Preparing Materials for Open, Distance and
Flexible Learning
Rountree, Derek (1994). Preparing materials for
open, distance and flexible learning: An action guide
for teachers and trainers. London: Kogan-Page.
Three stages:
1)
planning
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aims and objectives |
|
outline content |
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choose media |
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plan learner support |
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consider existing
materials |
2)
preparing for writing
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sequence idea |
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develop activities
and feedback |
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find examples |
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think graphics |
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decide on access
devices |
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consider physical
format |
3)
writing and rewriting
|
start first draft |
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complete and edit
first draft |
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write assignment
material |
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pilot and improve
materials |
Features of open
learning materials
|
objectives |
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advice on how to
study the material |
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user-friendly writing
style |
|
chunks of learning |
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fewer words per page
than usual |
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plenty of examples |
|
references to
learners’ experience |
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illustrations used
when they’re better than words |
|
headings to
facilitate navigation |
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links to other media
(when appropriate) |
|
awareness of
different learners’ needs |
|
exercises to get
learners to use the material |
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space for learners to
write their own ideas |
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feedback on progress |
|
suggestions about
getting help |
Three Kinds of Open
Learning Materials
1)
Tell-an-test: chapter followed by test
2)
Tutorial in print: cbt-style chunk followed by mini-test
or application
3)
Reflective action guide: material serves as guide to
reflection or action outside of the package
(lots of examples, most from print-based distance
learning workbooks)
STAGE 1: PLANNING
YOUR MATERIALS
LEARNER ANALYSIS
see Learner analysis checklist
How to find out: reflect on experience, consult
colleagues, hold focus group, give questionnaires.
Sum it up by writing a one-page profile on “our typical
learner”.
AIMS AND OBJECTIVES
Difference between aims and objectives
MAUD model:
|
Memory |
|
Attitudes |
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Understanding |
|
Doing |
(nice “avoid these words/prefer these words” for writing
objectives)
OUTLINE CONTENT
Two General Approaches to Content:
1)
subject-centered:
2)
learner-centered
Brainstorm possible content, evaluate & classify,
brainstorm sub-content
Make and edit a detailed table of contents
CHOOSE MEDIA
(table on media types)
(checklist for media)
(strengths/weaknesses checklist)
PLAN SUPPORT
Who
|
advisor or counselor |
|
tutor |
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mentor |
|
managers |
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technicians or
demonstrators |
|
librarians |
|
learning center
personnel |
|
other learners |
|
friends, family,
colleagues |
What
|
entry and exit
counseling |
|
selecting materials |
|
adapting learning
materials for individual needs |
|
assessment and
feedback |
|
general guidance
about approaches to learning |
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help with learning
disabilities |
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comments on products
produced by learners |
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coaching (phone or in
person) |
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run group sessions |
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help identify other
sources of help |
|
keep records of
learners’ progress |
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assess learners’
knowledge |
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assess learners’
practical competence |
|
manage physical
resources |
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provide evaluation
data |
|
|
CONSIDER EXISTING
MATERIAL
|
Consider all forms:
not just books, textbooks journal articles and
manuals, but pamphlets, newspapers, leaflets, videos,
photos, audiotapes and discs, and CBTs. |
|
Consider “Wrap-Arounds”:
wrap your customized materials around existing
materials. |
Well, that should be enough to give you the flavor of
the book.
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