Communications Surveys & Tutorials, 20(3), pp.2101-2132.
Radmehr, F. and Drake, M., 2018. An assessment-based model for exploring the solving of mathematical problems: Utilizing revised bloom’s taxonomy and facets of metacognition. Studies in Educational Evaluation, 59, pp.41-51.
Santi, E.A., Gorghiu, G. and Pribeanu, C., 2020. Teachers’ Perceived Self-Efficacy for Mobile Teaching and Learning. Romanian Journal for Multidimensional Education/Revista Romaneasca pentru Educatie Multidimensionala, 12.
