Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Planning, Designing and Developing teaching learning materials

701 views

Published on

A presentation presented by Dr. Ramesh C Sharma, Director, CEMCA, New Delhi, India at the meeting held at NAARM, Hyderabad, India

Published in: Education
  • Be the first to comment

Planning, Designing and Developing teaching learning materials

  1. 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. 2. Distance Education  Method of teaching learning at distance  Transactional Strategies  Self-directed learning systems
  3. 3. Features of Learning Materials in DE Self-Explanatory Self-Contained Self-Directed Self-Motivating Self-Evaluating Self-Learning
  4. 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. 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. 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. 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. 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. 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. 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
  11. 11. Learning Styles https://commons.wikimedia.org/wiki/File:Learning_Styles.jpg
  12. 12. Two main aspects  Content  Process https://commons.wikimedia.org/wiki/File:E-learning_process_model.jpg
  13. 13. Content Presentation  Content Analysis  Content Sequencing  Activities
  14. 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. 15. Balancing…  Creative Measures  Demands of System  Conformity to Standards
  16. 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. 17. Open Educational Resources https://www.flickr.com/photos/mathplourde/6534388293 https://en.wikipedia.org/wiki/Open_educational_resources
  18. 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. 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. 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. 21. Types of SAQs  True-False  Matching  Fill in the blanks  Multiple choice  Sequencing  Short-Answer type
  22. 22. Ending of the Unit Summary - Recapitulation - Reinforcement Glossary - Explain difficult words References/further reading Model Answers
  23. 23. Editing  Content  Format  Language Copy Editing Proof Editing
  24. 24. THANK YOU

×