Distance Education Council Handbook On Transformation Of Print Materials Into Self Learning Materials

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Distance Education CouncilHandbookOnTransformat
ion Of Print Materials Into Self
Learning Materials



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Prepared

• By
• Manjulika Srivastava
• Acknowledgements
• I acknowledge the idea given by Dr. Sanjaya
  Mishra, Reader, STRIDE and Prof. P K Biswas.
  Prof. STRIDE to develop this CD-ROM along with
  the printed handbook. We have jointly done
  several workshops on transformation of print
  materials into SLMs and therefore a few slides
  have been borrowed from their presentations too.

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Contents
Theoretical BaseSection 1 Defining Self
Learning Materials
Section 2 Student Learning and Instructional
Design
Practical
GuideSection 3 Transformation into SLMs
Section 4 Transformation
of a Lesson/ Chapter into a
SLM Unit

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Section 1

• Defining Self Learning Materials

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Definition

• Self-Learning Materials (SLMs)Self-learning
  materials (SLMs) are basically learner-centered
  materials. Open, distance and flexible learners
  usually depend a lot on SLMs because they have to
  learn on their own, at a time, pace and place of
  their own choice.

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Forms of SLMs

• Books
• Workbooks
• Worksheets
• Audio tapes
• Video tapes
• Computer based packages
• Web based packages
• CD-ROMs
• Etc

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• SLMs are different from other learning materials
• because
• can they make a learner
• think, write and do

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For example

• Thinking can be stimulated by setting questions.
  Questions encourage a learner to stop and think
  for a while before moving to the next step.
• Writing exercises help learners to consolidate
  what they learnt. Writing notes / points also
  makes a learner attentive and active.
• Doing something practical helps in learning. It
  develops skills.

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SLM s
Think - through questions Write
- setting exercises Do -
through practical exercises / activities
Retention Practice Thinking
Application Learning
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Special features of self learning
materialsDerek Rowntree (1994)

• Clearly stated objectives
• Advice about how to study the material
• User-friendly, You to study the material
• Shortish, manageable chunks of learning
• Fewer words than usual per page (or screen)
• Plenty of helpful examples
• Reference to the learners experience
• Illustrations used where they are better than
  words
• Headings to help learners find their way around
• Links to other media where appropriate
• Obvious awareness of different learners to use
  the materials
• Space for learners to write down their own ideas
  
• Feedback to help learners check their own
  progress
• Suggestions about getting help from other people
• Summary and Glossary at the end of every unit.

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CHARACTERISTICS OF SELF-LEARNING MATERIALS
Self -Explanatory Learner can understand without
external support. Self-Contained Learner may
not need additional materials Self-Directed
Learner is given necessary guidance, hints,
suggestions at each stage of learning
Self-Motivating Materials arouse curiosity and
are related to familiar situations
Self-Evaluating Self assessment
questions/ exercises, activities, unit-end
questions, etc. for providing feedback on
performance
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Relationship between Access Devices and
Interactive Instructional Steps
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Production of SLMs Stage 1 Course
planning Stage 2 Course development Stage
3 Course production
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Stage 1 Course planning Need assessment
Defining objectives Analyzing resources
Selection of media Evaluation methods Delivery
mechanism Stage 2 Course development Arranging
the topics Preparing unit outlines Writing the
text Stage 3 Course production Editing
Layout Printing Media production
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ACCESS DEVICES USED IN SLMsOPENING
SECTION Title Unit Structure Objectives In
troduction Study guidanceMAIN BODY Thematic
Content Illustrations/ Photos Diagrams/Tables
Graphics/Charts Activities ReferencesENDIN
G SECTION Summary Possible Answers List of
References Bibliography Glossary
Further Readings Model Questions
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SUMMARY

• SLMs are a combination of interactive
  instructional steps and access devices, which
  help a learner to easily access and assimilate
  the contents. Access devices help the learners
  find their way into the text. The interactive
  instructional steps perform the task of tutoring
  by providing subject matter in sections and
  sub-sections, followed by in-text questions,
  activities and so on.

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Section 2

• Student Learning and Instructional Design

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Concept of Learning

• SLMs are developed on the principles of
  Instructional Design The term learning denotes
  the acquisition of knowledge, skills and
  attitudes to do something. Generally speaking
  there are two important statements about learning
  and instruction
• One learns by doing somethingOne learns by
  pursuing an instructional goal

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Domains of Learning

• Cognitive Domain
• Affective Domain
• Psychomotor Domain

• Measures the knowledge acquired
• Demonstrates the desired feelings and attitudes
• Relates to skill development through practice
  sessions/ training

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Blooms Taxonomy

• Basic Principle Simple to Complex
• Sequencing in Cognitive Domain

C O G N I T I V E
Evaluation
Synthesis
Analysis
Application
Comprehension
Knowledge
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Levels of Learning
C O G N I T I V E
Evaluation
Evaluate or judge the value of the content, compare and contrast, reason out, logically argue, etc.
Form new structures and patterns, generalize, arrive at conclusions, etc.
Able of determine the relationship between parts, identify various components, etc.
Apply the knowledge gained in new situations, solve problems, etc.
Grasp or comprehend the content or be able to summarize it, interpret facts, infer causes and visualize consequences, etc.
Recall previously acquired knowledge i.e.- facts, concepts, dates, events, places, ideas, etc.
Synthesis
Analysis
Application
Comprehension
Knowledge
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How Adult Learners Learn

• Problem-centered seek educational solutions to
  where they are compared to where they want to be
  in life.
• Results-oriented have specific results in mind
  for education-will drop out if education does
  not lead to those results because their
  participation is usually voluntary.
• Self-directed typically not dependent on others
  for direction.
• Often skeptical about new information prefer to
  try it out before accepting it.
• Seek education that relates or applies directly
  to their perceived needs that is timely and
  appropriate for their current lives.
• Accept responsibility for their own learning i.e
  learning is perceived as timely and appropriate.
  

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How Young Learners Learn

• Subject-oriented seek to Successfully complete
  each course, regardless of how course relates to
  their own goals.
• Future-oriented Youth education is often a
  mandatory and expected activity in a youths life
  and design for the youths future.
• Often depend on adults for direction.
• Likely to accept new information without trying
  it out or seriously questioning it.
• Seek education that prepares them for an often
  unclear future accept postponed application of
  what is being learned.
• Depend on others to design their learning
  reluctant to accept responsibility for their own
  learning.

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Instructional Design

• A
• Science
• Rooted in learning theories which are drawn from
  psychology, sociology, philosophy and education.
• An
• Art
• Designing of instructional materials is a highly
  creative process.
• A process used to create instructional materials.
  
• Tested, well researched mechanism of enhancing
  human learning.

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What is Instructional Design?

• Thorough pre-planning of delivery of
  instruction in a proper sequence of events is
  known as instructional design. As you know the
  literal meaning of instruction is a set of events
  that facilitate creative pattern. The purpose of
  instructional design is to plan and create
  situations that enhance learning opportunity of
  individual learners.

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Instructional Design

• - Description of the target group.
• - Programme/course specifications (syllabus)
• - Selection of the media to be utilized
• - Design of the courses/lessons (units)
• - Specification of objectives
• - Development of test items
• - Development of draft lessons
• - Pre-testing of the materials
• - Revision of the materials before their launch

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Models of Instructional Design

• Addie
• Gagne-Briggs Model
• David Merrill
• Dick and Carey
• Hannafin and Pack
• Gerlach and Ely
• More than hundred models exist.

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Systems Approach to ID

• Analyze define the needs and constraints
• Design specify learning activities, assessment
  and choose methods and media
• Develop begin production, formative evaluation,
  and revise
• Implement put the plan into action
• Evaluate evaluate the plan from all levels for
  next implementation

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Theories of Learning

• Behaviourism Based on observable changes in
  behaviour. Behaviourism focuses on a new
  behavioural pattern being repeated until it
  becomes automatic.
• Cognitivism Based on the thought process behind
  behaviour. Changes in behaviour are observed, and
  used as indicators as to what is happening inside
  the learners mind.
• Constructivism Based on the premise that we all
  construct our own perspective of the world,
  through individual experiences and Schema.
  Constructivism focuses on preparing the learner
  to problem solve in ambiguous situations.
• Experiential Learning Based on the fact that
  adults use the experience to create and construct
  their knowledge through observation, reflection,
  generalization, and testing.

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Behaviorism Behaviorism Cognitivism Constructivism Experiential
According to Behaviorists learning is a process similar to habit formation through conditioning which links desired responses to stimuli Synthesis The cognitivist approach takes into consideration activities such as perception, concept formation, language use, thinking, understanding problem solving, attention and memory The term refers to the idea that learners construct knowledge for themselves, each learner individually (and socially) constructs meaning as he or she learns, based on his/her own experiences Adult learners construct their own knowledge / perspective through their own individual experience and schema
Watson Thorndike Pavlov Watson Skinner Gagne Piaget, Vygotsky, Bandura Jerome Ausubel Bruner Mead Jonassen Merrill Perkins Kolb Knowles
Programmed instruction teaching machines Matter in small steps Learning objectives Activities, SAQs, etc Assignments Sequencing of content Diagrams, charts etc. Choice of media Guidance Structuring of knowledge Sequencing of content Motivating experience Problem oriented learning Learner profile based objectives Learner centered approach Questioning, critical analysis, application and reflection Task oriented learning Short and progressive steps Learning commensurate with past experiences Continual feedback of progress, motivation and stimulation
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Watson, Thorndike, Pavlov, Watson, Skinner

• Behaviourism
• Learning happens when a correct response is
  demonstrated following the presentation of a
  specific environmental stimulus
• Learning can be detected by observing an organism
  over a period of time
• Emphasis is on observable and measurable
  behaviours

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Behaviourism

• Instruction is to elicit the desired response
  from the learner who is presented with a stimulus
• Instruction utilizes consequences and
  reinforcement of learned behaviour
• Learner must know how to execute the proper
  response as well as the conditions under which
  the response is made

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Piaget, Vygotsky, Bandura, Jerome, Ausubel, Bruner

• Cognitivism
• Learning is change of knowledge state
• Learner is viewed as an active participant in the
  learning process
• Focus is on how learners remember, retrieve and
  store information in memory
• Examine the mental structure and processes
  related to learning

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Cognitivism

• The outcome of learning is not only dependent on
  what the teacher presents but also on what the
  learner does to process this information
• Focus of instruction is to create learning or
  change by encouraging the learner to use
  appropriate learning strategies
• Teachers/designers are responsible for assisting
  learners in organizing information in an optimal
  way so that it can be readily assimilated

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Mead, Jonassen, Merrill, Perkins

• Constructivism
• Learners build personal interpretation of the
  world based on experiences and interactions
• Knowledge is embedded in the context in which it
  is used (meaningful realistic settings)
• Believe that there are many ways (multiple
  perspectives) of structuring the world and its
  entities

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Constructivism

• Instruction is a process of supporting knowledge
  construction rather than communicating knowledge
• Engage learners in the actual use of the tools in
  real world situations
• Learning activities should be authentic and
  should centred around the problem as perceived
  the learners

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Impact of Theories of Learning on Instructional
Design

• Behaviourism
• Watson, Thorndike, Pavlov, Watson, Skinner
• Cognitivism
• Piaget, Vygotsky, Bandura, Jerome, Ausubel,
  Bruner
• Constructivism
• Mead, Jonassen, Merrill Perkins

• Programmed instruction teaching machines
• Matter in small steps
• Learning objectives
• Activities, SAQs, etc
• Assignments
• Sequencing of content
• Structuring of knowledge
• Motivating experience
• Problem oriented learning
• Learner profile based objectives
• Learner centered approach
• Questioning, critical analysis, application and
  reflection

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How to Foster a Learning Culture

• Motivate learners
• Make learning problem-centered
• Help learners assume control of their learning
• Provide meaningful practice

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Designing for Instructional Events

• Gaining attention Show a variety of examples
  related to the issues to be covered
• Informing learners of the objectives Specify
  the objectives
• Stimulating recall of prior learning review
  introductions, summaries and issues covered

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• Presenting the stimulus - Adopt a framework for
  learning/understanding
• Providing learning guidance Show case studies
  and best practices
• Eliciting performance- Outputs based on issues
  learnt

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• Providing feedback Check all examples are
  correct/incorrect
• Assessing performance Provide self-assessment
  questions, including scores and remedies
• Enhancing retention and transfer Show examples
  and statements and ask learners to identify
  issues learnt

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Summary

• The objective of instructional design
  is to ensure that the distance learner learns and
  acquires the necessary knowledge and skills, and
  to enhance his/ her performance in his/ her own
  world as a student and ultimately in the world of
  work.
• That learning theory is the essential ingredient
  in instructional design. There is no single
  theory which instructional designers keep in mind
  while designing the instructional strategies and
  content. Behavioural approach can effectively
  facilitate mastery of contentsCognitive
  strategies are useful in teaching problem
  solvingConstructivist strategies are suited for
  dealing with ill defined problems.