Planning, Designing and Developing teaching learning materials
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The document outlines a workshop on technology-enhanced learning strategies for agricultural education, focusing on distance education methods and instructional design principles. It covers various instructional models, planning for teaching materials, and considerations for engaging learners. Key elements discussed include self-directed learning, content structure, assessment methods, and the importance of interactive and blended learning approaches.
Planning, Designing and Developing teaching learning materials
- 1. Commonwealth Educational Media Centre for Asia Planning, Designing, Developing Teaching Learning Materials Workshop Strategies for Adopting Technology Enhanced Learning in Agricultural Education 26th & 27th August, 2015 at NAARM Ramesh Sharma
- 2. Distance Education Method of teaching learning at distance Transactional Strategies Self-directed learning systems
- 3. Features of Learning Materials in DE Self-Explanatory Self-Contained Self-Directed Self-Motivating Self-Evaluating Self-Learning
- 4. 1.0 Introduction 1.1 Objectives 1.2 ………….. 1.2.1 ………… Check your progress 1.2.2 ………… Check your progress 1.3 ………… 1.3.1 …………… Check your progress 1.3.2 …………… 1.3.3 …………… Check your progress 1.4 …………. 1.4.1 ………….. Check your progress 1.4.2 ………….. Check your progress 1.5 Let Us Sum Up 1.6 Glossary 1.7 Suggested Readings Possible answers References Sample Unit Structure
- 5. Quantifying Credits and other issues Credits Study Hours Counselling Sessions Assignment Quantity in Blocks Quantity in Units/ Lessons 2 60 3 1 2 6-8- Blocks 4 120 5 2 4 12-16 6 180 8 3 5-6 20-22 8 240 10 3 6-8 30-34 Explanation: 1 Block of 60-70 printed pages (A-4 size) i.e. 5,000 words per unit,18-22 pages, 3-4 Units per Block
- 6. How do we normally address them: In ODL P – Programme C – Course B – Block U – Unit S – Section SS- Sub-Section In Face-to-face Programme of Study/Stream Subjects Books Chapters Paragraph Sub-Paragraph
- 7. 9 P C1 C2 C3 C4 - - U1 U2 U3 U4 - - S1 S2 S3 Sn B1 B2 B3 - - SS1 SS2 SS3 SS4 P-Programme C-Course B-Block U-Unit S-Section SS-Sub-Section Terminology Structure
- 8. Access Devices Overview Aims and objectives Content list/Structure Diagrammatic representation of module structure Time allocations Activities/Experiments/Things to do Study Guide Self-Check Exercise Summary Glossary
- 9. Planning an Unit ACCESS DEVICES Title Section headings Sub-sections Structure Introduction Study Guide INTERACTIVE INSTRUCTIONAL STEPS Activities SAQs Model answers Glossary Summary Tables Symbols Graphics other visuals USING Typefaces Colors Symbols Space Language Visuals
- 10. Instructional Design Models and Methods Merrill's First Principles of Instruction ADDIE Model Dick and Carey Model Kemp's Instructional Design Model Gagné's Nine Events of Instruction Bloom's Learning Taxonomy Kirkpatrick's 4 Levels of Training Evaluation Cathy Moore's Action Mapping https://en.wikipedia.org/wiki/Bloom%27s_taxonomy
- 12. Two main aspects Content Process https://commons.wikimedia.org/wiki/File:E-learning_process_model.jpg
- 13. Content Presentation Content Analysis Content Sequencing Activities
- 14. Content Process Complex things – What shall be the course development process? – How course will be taught? – What kind of assessment would be used? – Timeline – Budgets
- 15. Balancing… Creative Measures Demands of System Conformity to Standards
- 16. Issues to consider … Authors Active involvement of learners Learning activities Technology (static / dynamic / interactive) Blended Learning https://pl.wikipedia.org/wiki/Blended_learning
- 17. Open Educational Resources https://www.flickr.com/photos/mathplourde/6534388293 https://en.wikipedia.org/wiki/Open_educational_resources
- 18. How do we get started? Blue print with essential elements Learning outcomes Content outline Learning environment Learning materials Learning support Assessment Interaction / Activities Students’ requirements Development Schedule
- 19. Presentation of Content Objective 1 Section 1 SAQ1 Summary Sub-section (s) Objective 2 Section 2 SAQ2 Summary Sub-section (s) Objective 3 Section 3 SAQ3 Summary Sub-section (s) Objective 4 Section 4 SAQ4 Summary Sub-section (s)
- 20. Pay attention to … LANGUAGE Simple and Short sentence Simple vocabulary One idea in one paragraph Conversational and friendly language Personal Pronouns (We, you) Humour ACTIVITIES In-text Questions Self-Assessment Questions Exercises Things to do Depicting experiences
- 21. Types of SAQs True-False Matching Fill in the blanks Multiple choice Sequencing Short-Answer type
- 22. Ending of the Unit Summary - Recapitulation - Reinforcement Glossary - Explain difficult words References/further reading Model Answers
- 23. Editing Content Format Language Copy Editing Proof Editing
- 24. THANK YOU