Online Material Development

In designing a web-based course

Gumawang Jati

gumawang.jati@gmail.com

Outline

Basic Features of online course

General Online Material Development Process (Mechanical)

The philosophy of moodle

Online Material Presentation

Principles of Online Material Development

Online Learning Material Development

Behaviorism & E-learning

Cognitive & E-learning

Online Development Process

Preparation Stage

‘GJ’ Web-based Course Model

Basic Features of online course

title page

introduction to the course

course schedule, and a list of objectives and requirements

course content arranged into modules

Frequently Asked Question (FAQ) file

glossary of terms used in the course

table of contents, a search engine, and/or index with a roadmap to the course

resources page with links to useful external course related information

credits page listing the sponsors and the people who have developed the course along with copyright statement

General Online Material Development Process

Pre-planning

Planning

Content Design & writing

Material Development

Testing and Final Checking

Evaluation, feedback and redevelopment

Establishing the right team, in terms of balance of skills and ability to work together

The range of skills which might be represented include:

• instructional design

• content matter expertise

• technical expertise

• expertise in resource discovery and information management

• project management.

Pre-planning

The planning phase is probably the most important

Steps involved include:

• Articulating learning objectives

• Characterising user (student) requirements

• Locating and assessing existing learning resources

• Identifying the need for new content

• Identifying technical considerations, constraints and possibilities

Planning

Processes and steps might differ between organizations and for different projects;

steps include:

• Establishing the assessment criteria and methods

• Mapping and then sequencing the key elements of the content

• Applying instructional design effective for online

• Technical or multi-media decisions

• Deciding what should be presented on screen and what should be downloadable/printable

• Deciding which is key content, and needs reinforcement

• Doing a walk-through and check on time allocations for each learning activity

Content Design & writing

This phase takes the material produced in the writing and planning phases and turns it into product

Producing the physical product

• Texts, pictures, sounds, videos, exercises, tests, feedback, evaluations

Producing any accompanying documentation

• user guides, implementation guides, etc

Material Development

An important phase. All your efforts above are of little value if the product is not accessible and usable. Consideration of usability factors actually begins in the planning phase but it should be formally tested during prototyping, then following full production.

These steps require:

• Knowing what standards should be aimed for (technical compliance and usability of the product being developed).

• Establishing means by which to measure or test that standards and usability objective have been achieved.

• Considering when to measure, and how information from this will feed back into the development process to achieve best outcomes most efficiently.

Testing and Final Checking

Evaluation is a positive step that can provide good feedback on the effectiveness of the product.

This feedback can enable fine-tuning of the product.

It also provides valuable feedback to the production team on ways future development outputs can be improved.

Evaluation, feedback and redevelopment

The philosophy of Moodle

Social Constructionist Pedagogy

Five kinds of Static Course Material

Six types of Interactive Course Material

Five kinds of Activities for students

Learning Materials

It is designed to support a style of learning called Social Constructionist Pedagogy

The social constructionist philosophy believes that people learn best when they interact with the learning material, construct new material for others, and interact with other students about the material.

Social Constructionist Pedagogy

Learning Materials

A text page

A web page

A link to anything on the Web (including material on your Moodle site)

A view into one of the course's directories

A label that displays any text or image

Five kinds of Static Course Material

Learning Materials

Assignment (uploading files to be reviewed by the teacher and/or students)

Choice (a single question)

Journal (an online journal)

Lesson (a conditional, branching activity)

Quiz (an online test)

Survey (with results available to the teacher and/or students)

Six types of Interactive Course Material

Learning Materials

Chat (live online chat between students)

Forum (you can choose the number of online bulletin boards for each course)

Glossary (students and/or teachers can contribute terms to site-wide glossaries)

Wiki (Wikis can be inserted into courses, or a Wiki can be the entire course)

Workshop (workshops support collaborative, graded efforts among students)

Five kinds of Activities for students

Learning Materials

Five kinds of

Static Course

Material

Six types of

Interactive Course

Material

Social Construct

Pedagogy

Five kinds of

Activities for

students

The philosophy of Moodle

Learning process

Learning

Materials

Online Material Presentation

The layout presentation of the materials should be clear

The lay out presentation should be organized for learning

The layout of the materials should be economical in term of space to generate maximum learning activity for each space and screen.

The sequencing of the materials should give opportunity for students to reflect on their learning

Some materials should be accessible for class context, self-study and home study

Principles of Online Material Development

Nunan (1999:81) points out that teaching and learning material are one of the important components in facilitating the learning process.

Learning materials produced, adapted or used should be relevant to basic competency stated in the syllabus and appropriate with the intellectual, emotional and social level of the learners.

appropriate to learners' interests, experiences and knowledge,

provide opportunities for meaningful communication,

enrich learners' general knowledge,

expand learners' world knowledge by exposing them to relevant and current events,

compatible with learners' level of proficiency,

stimulate learners to seek further information,

presented in a variety of text types and media and are used for different purposes,

provide opportunities for contextual language use and practice

Diagrams, charts, pictures, videos

Several principles for the use of images to promote learning

Images should focus only on features that are critical to the concept being taught and be used for one or more of the following reasons:

to prepare the learner

to attract and direct attention

To guide the learner through successive steps of complexity

to present the content repeatedly in a variety of contexts

to provide a vehicle for practice with immediate feedback

to make connections

Online Learning Material Development

TS.COM

Learning and Language Learning Theory

Behaviorism

Cognitive Social Constructionist

Learning Material

Principal of Material Development

Material Design

Teaching & Learning Media

Learning Management

System LAN

WWW

Theory of Language

Language as communication

Behaviorism & E-learning

(Gillani, 2003)...learner should be assessed for determining the goal and objective.

Intervention program should be developed.

Evaluation on the learners’ competencies in relation to the should be carried out.

start

Main Menu Direction

Learning Goal

Learning Activities 1 Learning Material 1

Quiz Evaluation Feedback Good

poor

Learning Activities 2

Cognitive & E-learning

Heinich et al. (2002), …learning is the development of new knowledge, skills, and attitudes as the learner interacts with information and the environment.

Holmes and John Gardner, (2006), … learners ‘construct’ their knowledge, skills or understanding from their own observational and reasoning capabilities.

Discussion Forum

Consult Teachers /

Peers

Login Main Menu

Learning Activities

Learning Materials Tasks

Quizzes

Posting Tasks / Opinion

Feedback from teacher / peers

Respond to Tasks / Opinion

/ Feedback

Constructivism underpins the understanding of how individuals learn in a social context and extends to the learning organization, which by nature its members learning together, improves its activities through group reflection and sharing of experiences.

Social Constructivism

Constructivism underpins the understanding of how individuals learn in a social context and extends to the learning organization, which by nature its members learning together, improves its activities through group reflection and sharing of experiences.

Authentic Materials

Tasks

Chat Room

Discussion Forum

Skype

Learning is a process of interaction between what is known and is to be learned Learning is a social process Learning is a situated process

Online Development Process

Analyze

Focus on the learning

goals

Design

Focus on material

selection and scope &

sequence

Develop

Focus on developing materials & instructions

---- Converting Arranging Uploading

Implement

Focus on students and

teacher activities

Write down the Learning Goals / objectives

Whole course

Semester

Weekly

Topics

Analyze

Focus on the learning

goals

Explore what are available in the web

List of topics / themes

Collect / write the learning materials by considering the learning objectives

Write scope and sequence for the whole course

Design

Focus on material

selection and scope &

sequence

WHAT TO LEARN

TASKS AND SKILLS

INDICATORS

Write the learning Materials (Reading, Listening, Video, writing, quiz etc.)

Write clear instructions and tasks for each material

Convert materials into digital (flv, mp3, pdf, etc.)

arrange the learning materials and upload

Develop

Focus on developing materials & instructions

---- Converting Arranging Uploading

After finish a unit;

Pilot the unit (2 teachers, which are not in the project & 5 students)

Make necessary changes and modification (layout, unclear / confusing instructions, unclear tasks, unclear sequence, misleading pictures, etc)

Implement

Focus on students and

teacher activities

Evaluate the unit with the team

Preparation Stage

Learning Goals

Syllabus Basic Competency

Learning Materials

Learning Activity

Indicator

Scope and Sequence Unit

What to learn

Tasks and Skills

Indicator

‘GJ’ Web-based Course Model ZONE 1 INPUT

New Language Items

Example of the language in the context

Quiz / Guided Practice

Interaction

Students Computer (Materials, quiz presented,

etc)

Orientation

Presentation

Practice

ZONE 2 EXPOSURE

Authentic Materials (internal & external links) Language items in Zone 1 are used in the real context

Tasks Tasks are presented after the students explore the authentic

materials

Chat Room Talking about the topic /

practicing the language learnt

Discussion Forum Discussing Issues

related to the topic Skype

Interaction

Students Students Teacher(s)

Authentic materials

New Knowledge & Skills

ZONE 3 PRACTICE

TASK (e.g. young reporter)

Upload / Publish Task

Interview / Record Individual/pair/group

Rehearsal/Practice for fluency Individual/pair/group

Write script / Draft (greetings, questions, etc.) Individual/pair/group

Preparation (Study zone 1 & 2 + explore www) Individual/pair/group

Research

Interact, communicate, and

collaborate

Discuss and analyze result

ZONE 1 INPUT

Orientation

Presentation

Practice ZONE 2 EXPOSURE

Authentic Materials

Tasks

Chat Room

Discussion Forum

Skype

TASK

Upload / Publish Task

Interview / Record

Rehearsal/Practice

Write script / Draft

Preparation

ZONE 3 PRACTICE