Skills for Development of Self Instructional Learning Multimedia Materials

8/3/2019 Skills for Development of Self Instructional Learning Multimedia Materials

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SkillsSkills

for thefor theDevelopment of Self Development of Self

Instructional/learning MultiInstructional/learning Multi--media materialsmedia materials

(SLIM)(SLIM)



What does a SLIM Designer Do?What does a SLIM Designer Do?

Determine what the learners need toDetermine what the learners need toknow (learning needs analysis)know (learning needs analysis)

Develop learning outcomesDevelop learning outcomes Plan assessment at the end of the coursePlan assessment at the end of the course

as well as during the courseas well as during the course

Allocate outcomes to various units of the Allocate outcomes to various units of thecoursecourse



What does a SLIM Designer Do?What does a SLIM Designer Do?

(Contd.)(Contd.)

Decide the kinds of activities needed to achieveDecide the kinds of activities needed to achievethe outcomes of the unit the outcomes of the unit

Decide the examples needed to enable learnersDecide the examples needed to enable learnerslearn each outcomelearn each outcome

Identify any graphics neededIdentify any graphics needed

Plan the self assessment needed for that unit Plan the self assessment needed for that unit

Write the unit Write the unit Test & evaluate the materialsTest & evaluate the materials

Revise to take account of the evaluation resultsRevise to take account of the evaluation results



Skills NeededSkills Needed

Analyse learning needs of learners and Analyse learning needs of learners andwrite Learning outcomes for the unit write Learning outcomes for the unit

Write sections and subWrite sections and sub--sectionssections Write intext questions for self Write intext questions for self

assessment/feedbackassessment/feedback

Summing UpSumming Up Designing Unit end exercisesDesigning Unit end exercises



What Are Learning Outcomes?

Statements of intent (what the learnershould be able to do as a result of studying the particular unit)

Learner competency/objectives relatedstatements



Types of ObjectivesTypes of Objectives

Objectives can be classified in manyObjectives can be classified in manydifferent waysdifferent ways

Benjamin Bloom identified three domainsBenjamin Bloom identified three domainsof objectives:of objectives:

--Cognitive Domain (Thinking)Cognitive Domain (Thinking)

--Affective Domain (Feeling) Affective Domain (Feeling)PsychoPsycho--motor Domain (Doing)motor Domain (Doing)



Cognitive DomainCognitive Domain

Cognitive Domain connected with thinking andCognitive Domain connected with thinking andknowledge is obviously the most important forknowledge is obviously the most important forSLIM Designers. There are six levels under thisSLIM Designers. There are six levels under this

domain:domain: K nowledgeK nowledge

Understanding/ComprehensionUnderstanding/Comprehension

Application Application

Analysis Analysis SynthesisSynthesis

EvaluationEvaluation



Characteristics of goodCharacteristics of good

Learning ObjectivesLearning ObjectivesLOs should indicate the learner beahaviour at theLOs should indicate the learner beahaviour at theend of the unit. Objectives should be:end of the unit. Objectives should be:

-- SSpecificpecific

-- MMeasurableeasurable

-- A Achievablechievable

-- RRealisticealistic

-- TTimeime--boundbound(SMART)(SMART)

They should also be simple, clear and precise.They should also be simple, clear and precise.



Sources of ObjectivesSources of Objectives

Syllabus/Module/Unit outlines/Subject Syllabus/Module/Unit outlines/Subject Content Content

Nature/level of the Target GroupNature/level of the Target Group Skills/Attitudes to be developed/changedSkills/Attitudes to be developed/changed

Learning Objectives of the subject/courseLearning Objectives of the subject/course

Own Experience of the course/unit writerOwn Experience of the course/unit writer



Value of ObjectivesValue of Objectives

Enable SLIM Developers to:Enable SLIM Developers to:

Clarify educational intentionsClarify educational intentions

Identify and sequence content Identify and sequence content

Decide on most appropriate media (in case of Decide on most appropriate media (in case of multimulti--media materials)media materials)

Select the most appropriate activitiesSelect the most appropriate activities

Decide on suitable ways of assessing learningDecide on suitable ways of assessing learning Evaluate the effects & effectiveness of materialsEvaluate the effects & effectiveness of materials



Value of ObjectivesValue of Objectives

Advantages for Learners: Advantages for Learners:

Show them what is to be covered in the unit Show them what is to be covered in the unit (concepts to be learned, skills to be mastered)(concepts to be learned, skills to be mastered)

Present them with challenges ahead andPresent them with challenges ahead andstandards to be achievedstandards to be achieved

Enable them to evaluate themselves (assessEnable them to evaluate themselves (assess

own progress against objectives)own progress against objectives) Build their self confidenceBuild their self confidence

Prepare them for learning and examinationsPrepare them for learning and examinations



Write sections and subWrite sections and sub--sectionssections

Arouse attention and motivate Arouse attention and motivate

Link up with previous knowledgeLink up with previous knowledge

InIn--built guidance for learningbuilt guidance for learning

Activate Activate suggest activities for learning insuggest activities for learning inbetweenbetween

Provide feedback (through intext questions)Provide feedback (through intext questions)

Facilitate retention (tables, graphics, flowFacilitate retention (tables, graphics, flowcharts, etc. in between and summarizing at thecharts, etc. in between and summarizing at theend)end)



Writing ClearlyWriting Clearly

Use Familiar words in preference to less familiar.Use Familiar words in preference to less familiar.

Less familiar wordLess familiar word More familiar wordMore familiar word

FacilitateFacilitate HelpHelp

Attenuate Attenuate easeease

DetrimentalDetrimental HarmfulHarmful

InfluxInflux arrivalarrival



Use short sentences in preference to long,Use short sentences in preference to long,but not at the expense of cohesionbut not at the expense of cohesion

Do not use unnecessary words andDo not use unnecessary words andphrasesphrases

Highlight the key pointsHighlight the key points



Write in a logical orderWrite in a logical order

MethodMethod DetailDetail ExampleExample

HistoricalHistorical PresentingPresentingevents in theevents in theorder in whichorder in whichthey occurredthey occurred

The dayThe day--byby--day eventsday eventsfrom 28from 28June,1914 to 1June,1914 to 1

August , 1914, August , 1914,leading to theleading to theoutbreak of outbreak of the First Worldthe First World

WarWar



Give specific and concrete instancesGive specific and concrete instances

General/vagueGeneral/vague Specific/preciseSpecific/precise

Write a short answerWrite a short answer Write about 300Write about 300wordswords

Manny peopleManny people Around 65% of adults Around 65% of adults Very fast Very fast Over 150 K m/hrOver 150 K m/hr

Poor quality hingePoor quality hinge A hinge that breaks A hinge that breaksafter 500 flexingsafter 500 flexings



Prefer the positive to the negativePrefer the positive to the negative

Negative versionNegative version Positive versionPositive version

It is not a good ideaIt is not a good ideato ignore the warningto ignore the warning

signssigns

Pay attention to thePay attention to thewarning signswarning signs

The expert witnessThe expert witnessdid not contradict did not contradict what the accused saidwhat the accused said

The expert witnessThe expert witnesssupported what thesupported what thewitness saidwitness said



InIn--text questionstext questions

Provide feedback for self assessment Provide feedback for self assessment

Put in variety of questions: mainlyPut in variety of questions: mainly

objective and short answerobjective and short answer Questions should be based on theQuestions should be based on the

preceding section/subpreceding section/sub--sectionssections

Answers or hints be provided Answers or hints be provided



Summing UpSumming Up

Recapitulation of the whole unit Recapitulation of the whole unit

Highlight important pointsHighlight important points

Help in retentionHelp in retention Help in quick revisionHelp in quick revision



Unit end exercisesUnit end exercises

Meant for self assessment of learning afterMeant for self assessment of learning afterthe whole unit the whole unit

Variety of questions Variety of questions Essay type long questions may beEssay type long questions may be

includedincluded

Questions should be stated in clearQuestions should be stated in clearunambiguous languageunambiguous language

Ansers/hints may be provided Ansers/hints may be provided



TH ANKTH ANKYOUYOU

Anita devraj Anita devraj

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Skills for Development of Self Instructional Learning Multimedia Materials