26 Resource-based learning can be planned differently – in a more guided way. The teacher can make a preliminary selection of all reliable resources (including appropriate Webpages). This way, more control of relevant information is formed and also the level of difficulty of resources is assigned by the teacher this way (Campbell et al., 2001). Such an approach is especially appropriate for younger pupils as they are not yet proficient readers. If the teacher provides or suggests several different resources (digital or printed, photos, different books etc.), pupils should select the most appropriate resource. If not sooner, the moment where a pupil has free choice of selecting resources is the moment when their active participation is established. Whether they’ll have completely open hands on selecting resources, whether they’ll select one or more resources lies partially on the teacher's choice, partially on the topic/issue of the learning lesson, partially on the structure of the learning lesson itself. Resource-based learning is not meant as a stand alone learning approach or teaching methodology (Hill & Hannafin, 2001). It is more likely to be mixed with other approaches, such as inquiry-based learning or problem-solving. It can serve as a starting point or as a support during the process of inquiry, research. For OTA project, resource-based learning is important from a point of view of the digital age. OTA project lessons are meant to be implemented as online lessons as the project aims to support the difficulties of an on-line teaching and learning that came across during the worldwide on-line education as a consequence of a COVID-19 pandemic. Thus, the internet itself is an inevitable asset. To follow one of OTA crucial elements when designing activities: “low cost materials that are possible to find at home” the advantage of internet access seems to present itself and is indeed convenient. To actively engage pupils, the internet does not only serve as an information provider, but it is also a tool for producing material, such as presentations, videos, photos etc. and has an enormous potential to keep pupils creative, active and focused. That said, the potential of the internet for pupils to misdirect them should not be ignored. Therefore, the planning of lessons should be precise, with clear instructions and time limit to prevent as many pupils’ departures from the topic as teachers can while teaching remotely. Combining RBL with art to teach science subjects: Resources such as easy internet access allow teachers as well as learners to find an infinite amount of all sorts of artwork. From famous virtual galleries to street art and personal art from rather unknown artists on portals such as Pinterest, Artsy, Instagram etc.
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