THE CONCEPT OF ODL COURSE MATERIAL
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THE CONCEPT OF ODL COURSE
MATERIAL
ISD WORKSHOP Organized By
Centre for Open Distance and e-Learning (CODeL).
Dr. Gambari, A. I.E-mail: [email protected]
Website: www.gambari.mgfglobal.comBlogsite: www.drgambari.com
March, 2012
INTRODUCTION How do ODL materials differ from other
educational materials? It is not effective to send textbooks to ODL
students. Rather, materials must be specially designed to suit the ODL situation.
The differences between ODL materials and conventional classroom and other concepts of ODL materials are treated in this presentation.
OBJECTIVES At the end of this presentation, you should be
able to; Differentiate between textbook and ODL
materials List devices included in ODL materials by
instructional designer List the components of ODL materials
THE STRUCTURE OF ODL MATERIALS
If you glance at a random sample of ODL materials, you are likely to be struck by how different they look from traditional textbooks. Probably the four things that will be most noticeable are:
the wide range of learning devices, the relatively low proportion of text compared to
learning devices, the space that is often provided for learners to
write their answers in, and the ‘generous’ layout overall.
Embedded Devices The term ‘embedded devices’ seems to have
been fashioned by Martens (1998) to describe all the devices that instructional designers include in their materials. Martens noted 23 different types of embedded device in the materials that he looked at.
The most common include: learning objectives tests of prior knowledge advance organisers activities feedback to activities examples self-tests summaries and lists of key points study tips animations (in electronic materials) hypertext links (in electronic materials).
Most of these devices are not present in a typical textbook, so why do instructional designers include them in ODL materials?
The answer lies in the theories discussed yesterday, cognitive approach stresses the use of learning devices such as:
learning objectives, tasks broken down into small steps, learners assessed against the stated learning
objectives,
a wide variety of tasks but within the scope of the stated objectives,
material ‘chunked’ into small, meaningful pieces,
mnemonics used to aid memory, advance organisers used to help learners
see the structure of the topic, and simplification of the real world.
Space for Learners’ Answers It is common practice to provide answer spaces
in ODL text materials, reflecting the widespread teacher belief that this encourages learners to complete the activities. As Lockwood (1992) says, the evidence that this is the case ‘is persuasive’. He reports research by Henderson (1993) which found that questions without answer spaces were answered by 40% of learners, but the same questions with answer spaces were answered by 90% of learners. Martens (1998) has also noted that learners who complete activities tend to do better on the course as a whole.
The ‘Generous’ Layout Writers on ODL instructional design
repeatedly mention the desirability of a ‘generous’ layout and the liberal use of ‘white space’.
(Interestingly, research supports the opposite case for web pages that are used for searching: see ‘Reduce the amount of unused space on pages used for scanning and searching’ at http://usability.gov/guidelines/layout.html#five.
Comparison of ODL Materials and
Textbooks
ODL materials typically … Textbooks typically …
Are divided into study units, sometimes representing a week’s work
Are divided into chapters, based on topics rather than study time
Include a study guide on how to use the materials and how to study by oneself
Do not include study guides or study guidance
Include study tips (e.g., on note-taking)
Do not include study tips
Include examples Include examples
Include diagrams and pictures Include diagrams and pictures
Cont…Include numerous activities Have few or no activitiesProvide feedback on answers
Do not provide feedback
Are tightly structured Are more loosely structured
Address the learner as ‘you’ Use passive language (e.g., ‘it can be seen that’ or ‘the reader will note that’)
Have a generous layout, often including space for learners to write in
Have pages filled with text, figures, tables, lists and other graphic elements – there is no space for learners to write in
Have as an audience the individual learner
Serve a dual audience: the learner and the teacher
Attempt to meet all the needs of the learner
Assume that the learner has a teacher who will be able to amplify the printed text
Example 1
INTRODUCTION TO TEACHING PROFESSION (EDU 111) Module 1: Teaching as a Profession Unit 1: Basic Concepts in Education Unit 2: Teaching and Learning Unit 3: Teaching as a Profession Unit 4: Qualities of Professional Teachers Unit5: Teacher’s Professional Skills Module 2: Teaching Process Unit 1: Communication Process Unit 2: Behavioural Objectives Unit 3: Evaluation of Learning Outcomes Unit 4: Lesson Plan Module 3: Teaching Methods Unit 1: Lecture, Discussion and Individualize Instruction Unit 2: Laboratory, Demonstration and Field Trip Methods Unit 3: Problem-Solving, Discovery and Inquiry Methods Unit 4: Simulation/Game, Group and Project Methods Unit 5: Assignment, Class-teaching and Questions Methods
CONTENTS 1.0 Introduction 2.0 Objectives 3.0 Main Body
3.1 Meaning of Education
3.2 Initiation and Education
3.3 Training and Drilling
3.4 Instruction and Indoctrination
3.5 Schooling and Education 4.0 Conclusion 5.0 Summary 6.0 Tutor-Marked Assignment (TMA) 7.0 References/Further Readings
UNIT 1: BASICS CONCEPTS IN EDUCATION
Example 2UNIT 2: MECHANICS CONTENTS1.0 Introduction2.0 Objectives3.0 Main Body
3.1 Types of forces3.1.1 Gravitation force3.1.2 Magnetic force3.1.3 Electrical force
3.2 Effects of forces3.2.1 Change in state of rest or motion3.2.2 Deformation3.3.3 Turning effect
4.0 Summary 5.0 Conclusion 6.0 Tutor-Marked Assignment 7.0 References/Further Readings
Assignment
Pick a course in your Department (e.g MAT 111) and break it into modular form. You must have minimum of 3 modules and15 units.
Thank you for
listening and God bless you
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