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Commonwealth Educational
Media Centre for Asia
Planning, Designing,
Developing Teaching
Learning Materials
Workshop
Strategies for Adopting Technology Enhanced Learning in Agricultural Education
26th & 27th August, 2015 at NAARM
Ramesh Sharma
Distance Education
 Method of teaching learning at distance
 Transactional Strategies
 Self-directed learning systems
Features of Learning Materials in
DE
Self-Explanatory
Self-Contained
Self-Directed
Self-Motivating
Self-Evaluating
Self-Learning
 1.0 Introduction
 1.1 Objectives
 1.2 …………..
 1.2.1 …………
 Check your progress
 1.2.2 …………
 Check your progress
 1.3 …………
 1.3.1 ……………
 Check your progress
 1.3.2 ……………
 1.3.3 ……………
 Check your progress
 1.4 ………….
 1.4.1 …………..
 Check your progress
 1.4.2 …………..
 Check your progress
 1.5 Let Us Sum Up
 1.6 Glossary
 1.7 Suggested Readings Possible answers
 References
Sample Unit Structure
Quantifying Credits and other issues
Credits Study
Hours
Counselling
Sessions
Assignment Quantity in
Blocks
Quantity
in Units/
Lessons
2 60 3 1 2 6-8-
Blocks
4 120 5 2 4 12-16
6 180 8 3 5-6 20-22
8 240 10 3 6-8 30-34
Explanation: 1 Block of 60-70 printed pages (A-4 size) i.e.
5,000 words per unit,18-22 pages, 3-4 Units per Block
How do we normally address them:
In ODL
 P – Programme
 C – Course
 B – Block
 U – Unit
 S – Section
 SS- Sub-Section
In Face-to-face
 Programme of
Study/Stream
 Subjects
 Books
 Chapters
 Paragraph
 Sub-Paragraph
9
P
C1 C2 C3 C4 - -
U1 U2 U3 U4 - -
S1 S2 S3 Sn
B1 B2 B3 - -
SS1 SS2 SS3 SS4
P-Programme
C-Course
B-Block
U-Unit
S-Section
SS-Sub-Section
Terminology
Structure
Access Devices
 Overview
 Aims and objectives
Content list/Structure
 Diagrammatic representation of module
structure
 Time allocations
 Activities/Experiments/Things to do
 Study Guide
Self-Check Exercise
 Summary
 Glossary
Planning an Unit
ACCESS DEVICES
 Title
 Section headings
 Sub-sections
 Structure
 Introduction
 Study Guide
INTERACTIVE INSTRUCTIONAL STEPS
 Activities SAQs Model answers
 Glossary Summary Tables
 Symbols Graphics other visuals
USING
 Typefaces
 Colors
 Symbols
 Space Language
 Visuals
Instructional Design Models and
Methods
 Merrill's First Principles of
Instruction
 ADDIE Model
 Dick and Carey Model
 Kemp's Instructional Design
Model
 Gagné's Nine Events of
Instruction
 Bloom's Learning Taxonomy
 Kirkpatrick's 4 Levels of
Training Evaluation
 Cathy Moore's Action
Mapping https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
Learning Styles
https://commons.wikimedia.org/wiki/File:Learning_Styles.jpg
Two main aspects
 Content
 Process
https://commons.wikimedia.org/wiki/File:E-learning_process_model.jpg
Content Presentation
 Content Analysis
 Content Sequencing
 Activities
Content Process
 Complex things
– What shall be the course development process?
– How course will be taught?
– What kind of assessment would be used?
– Timeline
– Budgets
Balancing…
 Creative Measures
 Demands of System
 Conformity to Standards
Issues to consider …
 Authors
 Active involvement of
learners
 Learning activities
 Technology (static /
dynamic /
interactive)
 Blended Learning
https://pl.wikipedia.org/wiki/Blended_learning
Open Educational Resources
https://www.flickr.com/photos/mathplourde/6534388293 https://en.wikipedia.org/wiki/Open_educational_resources
How do we get started?
 Blue print with essential elements
 Learning outcomes
 Content outline
 Learning environment
 Learning materials
 Learning support
 Assessment
 Interaction / Activities
 Students’ requirements
 Development Schedule
Presentation of Content
Objective 1 Section 1 SAQ1 Summary
Sub-section (s)
Objective 2 Section 2 SAQ2 Summary
Sub-section (s)
Objective 3 Section 3 SAQ3 Summary
Sub-section (s)
Objective 4 Section 4 SAQ4 Summary
Sub-section (s)
Pay attention to …
LANGUAGE
 Simple and Short sentence
 Simple vocabulary
 One idea in one paragraph
 Conversational and friendly
language
 Personal Pronouns (We,
you)
 Humour
ACTIVITIES
 In-text Questions
 Self-Assessment Questions
 Exercises
 Things to do
 Depicting experiences
Types of SAQs
 True-False
 Matching
 Fill in the blanks
 Multiple choice
 Sequencing
 Short-Answer type
Ending of the Unit
Summary
- Recapitulation
- Reinforcement
Glossary
- Explain difficult words References/further
reading Model Answers
Editing
 Content
 Format
 Language
Copy Editing
Proof Editing
THANK YOU

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Planning, Designing and Developing teaching learning materials

  • 1. Commonwealth Educational Media Centre for Asia Planning, Designing, Developing Teaching Learning Materials Workshop Strategies for Adopting Technology Enhanced Learning in Agricultural Education 26th & 27th August, 2015 at NAARM Ramesh Sharma
  • 2. Distance Education  Method of teaching learning at distance  Transactional Strategies  Self-directed learning systems
  • 3. Features of Learning Materials in DE Self-Explanatory Self-Contained Self-Directed Self-Motivating Self-Evaluating Self-Learning
  • 4.  1.0 Introduction  1.1 Objectives  1.2 …………..  1.2.1 …………  Check your progress  1.2.2 …………  Check your progress  1.3 …………  1.3.1 ……………  Check your progress  1.3.2 ……………  1.3.3 ……………  Check your progress  1.4 ………….  1.4.1 …………..  Check your progress  1.4.2 …………..  Check your progress  1.5 Let Us Sum Up  1.6 Glossary  1.7 Suggested Readings Possible answers  References Sample Unit Structure
  • 5. Quantifying Credits and other issues Credits Study Hours Counselling Sessions Assignment Quantity in Blocks Quantity in Units/ Lessons 2 60 3 1 2 6-8- Blocks 4 120 5 2 4 12-16 6 180 8 3 5-6 20-22 8 240 10 3 6-8 30-34 Explanation: 1 Block of 60-70 printed pages (A-4 size) i.e. 5,000 words per unit,18-22 pages, 3-4 Units per Block
  • 6. How do we normally address them: In ODL  P – Programme  C – Course  B – Block  U – Unit  S – Section  SS- Sub-Section In Face-to-face  Programme of Study/Stream  Subjects  Books  Chapters  Paragraph  Sub-Paragraph
  • 7. 9 P C1 C2 C3 C4 - - U1 U2 U3 U4 - - S1 S2 S3 Sn B1 B2 B3 - - SS1 SS2 SS3 SS4 P-Programme C-Course B-Block U-Unit S-Section SS-Sub-Section Terminology Structure
  • 8. Access Devices  Overview  Aims and objectives Content list/Structure  Diagrammatic representation of module structure  Time allocations  Activities/Experiments/Things to do  Study Guide Self-Check Exercise  Summary  Glossary
  • 9. Planning an Unit ACCESS DEVICES  Title  Section headings  Sub-sections  Structure  Introduction  Study Guide INTERACTIVE INSTRUCTIONAL STEPS  Activities SAQs Model answers  Glossary Summary Tables  Symbols Graphics other visuals USING  Typefaces  Colors  Symbols  Space Language  Visuals
  • 10. Instructional Design Models and Methods  Merrill's First Principles of Instruction  ADDIE Model  Dick and Carey Model  Kemp's Instructional Design Model  Gagné's Nine Events of Instruction  Bloom's Learning Taxonomy  Kirkpatrick's 4 Levels of Training Evaluation  Cathy Moore's Action Mapping https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
  • 12. Two main aspects  Content  Process https://commons.wikimedia.org/wiki/File:E-learning_process_model.jpg
  • 13. Content Presentation  Content Analysis  Content Sequencing  Activities
  • 14. Content Process  Complex things – What shall be the course development process? – How course will be taught? – What kind of assessment would be used? – Timeline – Budgets
  • 15. Balancing…  Creative Measures  Demands of System  Conformity to Standards
  • 16. Issues to consider …  Authors  Active involvement of learners  Learning activities  Technology (static / dynamic / interactive)  Blended Learning https://pl.wikipedia.org/wiki/Blended_learning
  • 17. Open Educational Resources https://www.flickr.com/photos/mathplourde/6534388293 https://en.wikipedia.org/wiki/Open_educational_resources
  • 18. How do we get started?  Blue print with essential elements  Learning outcomes  Content outline  Learning environment  Learning materials  Learning support  Assessment  Interaction / Activities  Students’ requirements  Development Schedule
  • 19. Presentation of Content Objective 1 Section 1 SAQ1 Summary Sub-section (s) Objective 2 Section 2 SAQ2 Summary Sub-section (s) Objective 3 Section 3 SAQ3 Summary Sub-section (s) Objective 4 Section 4 SAQ4 Summary Sub-section (s)
  • 20. Pay attention to … LANGUAGE  Simple and Short sentence  Simple vocabulary  One idea in one paragraph  Conversational and friendly language  Personal Pronouns (We, you)  Humour ACTIVITIES  In-text Questions  Self-Assessment Questions  Exercises  Things to do  Depicting experiences
  • 21. Types of SAQs  True-False  Matching  Fill in the blanks  Multiple choice  Sequencing  Short-Answer type
  • 22. Ending of the Unit Summary - Recapitulation - Reinforcement Glossary - Explain difficult words References/further reading Model Answers
  • 23. Editing  Content  Format  Language Copy Editing Proof Editing