3. INDEX
SL.NO CONTENT PAGE
NO:
SD/-
1 INTRODUCTIOIN 1
2 E-CONTENT
DEVELOPMENT
2-7
3 CONCLUSION 8
4 REFERENCES 9
4. INTRODUCTION
The UGC e-content scheme aims at developing high quality
e- content, as well as expertise for generating such content over the
long term .The scheme provides financial assistance and technical
support to teachers and other experts based in colleges and universities
for the development of e-content. The e-content development and the
associated web based learning described here do not seek to replace
traditional teaching and learning but are expected to supplement them
.The inclusion of e-content in learning is now in available ,and the UGC
initiative is designed to meet the new challenges , and to help India
take the lead in this newly emerging field.
The e- content, once developed, will be maintained at
the mirror site of UGC information net work (UGC INFONET) and will be
available at consortium for educational communication (CEC) website.
The content will be accessible to all teachers and students of the Indian
university system throughout the country.
The goal of this scheme is to encourage individual
teachers, groups of teachers in colleges and universities and experts in
the IT industry in content development and multimedia production to
develop educational content in electronic format, suitable for use in
various teaching and learning program me . This scheme is opened to
teachers in all subjects and disciplines
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5. E-CONTENT DEVELOPMENT
Based on the desired outcome of education and
the level of uniqueness of the content utilize by the organization 5Learn
classifies the type of content used during the e-learning process.
Content is classified mainly into three types of content; according to
uniqueness, according to format and according to interactively. Under
each of these classification come several factors
According to uniqueness:
The more the content becomes organization
specific the more customization it may require accordingly, such
content falls into categories;
Off the shelf content:-
Such content works like magic in the box.
Meaning that this content is pulled of the shelf to serve a
purpose previously served by similar content. Usually such
content contains basic instruction to generic knowledge that
applies similarly to different organization; The cost of reusing
such content is very low and requires minimum effort.
Customized content:-
When off-the-shelf content is used but with minor
modification that help optimize the content to fit a specific
organization it can be classified as customized content. Such
modifications are usually applied to the fine tunings of the
content not the core content. This could be due to difference in
6. languages, different cultures, difference in learner characteristics
etc.
Custom:-
In this category the e-content is designed and created from
scratch with full application to a specific organization. Such
content is usually based on information specific to this
organization or situation and circumstances that are very
unique to that very organization.
According to format:
After classifying the content as per the level of
uniqueness it is necessary to address the format of the content
during delivery and specify whether the content will be designed
into textual content , audio content ,video content ,graphical or
animated content, or simulated content.
Textual content:-
This form of content is a traditional form of content
that delivers education in the form of text .Technically speaking
textual content can be easily manipulated, since it is viewed by all
operating system and platform, and required no additional plug-ins
or downloads, nor will it require the purchase or initiating of
new hardware.
7. Graphical content:-
It is often a very smart way to deliver a message
by having some sort of visual aid that matches what the text says.
Graphical content is usually made of static image and graphs that
communicate certain information to the learner. The method can
have great impact in the retention of information by the learner.
Textual and graphical content are usually closely used together for
optimum outcome.
Audio/video content:-
Learning material can very much be
communicated using methods of Audio or video, by converting
educational messages into such forms .Audio and videos can be
used in various way to demonstrate material to leaner that is best
communicated through moving pictures. Sometimes the best way
to have a piece of information reside in the mind of it is receiver
is to let the learner see it happen in the form of visuals.
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8. Animated content:-
People may often confuse animated
material with video and audio illustration. 5Learn realizes that
there is a key educational element that makes them quite
different. When educational material is converted in to an
Animated that depicts certain movements and actions to deliver
messages to the learner.
Simulation:-
An advanced form of learning is the process
of simulation. The simulation of educational material varies
greatly from simple simulations that requires straight forward one
action interaction visual complex situation that are put into
simulations and entertaining way to deliver a message to the
learners.
ACCORDING TO INTERACTION
The interactively of content must be assessed according to the level of
interaction and the complexity. When two elements mutually influence
one another an interaction takes place. In the learning process
interaction is a vital factor for retaining more of the material acquired.
In the case of instructional interaction the mutual influence occurs
between the learner and the learner environment.
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9. Low level interaction:-
Instructional content with low- level
of interactivity may not achieve high level of education. However,
such type of content is a desirable way to deliver learning material
relative to plan textual content. Obviously low interaction as
simple as allowing the learner to negative through the course
content with a click of a good approach to keep the learner
hooked into the learning process.
High level interaction:-
With greater levels of interaction the learner may
interfere with the learning process by answering questions,
interacting with an animation or going through a simulation. Such
high level of interaction is bounded to create higher levels of
educational output.
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10. Under interaction come items such as:
Questions
Problem-solving scenarios
Simulations
Case-studies
Explorations and discovery
Educational games
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11. CONCLUSION
When assessing the impact achieved by the
learning process it is important to understand that the content
development does not make up the whole educational package, but
instead serves as one of two variables that determine the impact. The
impact of educational material relies heavily on the quality of the
content and is complemented by the manner at which the knowledge is
delivered to the learner.
In the case where the
educational content is of refined quality yet the manner of
communicating the material is not competent the outcome will most
likely not be according to ones desire. On the other hand, if the content
is poor the outcome will still be undesired. The process of creating
effective learning material is what many is what many people call
content development.
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