1. Developing Learning Materials What are the options?
UFS Workshop
25 – 27 January 2006

2. Overview of workshop Deepen understanding of learning
Day One – About learning and the use of learning materials
Day Two – Plan and write a learning text
Day Three – Review and refine a learning text
Deepen understanding of learning
Features of good learning materials
Range of learning resources
Plan learning materials as an integral part of course design

3. Successful learning
Four factors seem to be needed for successful learning
Wanting to learn (motivation)
Learning by doing (experiential learning, practice)
Feedback (finding out how the learning’s going)
Digesting (making sense of what has been
learned – understanding)
Race, Phil, 1996, ‘Helping Students to Learn from Resources
‘in Brown, S & Smith, B, 1996, Resource-Based Learning, London: Kogan Page

4. Kolb’s learning cycle

5. An approach to the design of learning texts
Challenge – build a learning pathway between
Existing networks of knowledge and skill
New domain knowledge and skills
Existing networks
New domain
What is required - Designed learning text
series of learning activities with developmental sequence, for
learner to engage in practices
Design principle
Use ongoing process for designing a developmental learning text
How achieve?
Construct feedback to elicit critical reflection by learners on their own work

6. Initial phase of process
Assumptions about learners’ prior learning in relation to the topic
Content
Learning activity
Moment in the learning process in which the learner actively acquires new understanding
Content of activity will have to engage prior knowledge
Reflection on learning
Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding
Response to learning activity

7. Subsequent phases of the process
Add question or content from what has been dealt with earlier to deepen understanding learner is in the process of acquiring
Assumptions about learners’ prior learning in relation to the topic
Content
Learning activity
Moment in the learning process in which the learner actively acquires new understanding
Content of activity will have to engage prior knowledge
Reflection on learning
Text to operate as teacher - anticipate possible responses so text can facilitate critical thinking by learner to identify learning or misunderstanding
Response to learning activity

8. Bloom’s taxonomy Evaluation Synthesis Analysis Application
Knowledge
List, name, define
Comprehension
Explain, summarise, predict
Application
Solve, apply, modify
Analysis
How does it apply/work?
Compare and contrast
Synthesis
What predictions can you make based upon …?
How would you investigate and solve the following problem?
Evaluation
What judgement can you make about …?
Is it right to say… motivate your answer
Bloom’s taxonomy
From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1,
Cognitive Domain. New York: David McKay Co. Inc

9. Spread of outcomes and level of activities
In a low level, practically oriented course, a good balance of outcomes using Blooms taxonomy would be:
20% at the knowledge level
30% at a comprehension level
50% at the application level
[From Freeman, R. (2004) Planning and Implementing Open and Distance Learning Systems – A Handbook for Decision Makers, Commonwealth of Learning, Vancouver, Canada]

10. National education policy
Course design model
Conduct analysis of stakeholder needs
Identify available resources
National education policy
National priorities
National standards/
qualifications?
Programme
What do learners need to learn?
Purpose of course?
Outcomes of course?
Learner Profile
How will we know that the course
has achieved its purpose?
Evaluation
How can we help them learn it?
Learning and teaching strategies
Learning materials
Support to learners
How will we know
they have learned it?
Assessment

11. Bloom’s taxonomy Evaluation Synthesis Analysis Application
Knowledge
List, name, define
Comprehension
Explain, summarise, predict
Application
Solve, apply, modify
Analysis
How does it apply/work?
Compare and contrast
Synthesis
What predictions can you make based upon …?
How would you investigate and solve the following problem?
Evaluation
What judgement can you make about …?
Is it right to say… motivate your answer
Bloom’s taxonomy
From: Bloom, B.S. (ed., et.al.) (1956) Taxonomy of Education Objectives: Handbook 1,
Cognitive Domain. New York: David McKay Co. Inc

12. Plenary – critical reflection
Workshop process
Session 1
(09h00 – 10h30)
Plenary discussion
Clarify and confirm issues on:
Learning design (yrs 1, 2, 3)
Assessment
Delivery
Session 2
(11h00 – 13h00)
Course teams (pairs)
Session 3
13h45 – 15h00)
Plenary – critical reflection
Suggestions for improving
New ideas
Session 4
(15h00 – 17h00)
Refine tasks
New tasks
Practical tasks