Download pdf - Copy of HB (Section 1 & 2)

8/7/2019 Copy of HB (Section 1 & 2)

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Distance Education Council

HandbookOnTransformation

Of PrintMaterialsInto

Self LearningMaterials


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Prepared

By:Manjulika Srivastava

AcknowledgementsI acknowledge the idea given by Dr. Sanjaya Mishra,Reader, STRIDE and Prof. P K Biswas. Prof. STRIDEto develop this CD-ROM along with the printedhandbook. We have jointly done several workshopson transformation of print materials into SLMs andtherefore a few slides have been borrowed from theirpresentations too.


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Contents

Theoretical Base

Section 1: Defining Self Learning Materials

Section 2: Student Learning and InstructionalDesign

Practical Guide

Section 3: Transformation into SLMs

Section 4: Transformation of a Lesson/ Chapter into aSLM Unit


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Section 1

Defining Self LearningMaterials


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After goingthroughthis presentation you will beableto:

Define SelfLearning Materials;

Differentiate betweenselflearning materials (SLMs)andotherlearning materials;

DescribethecharacteristicsofSLMs;

Describeaccessdevicesusedin SLMs;

DiscussthestagesinthedevelopmentofSLMs.


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Definition

Self Learning Materials (SLMs)

Self-learning materials (SLMs) are basicallylearner-centered materials. Open, distanceand flexible learners usually depend a lot onSLMs because they have to learn on their

own, at a time, pace and place of their ownchoice.


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Forms of SLMsBooks

Workbooks

WorksheetsAudiotapes

Videotapes

Computer basedpackages

Web basedpackages

CD-ROMs

Etc


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SLMsare different from otherlearning materials

because

can they make a learner

think, write and do


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SLM s

Think - through questionsWrite - setting exercisesDo - throughpractical 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 resourcesSelection of media

Evaluation methods

Delivery mechanism

Stage 2 Course developmentArranging 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 SLMs

OPENING SECTIONTitle

Unit Structure

Objectives

Introduction

Study guidance

MAIN BODYThematic Content

Illustrations/ Photos

Diagrams/Tables

Graphics/Charts

Activities

References

ENDING SECTION

Summary

Possible Answers

List of References

Bibliography

Glossary

Further ReadingsModel Questions


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SUMMARY

SLMsareacombinationofinteractiveinstructionalstepsandaccessdevices,whichhelpalearnerto easilyaccess

andassimilatethecontents. Accessdeviceshelpthelearnersfindtheirwayintothetext. Theinteractiveinstructionalsteps performthetaskof

tutoring byprovidingsubjectmatterinsectionsandsub-sections,followed byin-textquestions,activitiesandsoon.


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Concept of Learning

SLMs are developed on the principles ofInstructional Design

The termlearning denotes the acquisition ofknowledge, skills and attitudes to dosomething. Generally speaking there are twoimportant statements about learning and

instruction:

One learns by doing somethingOne learns by pursuing an instructional goal


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DomainsofLearning

CognitiveDomain

Affective Domain

PsychomotorDomain

Measurestheknowledge

acquired Demonstratesthe

desiredfeelingsandattitudes

Relatestoskilldevelopmentthroughpracticesessions/ training


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Blooms Taxonomy

Basic Principle: Simple to Complex

Sequencing in Cognitive Domain

C

O

G

N

I

TI

V

E

Evaluation

Analysis

Synthesis

Application

Comprehension

Knowledge


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Levels of Learning

C

OG

N

I

T

IV

E

Evaluation

Analysis

Synthesis

Application

Comprehension

Knowledge

Evaluate or judge the value of thecontent, compare and contrast,reason out, logically argue, etc.

Form new structures and patterns,

generalize, arrive at conclusions,etc.

Able of determine the relationshipbetween parts, identify variouscomponents, etc.

Apply the knowledge gained in newsituations, solve problems, etc.

Grasp or comprehend the content or beable to summarize it, interpretfacts, infer causes and visualizeconsequences, etc.

Recall previously acquired knowledgei.e.- facts, concepts, dates, events,places, ideas, etc.


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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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Instruction

alD

esignA

Science

Rooted

in learn

ing t

heor

ies w

hich

are drawn frompsychology, sociology, philosophy and education.

An

Art

Designing ofinstructional materials is a highly creative

process. A process used to create instructional materials.

Tested, well researched mechanism of enhancing humanlearning.


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What is Instructional Design?

Thoroughpre-planningofdeliveryofinstructioninapropersequenceof

eventsisknownasinstructionaldesign.Asyouknowtheliteralmeaningofinstructionisasetofeventsthat

facilitatecreativepattern. Thepurposeofinstructionaldesignistoplanandcreatesituationsthat enhancelearningopportunityofindividuallearners.


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Instruction

alD

esign - 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 ofI

nstructiona

lD

esign

Addie

Gagne-Briggs Model

David Merrill

Dickand Carey

Hannafin

and

Pack

Gerlach and Ely

More than hundred models exist.


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Systems Approa

ch toID

Analyze: define the needs and constraints

Design: specify learning activities, assessmentand choose methods and media

Develop: begin production, formativeevaluation, and revise

Implement: put the plan into action

Evaluate: evaluate the plan from all levels fornext implementation


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Behaviorism Cognitivism Constructivism Experiential

According toBehaviorists learningis a process similarto habit formation

through conditioningwhich links desiredresponses to stimuli

Synthesis The cognitivist

approach takes intoconsideration

activities such asperception, conceptformation, language

use, thinking,understanding

problem solving,attention and memory

The term refers to

the idea that learnersconstruct knowledgefor themselves, eachlearner individually(and socially)constructs meaningas he or she learns,based on his/her ownexperiences

Adult learners

construct their ownknowledge /

perspective throughtheir own individual

experience andschema

WatsonThorndike

Pavlov

Watson

Skinner

Gagne Piaget,Vygotsky,

Bandura

Jerome

Ausubel

Bruner

MeadJonassen

Merrill

Perkins

KolbKnowles

yProgrammed

instruction teachingmachinesyMatter in smallstepsyLearning objectivesyActivities, SAQs,etcyAssignments

ySequencing of

contentyDiagrams, charts

etc.yChoice of mediayGuidance

yStructuring of

knowledgeySequencing of

contentyMotivatingexperienceyProblem orientedlearning

yLearner profile

based objectivesyLearner centered

approachyQuestioning, criticalanalysis, applicationand reflection

yTask oriented

learningyShort and

progressive stepsyLearningcommensurate withpast experiencesyContinual feedbackof progress,motivation and

stimulation


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Watson, Thorndike, Pavlov, Watson, Skinner

Behaviourism:

Learning happens when a correctresponse is demonstrated following the

presentation ofa specific environmentalstimulus

Learning can be detected by observing anorganism over a period of time

Emphasis is on observable andmeasurable 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 onlydependent on what the teacher presents butalso on what the learner does to process this

information Focus of instruction is to create learning or

change by encouraging the learner to usea

ppropria

te lea

rning stra

tegies Teachers/designers are responsible forassisting learners in organizing informationin an optimal way so that it can be readily

assimilated


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Mead, Jonassen, Merrill, Perkins

Constructivism:

Learners build personal interpretation ofthe world based on experiences andinteractions

Knowledge is embedded in the context inwhich it is used (meaningful realisticsettings)

Believe that there

are m

any w

ays (multipleperspectives) of structuring the world and

its entities


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Constructivism:

Instruction is a process of supportingknowledge construction rather than

communicating knowledge

E

ngage le

arners in the

actu

al 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 ofTheories of Learning on

Instruction

alD

esignBehaviourism:

Watson, Thorndike, Pavlov,Watson, Skinner

Cognitivism:

Piaget, Vygotsky, Bandura,Jerome, Ausubel,Bruner

Constructivism:

Mead, Jonassen, Merrill& Perkins

Programmed instruction teachingmachines

Matterin small steps Learning objectives Activities, SAQs, etc

Assignments

Sequencing of content Structuring of knowledge Motivating experience Problem oriented learning

Learner prof

ile based object

ives 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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P

roviding feedbackC

heck all examples arecorrect/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

Theobjectiveofinstructionaldesignisto ensurethatthedistancelearnerlearnsandacquiresthenecessaryknowledgeandskills,andto enhancehis/ herperformanceinhis/ herownworldasastudentandultimatelyintheworldofwork.

Thatlearningtheoryisthe essentialingredientininstructionaldesign. Thereisnosingletheorywhichinstructionaldesignerskeepinmindwhiledesigningtheinstructionalstrategiesandcontent.

Behaviouralapproachcan effectivelyfacilitatemasteryofcontents;Cognitivestrategiesareusefulinteachingproblemsolving;Constructiviststrategiesaresuitedfordealingwithilldefinedproblems.