Content development for distance learning

Digital Life Environments Congress DLE 2015

Mobile Application and Content Development

Istanbul University Congress & Cultural CenterMay 2015, Turkey

Content development for distance learning Title

:

Associate Professor Dr. Antonis Lionarakis Open & distance learning Hellenic Open University

Content development for distance learning

This Content is about to teach

(and delivered to learners so they can learn)

Content development for distance learning

Therefore the Content has to fulfill necessary

standards for teaching.

Content development for distance learning

The idea is to use three (3) unequal models of how

to design the content

Content development for distance learning

• Aristotle’ s approach of Rhetoric

Content development for distance learning

• Aristotle’ s approach of Rhetoric

• The taxonomy of text

Content development for distance learning

• Aristotle’ s approach of Rhetoric

• The taxonomy of text

• Bordwell’ s classical Hollywood

Content development for distance learning

• Aristotle’ s approach of Rhetoric

Spoken word

• The taxonomy of text

Written word

• Bordwell’ s classical Hollywood

Audiovisual word

Content development for distance learning

• Aristotle’ s approach of Rhetoric

What do we think when we listen the word “rhetoric”?

Content development for distance learning

• Aristotle’ s approach of Rhetoric

Rhetoric is the art of effective use of the language, written and spoken, when we use it as a technique for communication and persuasion

Content development for distance learning

• Aristotle’ s approach of Rhetoric

According to Aristotle:

Rhetoric is something between dialectics and morals. We could

name it ‘political science’. But it is not science which is involved

with the nature and characteristics of a subject.

Both dialectics and morals are abilities for producing syllogisms.

Also :

Rhetoric does not demand special knowledge for any subject.

It demands special skills, experience and practice. It demands

Persuasion and Argumentation

• Aristotle’ s approach of Rhetoric

• Aristotle’ s approach of Rhetoric

The study parts of Rhetoric according to Aristotle :

• Search (finding of arguments, smart ways for having right ideas)

• Order / economy (a plan a speech, design of speech)

• Word (expression)

• Memory (techniques of memorizing)

• Action (the way to express and demonstrate the speech)

• Aristotle’ s approach of Rhetoric

The layout / structure of a Rhetoric model:

* introduction

* narration

* development, parts of the

* arguments

* the main part / action

* conclusion

The touch / style of the word / language (in any Rhetoric model):

* The correct use of the language

* Elegance

* The rhythm

* The subject matter

* The technique of memory

* The outline of speech

• Aristotle’ s approach of Rhetoric

The touch / style of the language (in any Rhetoric model):* The correct use of the language * Elegance

(good and correct speech, attractive words / expressions, examples)* The rhythm

(the theories of rythmic periods) * The subject matter

(simple, understandable, glorious) * The technique of memory

(Cohesion of images and visual symbols)* The outline of speech

(Technique of presentation, voice, art of body language)

• Aristotle’ s approach of Rhetoric

• The taxonomy of textA taxonomy model for written text by

R. West and A. Lionarakis

The main body, part, center of a written text in order to teach

and develop the distance teaching material is the TEXT.

• The taxonomy of text

The CO - TEXT consist of the content of text, explanatory titles,

aims, objectives, key words and senses, tests and activities which

will help the learners to connect and bridge the former knowledge

with the future and later material.

The CO – TEXT is horizontal in the teaching material and interactive

• The taxonomy of text

The METATEXT support the CO – TEXT with

Abstracts of units, appendices, further reading,

Study guides, glossaries, control activities

The METATEXT works as control mechanism and useful tool

for the learner in order to be able to work with all new data.

• The taxonomy of text

The CONTEXT is the bridge of the learners’ knowledge before

and after. The CONTEXT supports the learner to construct

his / her own skills and knowledge.

The CONTEXT is usually introductions and conclusions,

self – evaluation activities, feedback and references to sources

and information, activities of understanding and implication of

all new data.

• The taxonomy of text

The HYPERTEXT are tools of synthesis of explanatory and

supporting nature, which are focused on the understanding

and working out of the main body and theoretical issues.

The HYPERTEXT are all over the material and they form

a modular text. Their success depends on the creators

flexibility and imagination.

• The taxonomy of text

The PARATEXT are non – verbal and semi – verbal parts of

text development and support their theoretical issues. They

are important for the understanding of visual data.

They are formed by pictures, design, graphics, tables and

typographical specialties.

• The taxonomy of text

The RETRO – TEXT are independent objects which connect and

support the main text. They are found all over the material.

They are like “hypertexts of multiple dimensions” and consist of

case studies, examples, scenarios, readers, anthologies,

references articles, supportive books, texts in windows.

• The taxonomy of text

The MULTI – TEXT or PORFOLIOS are produced by the learners

and based on assignments and projects they have to do during

their studies. Part of them are all kinds of information and guidelines

which are given to them.

It is a complexed system of information and explanatory issues

for specific purposes.

What do we think when we listen about Classical Hollywood?

Bordwell and the ‘classical Hollywood’

The audiovisual language

Text (written word) Vision (picture)

Sound

The audiovisual language

Text (written word) Vision (picture)

Sound

In case of educational nature, we have activities which will include the three (3) elements, production, pedagogical issues, directing, editing, postproduction

Aristotle’s Rhetoric and Poetry influenced the

Classical Hollywood theory of cinematography.

There are three (3) basic characteristics:

(a) The narrative structure of the story and the characters

(b) The line structure with beginning, middle and an end

(c) The explicitness of the aims

As in ancient drama, Aristotle’s rhetoric worked well,

the same happened with the ‘Classical Hollywood’ and

was based on his model.

“Classical Hollywood” works autonomously as a model

for audiovisual teaching material.

Content development for distance learning

• Aristotle’ s approach of Rhetoric

Spoken word

• The taxonomy of text

Written word

• Bordwell’ s classical Hollywood

Audiovisual word

Thank you for your attention