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simulations, games, workshops, casual conversations, discussions, debates,
talk shows and the like; and (6) environment: classrooms, studios, libraries,

halls, friends, gardens, markets, shops, museums, offices and so on.
According to the Association of Educational Communication Technology
(AECT), learning resources are all sources (whether in the form of data,

people, or objects) that can be used to provide learning facilities for students.
Learning resources include messages, people, materials, equipment,

techniques, and environment/settings. From their origin, learning resources
can be divided into two: learning resources by design or learning resources
that are intentionally created for learning purposes. Examples are textbooks,

modules, audio programs, and transparencies (OHT). The second type of
learning resource is learning resources that are already available and just

being utilized (learning resources by utilization). These are not explicitly
designed for learning purposes but can be found, selected, and utilized for
learning purposes. Examples: government officials, expert religious leaders,

athletes, zoos, reservoirs, museums, films, rice fields, terminals, newspapers,
television broadcasts, and many others.
The Development of Miracles in the World of Education Eric Ashby

(1997), an education observer, explains the stages of the development of
learning resources. He divided it into four stages as follows:
First, pre-teacher learning resources. At this stage, the primary

learning resources are people in the family or group environment; other
sources are still very scarce. The objects used are in the form of leaves or tree

bark with symbols and verbal cues as the contents of the message. More
knowledge is obtained by trial and error so that the results are still simple and
absolutely under the control of parents or family members. The hallmark of

this stage is its closed and secret nature.
Second, the birth of the teacher is the primary source of learning. At

this stage, the forerunner of the school. Changes occur in management,
teaching content, the role of people, techniques, and others. The number is
still limited, and the teacher's role is dominant. Likewise, the quality of