The document discusses the process of designing and developing learning resource materials (LRMs). It begins by explaining the 5-step LRM design and development process: 1) conduct research on requirements, 2) assess risks, 3) design and plan content, 4) develop the LRM, and 5) evaluate the process. It then provides guidelines for developing LRMs, such as starting with familiar concepts, relating content to learner experience, using clear and concise language, and employing visual design elements appropriately. Lastly, it discusses digitizing LRMs by scanning, converting to digital formats like PDF and e-book, and storing on digital platforms.

1. Design and Development of
Learning Resource Materials
Excerpted from the lecture of:
Lilibeth F. Taa, Ph.D.
Specialist
Instructional Design & Development Unit
Learning Management Office,
Southeast Asian Ministers of Education Organization
Center for Educational Innovation and Technology
(SEAMEO INNOTECH)

2. SESSION OBJECTIVES
1. Explain the process of designing and
developing learning resource
materials.
2. Discuss the guidelines in developing
learning resource materials.

4. Priority in Developing LRsPriority in Developing LRs

5. DEPARTMENT OF EDUCATION
Instructional Design (ID) FrameworkInstructional Design (ID) Framework
Key Concepts
from RA 10533:
(Enhanced Basic Education Act
of 2013)
•Learner-Centered
Curriculum
•MTB-MLE Framework
•Constructivist Pedagogical
Approach
Key Concepts
from RA 10533:
(Enhanced Basic Education Act
of 2013)
•Learner-Centered
Curriculum
•MTB-MLE Framework
•Constructivist Pedagogical
Approach
Instructional Design
Process
•Research
•Planning
•Development
•Evaluation
•Validation
Instructional Design
Process
•Research
•Planning
•Development
•Evaluation
•Validation
K to 12 Curriculum
•Content Standards
•Performance Standards
•Learning Competencies
K to 12 Curriculum
•Content Standards
•Performance Standards
•Learning Competencies

6. Framework for Selecting Activities for DifferentiatedFramework for Selecting Activities for Differentiated
InstructionInstruction
DEPARTMENT OF EDUCATION

7. Writing READability Reading
Style Ease

8. Reading EaseReading Ease
Vocabulary
words
Length and
structure
Paragraph
Organization
Logical
relation and
smooth flow of
ideas

10. Document Page Setup
Page Properties
(except cover)
Custom
(Hardcopy print booklet format)
A4
(Digital distribution)
Paper Size
8.25” X 10.75” (if portrait)
10.75” x 8.75” (if landscape)
8.268” x 11.693”
Margin
Set to mirrored setting with custom
margins as follows:
Top: 1”
Bottom: 1”
Inside: 1”
Outside: 1”
Top: 1”
Bottom: 1”
Inside: 1”
Outside: 1”
Gutter .05 None

11. Design Standards and Requirements
Typography: K to 12 Learning Resources
Grade Level Recommended Font-Family Font Size Art-to-Text Ratio
K to Grade 1
Century Gothic
(except for “?” symbol)
(body text flushed left/
ragged right to avoid hyphenations)
Text 16 pt
Heads 30 to 20 pt
Sub Heads 18 to 16 pt
65% : 35%
Grade 2
Text 16 pt
Heads 30 to 20 pt
Sub Heads 18 to 16 pt
60% : 40%
Grade 3
Text 14 pt
Heads 28 to 18 pt
Sub Heads 16 to 14 pt
50% : 50%
Grade 4
Arial
Times New Roman
Text 14 pt
Heads 28 to 18 pt
Sub Heads 16 to 14 pt
40% : 60%
Grades 5 to 12
Text 11 to 12 pt
Heads 24 to 15 pt
Sub Heads 13 to 11 pt
30% : 70%
Teacher’s Guides
Text 11 to 12 pt
Heads 24 to 15 pt
Sub Heads 13 to 11 pt
None

12. DEPARTMENT OF EDUCATION
Coding of the Learning Competencies
 Ensure continuity of curriculum across stages
 See the interlacing connections and integration across grade
levels and learning areas
 Decongest the curriculum
 Identify the competencies without learning materials
and create materials for them

14. Quality Assurance of
Learning Resources
• Content
• Language
• Social Content
• Book Presentation

15. Coherence and
Clarity of Thought
Grammar and
Syntax
Spelling and
Punctuation
Consistency in
Style
Language Review

16. nguage Review

17. Sample Case:

18. Sample Case:

19. Social Content
Themes

20. Sample Case:

21. Sample Case:

22. From science textbooks:
• See and touch some of your body parts as you look
through the mirror. Ask a classmate of the same sex
to stand beside you.
• Do you want to know how you were born by your
parents?
Sample Case:

23. Sample Case:

24. Copyright or "the right to copy” is the legal
protection extended to the owner of the rights
in an original work that s/he has created.
- WIPO (Publication No. L450CM/E)
Copyright

25. Copyright Infringement
DEPARTMENT OF EDUCATION
• References are not complete.
• References are not accurate.
• Illustrations and drawings are not original and there is no
evidence of permission.
• Photographic images are not referenced.

26. Use of Web Content
DEPARTMENT OF EDUCATION
If it is on the
internet is it
free?.....

27. Use of Web Content
DEPARTMENT OF EDUCATION
Blogs, Wikis, Tweets,
Facebook
• Issues with accuracy, authenticity,
integrity and origin
• Not appropriate material for a
government educational publication
• May not be reliable sources of factual
information and content

28. Acquisition of Learning Resources
DEPARTMENT OF EDUCATION
• Centrally-procured LRs
• Donations
• Harvesting of Materials
• School-based development of materials
• Use of the LRMDS Portal

29. LRM Design and Development
Process
1. Conduct research on the learning resource
material (LRM)requirements.
2. Assess project risks.
3. Design the LRM and plan the content.
4. Develop the LRM.
5. Evaluate the design and development process.

30. 1. Conduct research on the
LRM requirements
• Ethical and legal considerations
• Type of LRM
• Characteristics of likely target audience
• Learning needs of audience
• Learning environment

31. 2. Assess project risks.
• Monitor and review the risk.
• Identify the risks.
• Determine the likelihood and consequence.
• Make decisions about whether the risk
is acceptable or unacceptable.
• Treat the risk if unacceptable.

32. 3. Design the LRM
and plan the content
• Identify implications of each design
• Based on research, generate a
range of design options
• Decide on the design

33. 3. Design the LRM
and plan the content
• Develop an outline or prototype for the
learning resource and confirm with the
client
• Write a work plan
• Determine breadth and depth of the
proposed content

34. 4. Develop the LRM
• Create content in accordance with the
agreed design.
• Establish mechanisms for reviewing
work in progress.

35. 4. Develop the LRM
• Review the content and the design
against client requirement and
relevant criteria
• Finalize output and secure approval.
• Modify the design and/or content,
where necessary

36. 5. Evaluate the design and
development process
• Review the design and development process
against appropriate evaluation criteria
• Prepare an action plan for improvement for
future projects
• Identify best practices and areas for
improvement

37. Guidelines for Developing
Learning Resource Materials

38. 1. Always start with the familiar.
4. Provide a bridge from one topic
to the next.
3. Give examples.
2. Relate content to the learner’s
experience/context.

39. 5. Use language that is closer to
everyday conversation.
Felicitation
Congratulations
At the present time
Now
In the event that
If

40. 6. Use ACTIVE rather than PASSIVE
statements.
Changes were made by us.
We made changes.
The food was prepared by the
students.
The students prepared the food.

41. 7. Use text that is clear, concise,
grammatically correct and appropriate
for the intended audience/s.
9. Exercise sensitivity to groups
and cultures.
8. Keep sentences short
(20 words at most).

42. 10. Explain technical words.

43. Visual Design
1. Provide enough space for learner answer.
2. Use plenty of white space.
3. Use readable font style and size.

44. 8. Incorporate appropriate learning activities.
4. Use design elements as appropriate.
5. Employ design elements that are of good
quality, relevant and instructive.
6. Watch out for copyright issues!
7. Exercise sensitivity to groups and cultures.

45. Checklist for Activities
 Is the purpose clear?
 Is the activity relevant?
 Is the level of difficulty appropriate?
 Are instructions clear?

46. Checklist for Activities
Are activities varied & interesting?
 Are activities realistic?
 Is there a feedback mechanism?

47. Digitization of LRM
Conversion of analog information in any
form (text, photographs, voice, etc.) to
digital form so that the information can be
processed, stored, and transmitted through
digital circuits, equipment, and networks.
http://www.businessdictionary.com/definition/digitization.html

48. Digitization of LRM
1. Scanning
2. Conversion to a PDF file
3. Conversion to an interactive format or e-book
4. Storage in digital devices, website, cloud

49. APPLICATION

50. Create your own
Instructional
Material
DEPARTMENT OF EDUCATION
• Using the same grouping, prepare an
instructional material using the resources
available at the LRMDS media gallery.
• Learning Area assignment:
Group 1 – Math
Group 2 – Languages
Group 3 – Science
Group 4 – MSEP
Group 5 – Araling Panlipunan
• Assign a representative to present group’s
output.

52. You can’t teach people everything they need to know. The
best you can do is position them where they can find
what they need to know when they need to know it.”
– Seymour Papert
DEPARTMENT OF EDUCATION

53. Thank You!