Development of Self Learning Material

Development of Self Learning Material (SLM)

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Ashish K. AwadhiyaAsst. Director (T&D), IUC, IGNOU

Objectives…….

After going through this training, • you will be able to explain structure of SLM• you will be able to write the unit for SLM

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What is SLM

• Predominant form in ODL• learner-centered materials• With inbuilt Teacher

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Characteristics of SLM

Self-ExplanatorySelf-ContainedSelf-DirectedSelf-MotivatingSelf-EvaluatingSelf-Learning

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Textbooks Vs SLM

Textbooks Self-Learning MaterialsAssume interest Arouse interest

Written mainly for teacher use Written primarily for Learner use

Do not indicate study time Give estimates of study time

Designed for a wider market Designed for a particular learner group

Rarely state aims and objectives Always give aims and objectives

Structured for teachers andspecialists

Structured according to the need oflearners

Little or no self-assessment Major emphasis on self-assessment

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IGNOU SLM

• P – Programme • C – Course • B – Block • U – Unit • S – Section • SS- Sub-

Section

Identify your Target Learners……. Learner Profiling

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Developing a UnitUnit 1 - (Title of the Unit)

Structure

1.0Objectives1.1 Introduction 1.2……1.2.1……………..1.2.2……………..Check your progress/Activities1.3…..1.3.11.3.2………………1.3.3………………Check your progress/Activities1.4Let Us Sum Up1.5 Glossary1.6Suggested Readings Possible answers References

7Structure Makes the study material accessible

Objectives

SMART • S - Specific• M - Measurable• A - Accurate• R - Realistic• T - Time /Testable

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Components of Objectives

• Conditions (Situation)-Condition under which the behavior will occur

• Performance (Action)-Behavior is described in observable and measurable terms (by using a verb)

• Standards (Level)-Expected level or standard for successful performance

9Standard of Objective depends on the level of the learners

Terminology for Objectives

• Descriptive verbs: define, describe, explain, list, select, state, etc.

• Discriminative verbs: compare, differentiate, identify, summarize, illustrate, outline, separate, select etc.

• Motor performance verbs: type, draw, measure, etc

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Examples of Objectives

• After reading this unit you will be able to write the unit for SLM

• After going through this unit, you should be able to explain characteristics of SLM.

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Introduction

• Explains the content being discussed • Relates the unit and also with the existing

knowledge of the learners.

should be brief to provide adequate help to the learners in starting their study.

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Introduction components

Structural part• Backward and and forward linkages

Thematic part• Overview of the main concepts to be discussed• Builds communication with learners

Guidance part• Study guide and requirements such as time, special

activities, back/cross references, equipment, books, etc• How to achieve the objectives• Motivation role-How it is going to help

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Main Body

• Thematic Content• Illustrations/ photos/Diagrams/Graphics• Tables/Charts• SAQs/Activities

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Content…• Small steps• Logical arrangement• Ordering the content• Personalized style• Language• Illustrations• Assessment

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Organization of Content

• known to the unknown• Simple to complex• Concrete to abstract• Particular to general

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Language of Content

• Simple and clear sentences• Simple vocabulary• One idea in one paragraph• Interactive and personalized • Humor

who is the learner?

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Activities.. Writing, Thinking, Doing

• In-text Self-Assessment Questions• Exercises• Activities

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Examples of Activities

• Describe the functioning of kidney.• Why has a course writer to avoid long

answer questions as self-check questions in the SLM?

• Prepare a list of 10 plants that are found in your surroundings.

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Ending of the Unit… Lets Sum up

• Summarize/ Recapitulation important points• Motivate for further learning

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Suggested Readings

• Development and Revision of Self-Learning Materials(2005), STRIDE, IGNOU, New Delhi

• Rowntree, Derek (1986) Teaching Through Self-Instruction, Kogan page, London

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Glossary..

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Unit: The term ‘unit’, of course, the context is that of IGNOU, is used to denote a division of a block, at one level in terms of the theme or topic and at another level as the material used to teach the topic.

References

• Development and Revision of Self-Learning Materials(2005), STRIDE, IGNOU, New Delhi

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• Google imagesCourtesy

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