Development of self learning materials
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This document discusses the development of self-learning materials (SLM). It defines SLM as learner-centered materials that serve as an in-built teacher for open distance learning (ODL) students. The document outlines the key characteristics of SLM, including being self-explanatory, self-contained, self-directed, self-motivating, self-evaluating and self-learning. It also compares SLM to traditional textbooks and describes the structure of SLM units according to IGNOU, including objectives, introduction, main body, activities, conclusion and references. The document provides guidance on writing objectives, developing content and includes examples of activities.
Development of self learning materials
- 1. Development of Self Learning Material (SLM) EDUCATION PROGRAM SUPERVISOR GEMMA B. ESPADERO, MAELT
- 2. 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 2
- 3. What is SLM • Predominant form in ODL • learner-centered materials • With inbuilt Teacher 3
- 4. What is ODL? • ODL is a system of education in which education is imparted to learners who may not be physically present on campus. Its philosophy is to remove barriers to education and allow learners to study according to their time, pace and place. 4 Open Distance Learning
- 6. Textbooks Vs SLM Textbooks Self-Learning Materials Assume 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 6
- 7. Textbooks Vs SLM Textbooks Self-Learning Materials Rarely state aims and objectives Always give aims and objectives Structured for teachers and specialists Structured according to the need of learners Little or no self- assessment Major emphasis on self-assessment 7
- 8. IGNOU SLM • P – Programme • C – Course • B – Block • U – Unit • S – Section • SS- Sub- Section Identify your Target Learners…Learner Profiling 8
- 9. Developing a Unit Unit 1 - (Title of the Unit) Structure 1.0 Objectives 1.1 Introduction 1.2…… 1.2.1…………….. 1.2.2…………….. 9 Structure Makes the study material accessible
- 10. Developing a Unit Check your progress/Activities 1.3….. 1.3.1 1.3.2……………… 1.3.3……………… 10 Structure Makes the study material accessible
- 11. Developing a Unit 1.4 Let Us Sum Up 1.5 Glossary 1.6 Suggested Readings Possible answers References 11 Structure Makes the study material accessible
- 12. Objectives SMART • S - Specific • M - Measurable • A - Accurate • R - Realistic • T - Time /Testable 12
- 13. 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 13 Standard of Objective depends on the level of the learners
- 14. 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 14
- 15. 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. 15
- 16. 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. 16
- 17. Introduction components Structural part • Backward andand forward linkages Thematic part • Overview of the main concepts to be discussed • Builds communication with learners 17
- 18. Introduction components 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 18
- 19. Main Body • Thematic Content • Illustrations/ photos/Diagrams/Graphics • Tables/Charts • SAQs/Activities 19
- 20. Content… • Small steps • Logical arrangement • Ordering the content • Personalized style • Language • Illustrations • Assessment 20
- 21. Organization of Content • known to the unknown • Simple to complex • Concrete to abstract • Particular to general 21
- 22. Language of Content • Simple and clear sentences • Simple vocabulary • One idea in one paragraph • Interactive and personalized • Humor who is the learner? 22
- 23. Activities..Writing, Thinking, Doing • In-text Self-Assessment Questions • Exercises • Activities 23
- 24. 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. 24
- 25. Ending of the Unit…Lets Sum up • Summarize/ Recapitulation important points • Motivate for further learning 25
- 26. Suggested Readings • Development and Revision of Self- Learning Materials(2005), STRIDE, IGNOU, New Delhi • Rowntree, Derek (1986) Teaching Through Self-Instruction, Kogan page, London 26
- 27. Glossary.. 27 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.
- 28. References • Development and Revision of Self- Learning Materials(2005), STRIDE, IGNOU, New Delhi 28 • Google images Courtesy
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