Distance module writing and content editing

Distance module writing
and content editing
A brief training to SSW Faculty
By
Dessalegn Negeri (PhD)
AAU SSW
Distance Coordinator
September 26/2014

Distance education
• Distance education or distance learning is a mode of
delivering education and instruction, often on an individual
basis, to students who are not physically present in a
traditional setting such as a classroom.
• DL provides "access to learning when the source of
information and the learners are separated by time and
distance, or both”
• DE courses that require a physical on-site presence for any
reason (including taking examinations) have been referred to
as hybrid[2] or blended[3] courses of study
9/26/2014
Dessalegn Negeri (PhD) AAU/ SSW Distance
Coordinator

• Distance education is characterized by a non-conformist and non-
traditional approach which, questions existing norms of traditional
education and seeks to provide a new orientation to educational
processes
• it is known by a variety of names, viz.
– Correspondence Education
– Home Study
– Independent study
– external study
– Off-campus Study
– Open Learning
– Open education‟ etc at a distance.
9/26/2014
Coordinator

Distance Education
• Is an open education as a system of education that does not
operate through traditional conventions which are
essentially restrictive in nature – such as
– admission restrictions,
– attendance restrictions,
– restrictions on the candidature for examinations,
– restrictions on the period of time to be devoted to a course,
– restrictions on the number of examinations given and taken in a year,
– restrictions on subject combinations for a particular degree,
– restrictions on the modes of didactic communication and the didactic
tasks, etc
9/26/2014
Coordinator

• It operates mainly on the following concepts:
– i) Learner – centeredness/learner autonomy
• emphasis on the needs and convenience of the learners
– ii) Indirect education
• the provision for face-to-face interaction here is minimal
• learning are placed at the disposal of the learner, within whom lies the crucial ability to
learn and to make use of these inputs
• the learners must have the minimum preparedness and the abilities to learn and
complete the course
– iii) Education in real-life setting
• structuring itself around the actual learning experience of the students
9/26/2014
Coordinator

has the following important
characteristics
• The quasi-permanent separation of teacher and
learner throughout the length of the learning process;
– this distinguishes it from conventional face-to-face
education
• The influence of an educational organization both in
planning and preparation of learning materials and in
the provision of student support services;
– this distinguishes it from private study and teach yourself
programmes
9/26/2014
Coordinator

has the following important
characteristics
• The use of technical media;
– print, audio, video or computer, to unite teachers and learners and
carry the content of the course.
• The provision of two-way communication so that the student
may benefit from or even initiate a dialogue;
– this distinguishes it from other uses of technology in education.
• The quasi-permanent absence of a learning group throughout
the length of the learning process
– people are usually taught as individuals and not in groups, with the
possibility of occasional meetings for both didactic and socialization
purposes
9/26/2014
Coordinator

How to deliver distance
education
• The main features of open universities are:
– They are, like their conventional counterparts, autonomous bodies
and are free to take their own decisions and formulate their courses
– They use multi-media for instructional purposes-electronic media is
an important component
– There is a strong student support service
– The material is prepared by teams of experts
– Entry qualifications are flexible and relaxed
– One can study according to his own pace of convenience
– There is uniformity in the quality of education, i.e. the students have
access to the same high quality education
9/26/2014
Coordinator

Distance education
• Is a non-formal education mean any other approach to
take education to those who have not been able to get
formal education
• refers to the ‘mode’ which does not require the
physical contacts of the teacher and the learner at all
times
• is a system based on the mode of
– i) distribution to teaching materials, and
– ii) of effecting interaction, if needed, between the teacher
and the learner
9/26/2014
Coordinator

Characteristics Of Self
Learning Material (Slm)
1. Self-explanatory:
2. Self-contained:
3. Self-directed:
4. Self-motivating:
5. Self-evaluating:
6. Self-paced:
9/26/2014
Coordinator

cont
1. Self-explanatory:
– It is simple, conceptually clear and
direct. The material provides
explanation to the learner as there
is no other mediation is required.
9/26/2014
Coordinator

cont
• Self-contained:
– It has all the resources built-in
within the material as the learner
need not search for additional
resources on his/her own.
– The topic under presentation is
covered to the extent it is required
in SLM .
9/26/2014
Coordinator

cont
• Self-directed:
– The material directs the learner as a
teacher in the classroom.
– It teaches, guides, motivates,
instructs, evaluate the learner through
various devices like structure,
language, explanations, illustrations,
diagrams, tests, and so on.
9/26/2014
Coordinator

cont
• Self-motivating:
– Learners in DL are separated by physical distance and
SLM is the only source to keep them motivated to
continue their learning.
– SLM need to raise curiosity, encourage the learners,
raise issues and relate learning to the local situations
to make learning joyful and meaningful.
9/26/2014
Coordinator

cont
• Self-evaluating:
– The learner of DL does not have
teacher to challenges him/her.
– The SLM through check your progress,
self-assessment questions, activities
and reflective writing help the learner
to know his/her learning abilities.
9/26/2014
Coordinator

cont
• Self-paced:
– SLM is paced in such a way that the
learner can decide how s/he want
to pace their learning. The material
caters to learners with different
learning abilities so it needs to be
structured in such a way that the
learner can pace it as per their
requirements.
9/26/2014
Coordinator

Textbook vs. SLM( Module)
9/26/2014
Coordinator

• Six key factors that should be kept
in mind during course design:
• Delivery and access
• Control
• Interaction
• Symbolic (or audiovisual)
characteristics of the medium
• Social presence created by the
medium
• Human-machine interface
9/26/2014
Coordinator

• Template for MSW Module
• 1st and 2nd pages are cover pages which consist
of 5 things
• Course code or module code in the top right
corner
• Module title in bold
• Module author’s name
• Module editors name
• University logo with description of the school
and the university and finally date at the bottom
right corner
• 3rd or 4th pages would be editors’ note on the
content of the module with the name indicated
9/26/2014
Coordinator

Cont
• The module should have four to eight
chapters with the following format on each
chapter
• Structure of the chapter
1. Objectivities Objectives
2. Introduction
3. Contents (detailed description of the chapter
using sections, sub sections and any relevant
demonstration item for the learner)
4. A clarification of terms/List of Key concepts
5. Conclusion/ Let us Sum up
6. Self check exercises
7. chapter Reference lists
9/26/2014
Coordinator

• Assuming that decisions have been made and you
are asked to create SLM than the steps in writing
of course material will be as follows.
• Structure of the unit is the first thing you should
make.
• It should include teaching topics/learning tasks.
• Introduction of the unit links the learner to the
previous units and it is like the „good morning‟
sign by the teacher in the face-to-face classroom.
– Introduction has structural, thematic and guidance
components.
9/26/2014
Coordinator

• Objectives follows introduction
which should be expressed in
behavioral terms
– Objectives guides the writer as well
as learner and also helps in devising
assessment techniques
9/26/2014
Coordinator

• Main body of the unit will have
sections and subsections
– Concept mapping, organizing the unit
and presentation are integral part of
any unit
– Activities and check your progress
are essential elements mid-way as
you can examine yourself if you are
on right track
9/26/2014
Coordinator

• Assessment in form of
– self-check questions,
– model answers or possible answers,
– activities, exercises,
– assignments (essay-open, project,
practical questions, short answer
questions, objective type questions)
need to be decided depending upon
expected learning outcome
9/26/2014
Coordinator

• The assignments can be teacher marked
assignments (TMAs) or computer marked
assignments (CMAs)
• The conclusion or ending of the unit demands
recapitulation, summary, reinforcement,
– besides glossary of terms,
– references and bibliography,
– suggested reading and model/possible answers
9/26/2014
Coordinator

• Thank you
• Any points for discussion are
welcome
9/26/2014
Coordinator

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