Concepts for developing SLM in Distance Education

1. Development of
Self Learning Material (SLM)
Ashish K. Awadhiya
Asst. Director (T&D), 1
IUC, IGNOU

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
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3. What is SLM
• Predominant form in ODL
• learner-centered materials
• With inbuilt Teacher
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4. Characteristics of SLM
Self-Explanatory
Self-Contained
Self-Directed
Self-Motivating
Self-Evaluating
Self-Learning
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5. 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
Rarely state aims and objectives Always give aims and objectives
Structured for teachers and Structured according to the need of
specialists learners
Little or no self-assessment Major emphasis on self-assessment
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6. 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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7. Developing a Unit
Unit 1 - (Title of the Unit)
Structure
1.0 Objectives
1.1 Introduction
1.2……
1.2.1……………..
1.2.2……………..
Check your progress/Activities
1.3…..
1.3.1
1.3.2………………
1.3.3………………
Check your progress/Activities
1.4 Let Us Sum Up
1.5 Glossary
1.6 Suggested Readings
Possible answers
References
Structure Makes the study material accessible 7

8. Objectives
SMART
• S - Specific
• M - Measurable
• A - Accurate
• R - Realistic
• T - Time /Testable
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9. 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
Standard of Objective depends on the level of the learners
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10. 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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11. 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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12. 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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13. Introduction components
Structural part
• Backward 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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14. Main Body
• Thematic Content
• Illustrations/ photos/Diagrams/Graphics
• Tables/Charts
• SAQs/Activities
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15. Content…
• Small steps
• Logical arrangement
• Ordering the content
• Personalized style
• Language
• Illustrations
• Assessment
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16. Organization of Content
• known to the unknown
• Simple to complex
• Concrete to abstract
• Particular to general
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17. Language of Content
• Simple and clear sentences
• Simple vocabulary
• One idea in one paragraph
r?
arne
• Interactive and personalized who
is th e l
e
• Humor
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18. Activities.. Writing, Thinking, Doing
• In-text Self-Assessment Questions
• Exercises
• Activities
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19. 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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20. Ending of the Unit… Lets Sum up
• Summarize/ Recapitulation important points
• Motivate for further learning
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21. 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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22. Glossary..
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.
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23. References
• Development and Revision of Self-Learning Materials(2005),
STRIDE, IGNOU, New Delhi
Courtesy
• Google images
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