Date post: | 08-Apr-2018 |
Category: |
Documents |
Upload: | dhara-mehta |
View: | 215 times |
Download: | 0 times |
of 44
8/7/2019 Copy of HB (Section 1 & 2)
1/44
Distance Education Council
HandbookOnTransformation
Of PrintMaterialsInto
Self LearningMaterials
8/7/2019 Copy of HB (Section 1 & 2)
2/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
3/44
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
8/7/2019 Copy of HB (Section 1 & 2)
4/44
Section 1
Defining Self LearningMaterials
8/7/2019 Copy of HB (Section 1 & 2)
5/44
After goingthroughthis presentation you will beableto:
Define SelfLearning Materials;
Differentiate betweenselflearning materials (SLMs)andotherlearning materials;
DescribethecharacteristicsofSLMs;
Describeaccessdevicesusedin SLMs;
DiscussthestagesinthedevelopmentofSLMs.
8/7/2019 Copy of HB (Section 1 & 2)
6/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
7/44
Forms of SLMsBooks
Workbooks
WorksheetsAudiotapes
Videotapes
Computer basedpackages
Web basedpackages
CD-ROMs
Etc
8/7/2019 Copy of HB (Section 1 & 2)
8/44
SLMsare different from otherlearning materials
because
can they make a learner
think, write and do
8/7/2019 Copy of HB (Section 1 & 2)
9/44
8/7/2019 Copy of HB (Section 1 & 2)
10/44
SLM s
Think - through questionsWrite - setting exercisesDo - throughpractical exercises / activities
Retention+Practice
+
Thinking+Application
= Learning
8/7/2019 Copy of HB (Section 1 & 2)
11/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
12/44
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
8/7/2019 Copy of HB (Section 1 & 2)
13/44
Relationship between Access Devices and
Interactive Instructional Steps
8/7/2019 Copy of HB (Section 1 & 2)
14/44
Production of SLMs
Stage 1 Course planning
Stage 2 Course development
Stage 3 Course production
8/7/2019 Copy of HB (Section 1 & 2)
15/44
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
8/7/2019 Copy of HB (Section 1 & 2)
16/44
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
8/7/2019 Copy of HB (Section 1 & 2)
17/44
SUMMARY
SLMsareacombinationofinteractiveinstructionalstepsandaccessdevices,whichhelpalearnerto easilyaccess
andassimilatethecontents. Accessdeviceshelpthelearnersfindtheirwayintothetext. Theinteractiveinstructionalsteps performthetaskof
tutoring byprovidingsubjectmatterinsectionsandsub-sections,followed byin-textquestions,activitiesandsoon.
8/7/2019 Copy of HB (Section 1 & 2)
18/44
8/7/2019 Copy of HB (Section 1 & 2)
19/44
8/7/2019 Copy of HB (Section 1 & 2)
20/44
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
8/7/2019 Copy of HB (Section 1 & 2)
21/44
DomainsofLearning
CognitiveDomain
Affective Domain
PsychomotorDomain
Measurestheknowledge
acquired Demonstratesthe
desiredfeelingsandattitudes
Relatestoskilldevelopmentthroughpracticesessions/ training
8/7/2019 Copy of HB (Section 1 & 2)
22/44
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
8/7/2019 Copy of HB (Section 1 & 2)
23/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
24/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
25/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
26/44
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.
8/7/2019 Copy of HB (Section 1 & 2)
27/44
What is Instructional Design?
Thoroughpre-planningofdeliveryofinstructioninapropersequenceof
eventsisknownasinstructionaldesign.Asyouknowtheliteralmeaningofinstructionisasetofeventsthat
facilitatecreativepattern. Thepurposeofinstructionaldesignistoplanandcreatesituationsthat enhancelearningopportunityofindividuallearners.
8/7/2019 Copy of HB (Section 1 & 2)
28/44
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
8/7/2019 Copy of HB (Section 1 & 2)
29/44
Models ofI
nstructiona
lD
esign
Addie
Gagne-Briggs Model
David Merrill
Dickand Carey
Hannafin
and
Pack
Gerlach and Ely
More than hundred models exist.
8/7/2019 Copy of HB (Section 1 & 2)
30/44
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
8/7/2019 Copy of HB (Section 1 & 2)
31/44
8/7/2019 Copy of HB (Section 1 & 2)
32/44
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
8/7/2019 Copy of HB (Section 1 & 2)
33/44
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
8/7/2019 Copy of HB (Section 1 & 2)
34/44
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
8/7/2019 Copy of HB (Section 1 & 2)
35/44
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
8/7/2019 Copy of HB (Section 1 & 2)
36/44
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
8/7/2019 Copy of HB (Section 1 & 2)
37/44
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
8/7/2019 Copy of HB (Section 1 & 2)
38/44
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
8/7/2019 Copy of HB (Section 1 & 2)
39/44
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
8/7/2019 Copy of HB (Section 1 & 2)
40/44
How to Foster a Learning Culture
Motivate learners
Make learning problem-centered
Help learners assume control of their
learning
Provide meaningful practice
8/7/2019 Copy of HB (Section 1 & 2)
41/44
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
8/7/2019 Copy of HB (Section 1 & 2)
42/44
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
8/7/2019 Copy of HB (Section 1 & 2)
43/44
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
8/7/2019 Copy of HB (Section 1 & 2)
44/44
Summary
Theobjectiveofinstructionaldesignisto ensurethatthedistancelearnerlearnsandacquiresthenecessaryknowledgeandskills,andto enhancehis/ herperformanceinhis/ herownworldasastudentandultimatelyintheworldofwork.
Thatlearningtheoryisthe essentialingredientininstructionaldesign. Thereisnosingletheorywhichinstructionaldesignerskeepinmindwhiledesigningtheinstructionalstrategiesandcontent.
Behaviouralapproachcan effectivelyfacilitatemasteryofcontents;Cognitivestrategiesareusefulinteachingproblemsolving;Constructiviststrategiesaresuitedfordealingwithilldefinedproblems.