[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-588566-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-588566-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","adaptations-to-a-learning-resource-paul-libbrecht","ADAPTATIONS TO A LEARNING RESOURCE - Paul Libbrecht","","Learning resources are presented as reusable digital units that teachers and learners can exchange to support learning processes. The paper asks what characteristics make such resources easily exchangeable, while noting that prior studies often focus on publishing and transformation rather than realistic use cases that reflect teachers’ technical competency. Using a concrete context-crossing exchange, it identifies facets enabling resources to be found, adopted, and adapted, and to support exchange of practices.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/adaptations-to-a-learning-resource-paul-libbrecht/588566/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/adaptations-to-a-learning-resource-paul-libbrecht/588566.png","ImageObject",300,407,{"name":42,"@type":43},"Rizky","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-10","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":26},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the paper focus on regarding learning resources?","Question",{"text":62,"@type":63},"It focuses on the characteristics that make learning resources easily exchangeable, especially in realistic scenarios that account for teachers’ technical competency.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How does the paper define learning resources?",{"text":67,"@type":63},"Learning resources are described as digital artifacts similar to learning objects, intended to be reused across teaching and learning opportunities.",{"name":69,"@type":60,"acceptedAnswer":70},"Why are repositories important for learning resources?",{"text":71,"@type":63},"Repositories provide appropriate places for exchange, enabling different learning resources to be identified, searched for, proposed, and ultimately exchanged.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},588566,1792065507,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":26,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":79,"read_time":117,"preview_page_count":4},962085564807,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","ADAPTATIONS TO A LEARNING RESOURCE  \nPaul Libbrecht  \nAbstract: Learning resources have been created to represent digital units of exchangeable materials that teachers and learners can pull from in order to support the learning processes. They resource themselves. Leveraging the web, one can often find these resources. But what characteristics do they need in order to be easily exchangeable? Although several investigations have explored the ways in which resources are transforming the practice and ways to publish, few have considered realistic use cases, where the technical competency of the teacher is accounted for. Based on a concrete context-crossing exchange, this paper highlights facets of learning resources that enable an exchange of learning resources and, thus, the exchange of practices.  \nDoing this allows us to highlight important facets that learning resources should show in order for them to be found, to be adopted, and to be adapted.  \nKey words: Learning resource, sharing, adaptations,  \nMSC classification: 97U70  \n1. Introduction: Learning Resources and their Environment  \nThe introduction of computers has introduced multiple new possibilities of communication in our planet. Among them, a particular type of media is only to be found among the educators' community: learning resources.  \nLearning resources are similar to the learning objects described by D. Wiley [15]: they are digital artifacts that can be re-used in teaching and learning opportunities. The concept of learning resource can often be perceived as being quite general, going from a ruler to an exercise sheet, from generic software to didactical scenario. Among them, the Open Educational Resources (OERs) form a category of resources that are particularly easy to exchange because they are the objects of a permission: a license which allows free (re)distribution.  \nLearning resources have been studied in multiple research (such as the survey on mathematics resources’ usage in [3] or the early vision [16]) . In the mathematics education community, one can see several strands that converge around learning resources:  \n• Many advertise the important potential of learning resources to enrich the teachers' practice, for example to support him or her in deploying new technologies or pedagogies. In their investigations of the documentational approach [2] Gueudet and Trouche analyze the mutual enrichment of the professional development of the teacher and the learning resources they use and develop.  \n• Multiple research, e.g. recently [7], or less recently [13], shows that the interpretation, hence the benefit and the sustained use, of learning resources can vary drastically from one teacher to another. Kieran and others [9] show how a sample of learning resources become interpreted in very different ways by different teachers.  \nOne would expect that the proliferation of learning resources, stimulated by a possibility to freely exchange them, would open the door to a wider use of digital technology in classrooms. It could become so widespread that resources would be available for all teaching practice types. However, this has not yet happened.  \nFor this, learning resources need to find appropriate places of exchange, where different flavours can be easily identified, searched for, and proposed. That is the role of learning resources repositories.  \nThese are genereally web-based environements where users search for learning resources, exchange about them, collect them and rate them.  \nSeveral basic initiatives can be seen as learning resources repositories. Simple folders when one collects things are elementary examples; in these cases, the file names, folder names, and maybe the file-types constitute all of the information that allows a classification so as to assess or identify theresource; this is how the SFODEM initiative started in the mathematics education community in France [4] . Similarly, multiple online forums can be seen as collecting learning res","cbCaivE8psRUNd90","https://ap.wps.com/l/cbCaivE8psRUNd90","pdf",554485,"English","# Abstract\n# Key words\n# MSC classification\n# 1. Introduction: Learning Resources and their Environment\n## Learning resources, learning objects, and Open Educational Resources (OERs)\n## Research strands on learning resources usage and interpretation\n## Learning resources exchange places and repositories\n## Web-based repositories: searching, exchanging, collecting, rating","[{\"question\":\"What does the paper focus on regarding learning resources?\",\"answer\":\"It focuses on the characteristics that make learning resources easily exchangeable, especially in realistic scenarios that account for teachers’ technical competency.\"},{\"question\":\"How does the paper define learning resources?\",\"answer\":\"Learning resources are described as digital artifacts similar to learning objects, intended to be reused across teaching and learning opportunities.\"},{\"question\":\"Why are repositories important for learning resources?\",\"answer\":\"Repositories provide appropriate places for exchange, enabling different learning resources to be identified, searched for, proposed, and ultimately exchanged.\"}]","ADAPTATIONS TO A LEARNING RESOURCE - Paul Libbrecht | PDF"]