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

1. Distance Education CouncilHandbookOnTransformation Of Print Materials Into Self Learning Materials

2. 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.

3. ContentsTheoretical 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

4. Section 1 Defining Self Learning Materials

6. 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.

7. Forms of SLMs • Books • Workbooks • Worksheets • Audio tapes • Video tapes • Computer based packages • Web based packages • CD-ROMs Etc

8. SLMs are different from other learning materials because can they makea learner “think, write and do”

9. For example • Thinkingcan 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.

10. SLM s Think - through questions Write - setting exercises Do - through practical exercises / activities Retention + Practice + Thinking + Application =Learning

11. 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 learner’s 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.

12. 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

13. Relationship between Access Devices and Interactive Instructional Steps

14. Production of SLMs Stage 1Course planning Stage 2Course development Stage 3Course production

15. 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

16. ACCESS DEVICES USED IN SLMsOPENING SECTION Title Unit Structure Objectives Introduction Study guidanceMAIN BODY Thematic Content Illustrations/ Photos Diagrams/Tables Graphics/Charts Activities ReferencesENDING SECTION Summary Possible Answers List of References Bibliography Glossary Further Readings Model Questions

17. 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.

18. Section 2 Student Learning and Instructional Design

20. 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

21. Cognitive Domain Affective Domain Psychomotor Domain Measures the knowledge acquired Demonstrates the desired feelings and attitudes Relates to skill development through practice sessions/ training Domains of Learning

22. Blooms Taxonomy Basic Principle: Simple to Complex Sequencing in Cognitive Domain Evaluation C O G N I T I V E Synthesis Analysis Application Comprehension Knowledge

23. Levels of Learning C O G N I T I V E Evaluation Synthesis Analysis Application Comprehension Knowledge

24. 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 perceivedneeds:that is timely and appropriate for their current lives. • Accept responsibility for their own learning: i.e learning is perceived as timely and appropriate.

25. 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 youth’s life and design for the youth’s future. • Often depend on adults for direction. • Likely to accept new informationwithout 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.

26. 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.

27. 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.

28. 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

29. Models of Instructional Design Addie Gagne-Briggs Model David Merrill Dick and Carey Hannafin and Pack Gerlach and Ely More than hundred models exist.

30. 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

31. 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 learner’s 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.

33. 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

34. 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

35. 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

36. 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

37. 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

38. 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

39. 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 Impact of Theories of Learning on Instructional Design

40. How to Foster a Learning Culture • Motivate learners • Make learning problem-centered • Help learners assume control of their learning • Provide meaningful practice

41. 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

42. 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

43. 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

44. 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 contents;Cognitive strategies are useful in teaching problem solving;Constructivist strategies are suited for dealing with ill defined problems.