Distance Education Council
Handbook
On
Transformation
Of Print
Materials
Into
Self Learning
Materials
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.
Contents
Theoretical Base
Section 1: Defining Self Learning Materials
Section 2: Student Learning and Instructional
Design
Practical Guide
Section 3: Transformation into SLMs
Section 4: Transformation of a Lesson/ Chapter into a
SLM Unit
Section 1
Defining Self Learning
Materials
After going through this presentation you will be able to:
• Define Self Learning Materials;
• Differentiate between self learning materials (SLMs)
and other learning materials;
• Describe the characteristics of SLMs;
• Describe access devices used in SLMs;
• Discuss the stages in the development of SLMs.
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.
Forms of SLMs
Books
Workbooks
Worksheets
Audio tapes
Video tapes
Computer based packages
Web based packages
CD-ROMs
Etc
SLMs are different from other
learning materials
because
can they make a learner
“think, write and do”
For example
• Thinking can 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.
SLM s
Think - through questions
Write - setting exercises
Do - through practical exercises / activities
Retention
+
Practice
+
Thinking
+
Application
= Learning
Special features of self learning materials
Derek 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.
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
Relationship between Access Devices and
Interactive Instructional Steps
Production of SLMs
Stage 1 Course planning
Stage 2 Course development
Stage 3 Course production
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
ACCESS DEVICES USED IN SLMs
OPENING SECTION
Title
Unit Structure
Objectives
Introduction
Study guidance
MAIN BODY
Thematic Content
Illustrations/ Photos
Diagrams/Tables
Graphics/Charts
Activities
References
ENDING SECTION
Summary
Possible Answers
List of References
Bibliography
Glossary
Further Readings
Model Questions
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.
Section 2
Student Learning and
Instructional Design
After going through this presentation you will
be able to:
• Explain the concept of learning and
instructional design
• Trace the evolution of instructional design
• Discuss the theories of learning and their
impact on instructional design
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 something
One learns by pursuing an instructional goal
Domains of Learning
Cognitive Domain • Measures the
knowledge acquired
• Demonstrates the
Affective Domain desired feelings and
attitudes
• Relates to skill
development
Psychomotor through practice
Domain sessions/ training
Blooms Taxonomy
Basic Principle: Simple to Complex
Sequencing in Cognitive Domain
Evaluation C
O
Synthesis G
N
Analysis I
T
Application I
Comprehension V
E
Knowledge
Levels of Learning
Evaluate or judge the value of the
Evaluation content, compare and contrast,
reason out, logically argue, etc.
C Form new structures and patterns,
Synthesis generalize, arrive at conclusions,
O etc.
G Able of determine the relationship
N Analysis between parts, identify various
I components, etc.
T Apply the knowledge gained in new
Application situations, solve problems, etc.
I
V Grasp or comprehend the content or be
able to summarize it, interpret
E Comprehension facts, infer causes and visualize
consequences, etc.
Recall previously acquired knowledge
Knowledge i.e.- facts, concepts, dates, events,
places, ideas, etc.
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.
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 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.
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.
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.
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
Models of Instructional Design
Addie
Gagne-Briggs Model
David Merrill
Dick and Carey
Hannafin and Pack
Gerlach and Ely
More than hundred models exist.
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
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.
Behaviorism Cognitivism Constructivism Experiential
According to Synthesis The cognitivist The term refers to Adult learners
Behaviorists learning approach takes into the idea that learners construct their own
is a process similar consideration construct knowledge knowledge /
to habit formation activities such as for themselves, each perspective through
through conditioning perception, concept learner individually their own individual
which links desired formation, language (and socially) experience and
responses to stimuli use, thinking, constructs meaning schema
understanding as he or she learns,
problem solving, based on his/her
attention and memory own experiences
Watson Gagne Piaget, Mead Kolb
Thorndike Vygotsky, Jonassen Knowles
Pavlov Bandura Merrill
Watson Jerome Perkins
Skinner Ausubel
Bruner
Programmed Sequencing of Structuring of Learner profile Task oriented
instruction teaching content knowledge based objectives learning
machines Diagrams, charts Sequencing of Learner centered Short and
Matter in small etc. content approach progressive steps
steps Choice of media Motivating Questioning, critical Learning
Learning objectives Guidance experience analysis, application commensurate with
Activities, SAQs, Problem oriented and reflection past experiences
etc learning Continual feedback
Assignments of progress,
motivation and
stimulation
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
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
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
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
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
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
Impact of Theories of Learning on
Instructional Design
Behaviourism: Programmed instruction teaching
Watson, Thorndike, Pavlov, machines
Matter in small steps
Watson, Skinner Learning objectives
Activities, SAQs, etc
Cognitivism: Assignments
Piaget, Vygotsky, Bandura, Sequencing of content
Jerome, Ausubel, Structuring of knowledge
Bruner Motivating experience
Problem oriented learning
Constructivism: Learner profile based objectives
Mead, Jonassen, Merrill Learner centered approach
& Perkins Questioning, critical analysis,
application and reflection
How to Foster a Learning Culture
• Motivate learners
• Make learning problem-centered
• Help learners assume control of their
learning
• Provide meaningful practice
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
• 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
• 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
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.
