1. Distance Education Council Handbook On Transformation Of Print Materials Into Self Learning Materials

2. Prepared By: Manjulika Srivastava Acknowledgements
I acknowledge the idea given by Dr. Sanjaya Mishra, Reader, STRIDE and Prof. P K Biswas. Prof. STRIDE to develop this CD-ROM along with the printed handbook. We have jointly done several workshops on transformation of print materials into SLMs and therefore a few slides have been borrowed from their presentations too.

3. Contents Theoretical Base Section 1: Defining Self Learning Materials Section 2: Student Learning and Instructional Design Practical Guide Section 3: Transformation into SLMs Section 4: Transformation of a Lesson/ Chapter into a SLM Unit

4. Defining Self Learning Materials
Section 1
Defining Self Learning Materials

6. Definition
Self-Learning Materials (SLMs) Self-learning materials (SLMs) are basically learner-centered materials. Open, distance and flexible learners usually depend a lot on SLMs because they have to learn on their own, at a time, pace and place of their own choice.

7. Forms of SLMs Books Workbooks Worksheets Audio tapes Video tapes
Computer based packages
Web based packages
CD-ROMs
Etc

8. “think, write and do” SLMs are different from other learning materials
because
can they make a learner
“think, write and do”

9. For example
Thinking can be stimulated by setting questions. Questions encourage a learner to stop and think for a while before moving to the next step.
Writing exercises help learners to consolidate what they learnt. Writing notes / points also makes a learner attentive and active.
Doing something practical helps in learning. It develops skills.

10. SLM s Retention + Practice Thinking Application = Learning
Think through questions
Write setting exercises
Do through practical exercises / activities
Retention +
Practice
Thinking
Application
= Learning

11. Special features of self learning materials Derek Rowntree (1994)
Clearly stated objectives
Advice about how to study the material
User-friendly, “You to study the material”
Shortish, manageable chunks of learning
Fewer words than usual per page (or screen)
Plenty of helpful examples
Reference to the learner’s experience
Illustrations used where they are better than words
Headings to help learners find their way around
Links to other media where appropriate
Obvious awareness of different learners to use the materials
Space for learners to write down their own ideas
Feedback to help learners check their own progress
Suggestions about getting help from other people
Summary and Glossary at the end of every unit.

12. CHARACTERISTICS OF SELF-LEARNING MATERIALS
Self -Explanatory
Learner can understand without external support.
Self-Contained
Learner may not need additional materials
Self-Directed
Learner is given necessary guidance, hints, suggestions at each stage of learning
Self-Motivating
Materials arouse curiosity and are related to familiar situations
Self-Evaluating
Self assessment questions/ exercises, activities, unit-end questions, etc. for providing feedback on performance

13. Relationship between Access Devices and Interactive Instructional Steps

14. Stage 2 Course development
Production of SLMs
Stage 1 Course planning
Stage 2 Course development
Stage 3 Course production

15. Stage 1 Course planning
Need assessment
Defining objectives
Analyzing resources
Selection of media
Evaluation methods
Delivery mechanism
Stage 2 Course development
Arranging the topics
Preparing unit outlines
Writing the text
Stage 3 Course production
Editing
Layout
Printing
Media production

16. ACCESS DEVICES USED IN SLMs OPENING SECTION. Title. Unit Structure
ACCESS DEVICES USED IN SLMs OPENING SECTION Title Unit Structure Objectives Introduction Study guidance MAIN BODY Thematic Content Illustrations/ Photos Diagrams/Tables Graphics/Charts Activities References ENDING SECTION Summary Possible Answers List of References Bibliography Glossary Further Readings Model Questions

17. SUMMARY
SLMs are a combination of interactive instructional steps and access devices, which help a learner to easily access and assimilate the contents. Access devices help the learners find their way into the text. The interactive instructional steps perform the task of tutoring by providing subject matter in sections and sub-sections, followed by in-text questions, activities and so on.

18. Student Learning and Instructional Design
Section 2
Student Learning and Instructional Design

20. Concept of Learning
SLMs are developed on the principles of Instructional Design The term learning denotes the acquisition of knowledge, skills and attitudes to do something. Generally speaking there are two important statements about learning and instruction:
One learns by doing something One learns by pursuing an instructional goal

21. Domains of Learning Cognitive Domain Affective Domain
Psychomotor Domain
Measures the knowledge acquired
Demonstrates the desired feelings and attitudes
Relates to skill development through practice sessions/ training

22. Blooms Taxonomy Basic Principle: Simple to Complex
Sequencing in Cognitive Domain
Evaluation C O G N I T V E
Synthesis
Analysis
Application
Comprehension
Knowledge

23. Levels of Learning C O G N I T V E Analysis Evaluation Synthesis
Evaluate or judge the value of the content, compare and contrast, reason out, logically argue, etc.
Form new structures and patterns, generalize, arrive at conclusions, etc.
Able of determine the relationship between parts, identify various components, etc.
Apply the knowledge gained in new situations, solve problems, etc.
Grasp or comprehend the content or be able to summarize it, interpret facts, infer causes and visualize consequences, etc.
Recall previously acquired knowledge i.e.- facts, concepts, dates, events, places, ideas, etc.
Synthesis
Analysis
Application
Comprehension
Knowledge

24. How Adult Learners Learn
Problem-centered: seek educational solutions to where they are compared to where they want to be in life.
Results-oriented: have specific results in mind for education-will drop out if education does not lead to those results because their participation is usually voluntary.
Self-directed: typically not dependent on others for direction.
Often skeptical about new information: prefer to try it out before accepting it.
Seek education that relates or applies directly to their perceived needs: that is timely and appropriate for their current lives.
Accept responsibility for their own learning: i.e learning is perceived as timely and appropriate.

25. How Young Learners Learn
Subject-oriented: seek to Successfully complete each course, regardless of how course relates to their own goals.
Future-oriented: Youth education is often a mandatory and expected activity in a youth’s life and design for the youth’s future.
Often depend on adults for direction.
Likely to accept new information without trying it out or seriously questioning it.
Seek education that prepares them for an often unclear future: accept postponed application of what is being learned.
Depend on others to design their learning: reluctant to accept responsibility for their own learning.

26. Instructional Design “A” Science
Rooted in learning theories which are drawn from psychology, sociology, philosophy and education.
“An”
Art
Designing of instructional materials is a highly creative process.
A process used to create instructional materials.
Tested, well researched mechanism of enhancing human learning.

27. What is Instructional Design?
Thorough pre-planning of delivery of instruction in a proper sequence of events is known as instructional design. As you know the literal meaning of instruction is a set of events that facilitate creative pattern. The purpose of instructional design is to plan and create situations that enhance learning opportunity of individual learners.

28. Instructional Design - Description of the target group.
- Programme/course specifications (syllabus)
- Selection of the media to be utilized
- Design of the courses/lessons (units)
- Specification of objectives
- Development of test items
- Development of draft lessons
- Pre-testing of the materials
- Revision of the materials before their launch

29. Models of Instructional Design
Addie
Gagne-Briggs Model
David Merrill
Dick and Carey
Hannafin and Pack
Gerlach and Ely
More than hundred models exist.

30. Systems Approach to ID Analyze: define the needs and constraints
Design: specify learning activities, assessment and choose methods and media
Develop: begin production, formative evaluation, and revise
Implement: put the plan into action
Evaluate: evaluate the plan from all levels for next implementation

31. Theories of Learning
Behaviourism: Based on observable changes in behaviour. Behaviourism focuses on a new behavioural pattern being repeated until it becomes automatic.
Cognitivism: Based on the thought process behind behaviour. Changes in behaviour are observed, and used as indicators as to what is happening inside the learner’s mind.
Constructivism: Based on the premise that we all construct our own perspective of the world, through individual experiences and Schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.
Experiential Learning: Based on the fact that adults use the experience to create and construct their knowledge through observation, reflection, generalization, and testing.

32. Piaget, Vygotsky, Bandura
Behaviorism
Cognitivism
Constructivism
Experiential
According to Behaviorists learning is a process similar to habit formation through conditioning which links desired responses to stimuli
Synthesis
The cognitivist approach takes into consideration activities such as perception, concept formation, language use, thinking, understanding problem solving, attention and memory
The term refers to the idea that learners construct knowledge for themselves, each learner individually (and socially) constructs meaning as he or she learns, based on his/her own experiences
Adult learners construct their own knowledge / perspective through their own individual experience and schema
Watson
Thorndike Pavlov
Skinner
Gagne
Piaget, Vygotsky, Bandura
Jerome
Ausubel
Bruner
Mead
Jonassen
Merrill
Perkins
Kolb
Knowles
Programmed instruction teaching machines
Matter in small steps
Learning objectives
Activities, SAQs, etc
Assignments
Sequencing of content
Diagrams, charts etc.
Choice of media
Guidance
Structuring of knowledge
Motivating experience
Problem oriented learning
Learner profile based objectives
Learner centered approach
Questioning, critical analysis, application and reflection
Task oriented learning
Short and progressive steps
Learning commensurate with past experiences
Continual feedback of progress, motivation and stimulation

33. Watson, Thorndike, Pavlov, Watson, Skinner
Behaviourism:
Learning happens when a correct response is demonstrated following the presentation of a specific environmental stimulus
Learning can be detected by observing an organism over a period of time
Emphasis is on observable and measurable behaviours

34. Behaviourism:
Instruction is to elicit the desired response from the learner who is presented with a stimulus
Instruction utilizes consequences and reinforcement of learned behaviour
Learner must know how to execute the proper response as well as the conditions under which the response is made

35. Piaget, Vygotsky, Bandura, Jerome, Ausubel, Bruner
Cognitivism:
Learning is change of knowledge state
Learner is viewed as an active participant in the learning process
Focus is on how learners remember, retrieve and store information in memory
Examine the mental structure and processes related to learning

36. Cognitivism:
The outcome of learning is not only dependent on what the teacher presents but also on what the learner does to process this information
Focus of instruction is to create learning or change by encouraging the learner to use appropriate learning strategies
Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated

37. Mead, Jonassen, Merrill, Perkins
Constructivism:
Learners build personal interpretation of the world based on experiences and interactions
Knowledge is embedded in the context in which it is used (meaningful realistic settings)
Believe that there are many ways (multiple perspectives) of structuring the world and its entities

38. Constructivism:
Instruction is a process of supporting knowledge construction rather than communicating knowledge
Engage learners in the actual use of the tools in real world situations
Learning activities should be authentic and should centred around the “problem” as perceived the learners

39. Impact of Theories of Learning on Instructional Design
Behaviourism:
Watson, Thorndike, Pavlov, Watson, Skinner
Cognitivism:
Piaget, Vygotsky, Bandura, Jerome, Ausubel, Bruner
Constructivism:
Mead, Jonassen, Merrill & Perkins
Programmed instruction teaching machines
Matter in small steps
Learning objectives
Activities, SAQs, etc
Assignments
Sequencing of content
Structuring of knowledge
Motivating experience
Problem oriented learning
Learner profile based objectives
Learner centered approach
Questioning, critical analysis, application and reflection

40. How to Foster a Learning Culture
Motivate learners
Make learning problem-centered
Help learners assume control of their learning
Provide meaningful practice

41. Designing for Instructional Events
Gaining attention – Show a variety of examples related to the issues to be covered
Informing learners of the objectives – Specify the objectives
Stimulating recall of prior learning – review introductions, summaries and issues covered

42. Presenting the stimulus - Adopt a framework for learning/understanding
Providing learning guidance – Show case studies and best practices
Eliciting performance- Outputs based on issues learnt

43. Providing feedback – Check all examples are correct/incorrect
Assessing performance – Provide self-assessment questions, including scores and remedies
Enhancing retention and transfer – Show examples and statements and ask learners to identify issues learnt

44. Summary
The objective of instructional design is to ensure that the distance learner learns and acquires the necessary knowledge and skills, and to enhance his/ her performance in his/ her own world as a student and ultimately in the world of work.
That learning theory is the essential ingredient in instructional design. There is no single theory which instructional designers keep in mind while designing the instructional strategies and content. Behavioural approach can effectively facilitate mastery of contents; Cognitive strategies are useful in teaching problem solving; Constructivist strategies are suited for dealing with ill defined problems.