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In education, realia (/ r iː ˈ eɪ l ɪ ə /) are objects from real life used in classroom instruction by educators to improve students' learning. [1] A teacher of a foreign language often employs realia to strengthen students' associations between words for common objects and the objects themselves. In many cases, these objects are part of ...
3D model used for teaching geometry. Instructional materials, also known as teaching materials, learning materials, or teaching/learning materials (TLM), [1] are any collection of materials including animate and inanimate objects and human and non-human resources that a teacher may use in teaching and learning situations to help achieve desired learning objectives.
They can represent items, people, activities and/or events, and look or feel similar to what they refer to. [2] [3] [5] [6] For example, a cup can be used as three-dimensional tangible symbol to represent the action: "drink". [6] A photograph of a cup can be used as a two-dimensional tangible symbol to also represent the action: "drink".
A similar perspective is viewing representation as part of a larger field, as Mitchell, saying, "…representation (in memory, in verbal descriptions, in images) not only 'mediates' our knowledge (of slavery and of many other things), but obstructs, fragments, and negates that knowledge" [8] and proposes a move away from the perspective that ...
the presence of will or volition, which enables human beings to act; the emotions, which pertains to the affections and passions that enable human beings to experience pleasure, pain, love, and hate; and, the intellect or understanding, which is the foundation of human rationality that enables him to make judgments and comprehend meanings. [9]
Boundary objects are said to allow coordination without consensus as they can allow an actor's local understanding to be reframed in the context of a wider collective activity. [7] Similarly, Etienne Wenger describes boundary objects as entities that can link communities together as they allow different groups to collaborate on a common task. [8]
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A learning object is "a collection of content items, practice items, and assessment items that are combined based on a single learning objective". [1] The term is credited to Wayne Hodgins, and dates from a working group in 1994 bearing the name. [2]