the design and development of learning materials prof. dr. martin valcke workshop innovative...
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The design and development of learning materials
Prof. dr. Martin Valcke
Workshop Innovative teaching and Learning Strategies in Higher Education
Maputo 4-6 August, 2009
1
Structure
• Introductory activity
• Instructional design: decision tree
• Embedded support devices
• Structure of DE materials: principles
• Overall models in DE learning materials
2
Conclusions
• Distance education inherits basic characteristics of traditional instructional approaches.
• Distance education imposes « explicit » planning en « consistency »
• ESD and structure are key decisions• Imposition of a house style• Micro-, meso- and macro-decisions have
to be taken3
Introductory Activity
• Small group activity
• Imagine you are responsible for writing a manual for a Swatch watch in Vietnam.
• Try to think about critical topics you will consider when developing the little manual.
• Structure your ideas.
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5
...
...
... ...
...
...
Did you think about?• What is the target audience: adults, teenagers, children?• Use of pictures, photo’s, drawings, schemes, … instead
of written language.• Reflections about ‘what’ you were about to tackle in the
users manual (objectives).• How you would structure the users manual: key words
(panel, battery, setting time and alarms), manipulation of the watch, a story, error messages, …)?
• Multiple languages if written language is used.• Use of colours, symbols, …• What if the users manual is lost?• Operational instructions: do this and do that.• How much time can you expect people to use the
manual?• … 6
Wrapping up: decision tree
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target audiencetarget audience objectives
layout of users
manual
anticipating
problems/question
s
activities
language used
structuring
principles
timing
textual/non-textual
elements
texting/evaluation
usersmanualtest users ...
InstructionalDesign
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layout of users
manual
anticipating
problems/question
s
activities
language used
target audience
evaluation of
users
structuring
principles
timing
textual/non-textual
elements
objectives
evaluation of users
manual
Instructional design
• Different decisions trees• Different models• IDI-model (Northern American consortium of
universities): “Consortium for Instructional Development and Technology“.IDI ~‘Instructional Development Institute’
• Focus on subpart in model• Later full model
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Instructional design
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Step 1define the problem
- state needs
- state priorities
- formulate the problem
Step 2analyse environment/context
- who is involved
- conditions
- existing sources
Step 3Organise the work
- task
- responsibilities
- time planning
Step 4state objectives
- final objectives
- intermediate objectives
Step 5specify methods
- for learning
- for instructional-activities
- for media
Step 7test prototypes
- test prototypes
- collect evaluation data
Step 6construct prototypes
-instruction-materials
- evaluation-instruments
Step 8analyse results
- related to objectives
- methods
- evaluation methods
Step 9revise / implement
- revise
- decide
- execute
definition
development
evaluation
Content of learning materials
• Task: take a manual from a traditional instructional setting.
• What is the content of the package; what « types » of content can we distinguish?
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Content
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Additional elements:• Exercices• Examples• Illustrations• Questions• ...
BASIC CONTENT
Content +
• Why do we add the extra elements?– .– .– .– .– .– .– .
13
Content in distance education
• Same manual/handbook
• But now there is NO TEACHER
• Student is alone sitting in front of his handboek/manual
• What is missing in his/her learning environment
• Write on a sheet of paper
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15
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structure
questions
summary
test
examples
Content page
graphics
illustration
Advance organizer
feedback
exercise
tasks
keywordStudy advice
Embedded support devices
• Extra elements: ‘embedded support devices’ (ESD).
• Lockwood (1992): ‘activities’ to refer to their basic role as ‘catalysts’ of student involvement
• The basic content is derived from the domain specific knowledge base.
• The ESD are added to support the actual learning process in view of the objectives
• ESD are a kind of in-built teacher
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structure
questions
summary
test
examplesContent page
graphics
illustration
Advance organizer
feedback
exercise
tasks
keyword
Study advice
Embedded support devices
• ESD: a wide variety of add-on, such as questions (pre- and post-), content pages, illustrations, examples, activities, tasks, tests, examples, schemes, cases, etc.
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Embedded support devices• Basic functions and effects of ESD (Valcke,
Martens, Poelmans and Daal,1993):– orienting ESD: learning objectives, references to other
learning materials, references to required prior knowledge, etc.
– processing ESD: indexes, additional learning materials, advance organizers, illustrations, glossaries, introductions, study advice, summaries, tables, examples, etc.
– testing ESD: self-test items, exercise items, answers and feedback.
• ESD up to 45% of the learning materials
19
ESD: listAdvance organisers•Ausubel 1960•Activation of prior knowledgeExamples:In the chapter about ‘cognitive learning approaches’ in the course on instructional science students start by playing a little game. They are asked to learn by heart 10 different words. After one minute they have to take a sheet of paper and write down the words they can remember.Next, they have are given the task to write down HOW they memorised the list of words. When a lecturer puts together the approaches of 10 different students he gets a very nice overview of theoretical and empirical knowledge acquisition processes as defined by cognitive psychologists BUT now in the wording of the students themselves.20
ESD: list
Introduction• Introductions orientation as to what, how and why
the materials are presented• other comparable ESD: content page, scheme,
objectives, assessment criteria, …Summary• Provide summary or let students develop
summary• Incomplete summary
21
ESD: listContent pages• Give content page• Ask students to build content page, overviews,
scheme or mind-mapsTiming• How much time on average should be spent on
specific tasks, sets of learning materials• Support individual study planning (time
management)• Realistic time frames• Study load of courses.
22
ESD: listSchemes• Structure scheme, a process scheme, a classification
scheme, an incomplete scheme, a mind-map, …Recapitulation section – wrap up section• Students go backwards and forwards in the overall
structure of the contentDialogue• Talk to the student in a written way:• What would you do if you were in this position?• Could you help me here or will you leave me behind
with this problem?• Could you think about three examples for me, please. I
will need them further on in the text.23
ESD: listKey words• Left column with ‘key words’• Role of key words: structure, important basic concepts,
index to the text• Statements about prior knowledge• Be explicit about assumptions about prior knowledge• Especially when we introduce complex problem settings
(real life cases, problems, …). Developers can no longer control the overall situation.
24
ESD: list
Objectives• Objectives at the start • To orient their further reading activities, the way
they process the activities, • Students are pragmatic
Activities• Questions, tasks, problems• Feedback (structural feedback or solution?)
25
ESD: list
Feedback• Questions, tasks, activities, assessment
provisions, … bring forward the idea about giving students adequate feedback.
• Immediate or delayed feedback.• Learners should learn to judge themselves• Gradual development of self-reflection skill
26
ESD: listQuestions• Continuous active involvement of the students• Pre- and post-questionsSelf-assessment• Students are invited to check mastery objectives• Examples of final assessment• Students study in a assessment-driven way• The test as a relevant ‘learning’ experience• Examples of a final test ~ representative for real
final test• Feedback: redirect to relevant learning section
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ESD: list
Enrichment (facultative activities)
• Resources for learning.
• Beyond the body of knowledge needed to attain the objectives
28
ESD: list
Examples
• Examples translate abstract concepts, features, relations, structures in real world terms and experiences
• Link new abstract knowledge to student experiences
• Role examples: learn by heart?
29
ESD: list
Study advice• How to deal with your learning
package?• Examples of how to go ahead, to plan
their work, to check their progress, to involve colleagues, contact staff, support people, ..
• Based on real life student comments about experiences with this package
30
ESD: list
Self-reflection
• Self reflection as a pro-active activity: how will we proceed?
• Or as a retro-active process: how did I deal with this task, content.
• Development of meta-cognitive knowledge skills.
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Design of a « house style »
• Choice for a set of ESD ~house style
• Students prefer consistent materials
• Internal consistency
• Quality!!
32
Develop your own house style
• Take your learning materials
• Redevelop 2-3 pages
• Make an outline of how you would enrich the materials with ESD
• Make a difference between local ESD and ESD at chapter/unit level
33
Basic content
• Structure?
• How can we structure the basic content?How is it structured in your handbooks?
• Can you think of alternative approaches?
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Basic content: structure
• Scientific content
• Procedure (e.g. Law, Scientific research, chemical process,, ...)
• Cases
• Problems
• Time line
35
Basic content: structure
• Book: chapters
• Learning book: learning units, themes, ...
• What is best structure?
• What is the structure in your manuals and handbooks? What is the basis of this structure?
36
Basic content: structure
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Structure: Problems• Problems• Problem-based learning: starting point is a real-life
problem:• “A bee-keeper of 65 strolls on a nice morning in May
through his garden. In front of his hives, he suddenly stumbles and falls against one hive that tumbles upside down. The bees are furious and attack. The man is able to get away, but heavily bitten, he falls in the kitchen after closing the kitchen door. His wife alarms the doctor who arrives within 5 minutes and sees how the man is getting unconscious.”
38
Structure: problems• The student read this text and follow a 6-step procedure.
This procedure is mostly supported by a group– Analyse the situation– Define the problem– Apply the knowledge readily available– Define learning objectives– Look for additional knowledge to apply in view of the learning
objectives– Report about the results
• Study process supported with in-built tutor• Assessment based on problem resolution (feedback) +
tests that assesses mastery declarative knowledge
39
Structure: Cases• Case-based Harvard University• Originally economics and business sciences• Now in wide variety of domains (medicine,
psychology, ..).• Gradual build-up• Three dimensions:
– Conceptual dimension– Procedural dimension– Information dimension
40
Structure: cases
• All learning starts with a well-prepared case:
• These cases can be small or very elaborated.
• Students get a resource package that can be very detailed or rather empty as it is expected that they look up the resources themselves.
41
Structure: cases• The conceptual base can be considered ‘acquired’ or be
made available in a structured way.• Case resolution can be an individual and/or a group
learning activity.• Case resolution can be done in reality or away from
reality.• Cases build upon real life.• All data, examples, ‘living’ information is taken from
reality.• There is no separate assessment/testing set up, next to
the final report that describes that case solution by the student(s).
42
Structure: Procedure• In professional life, people build upon a variety
of procedures, methods, ways to practice their profession. For instance: lawyers follow a strict procedure when preparing a case; business scientists follow specific procedure when they screen a company, doctors follow diagnosing procedures, psychologists apply listening skills, teachers know how to ask questions, …
• Starting point: basic declarative knowledge• Clear development of a task list, step-by-step
guide, plan43
Overall models in DE learning materials
• Learning unit model
• Textbook – working book model
• Case study model
• Procedural model
• Virtual companies
• Thesis model
44
Examples
• See package
45
Conclusions
• Distance education inherits basic characteristics of traditional instructional approaches.
• Distance education imposes « explicit » planning en « consistency »
• ESD and structure are key decisions• Imposition of a house style• Micro-, meso- and macro-decisions have
to be taken46
The design and development of learning materials
Prof. dr. Martin Valcke
Workshop Innovative teaching and Learning Strategies in Higher Education
Maputo 4-6 August, 2009
47
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