Online Material Development by Gumawang

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

Pre-planning

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.

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

Content Design & writing 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

Material Development

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

Testing and Final Checking  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.

Evaluation, feedback and redevelopment  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.

The philosophy of Moodle Social Constructionist Pedagogy

Learning Materials

Five kinds of Static Course Material

Six types of Interactive Course Material Five kinds of Activities for students

Social Constructionist Pedagogy

ď śIt is designed to support a style of learning called Social Constructionist Pedagogy Learning Materials

ď śThe 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.

Five kinds of Static Course Material

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

Six types of Interactive 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)

Five kinds of Activities for students

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)

The philosophy of Moodle

Five kinds of Static Course Material Learning Materials

Social Construct Pedagogy

Five kinds of Activities for students

Learning process

Six types of Interactive Course Material

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 ď&#x201A;§ Nunan (1999:81) points out that teaching and learning material are one of the important components in facilitating the learning process. ď&#x201A;§ 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

Learning and Language Learning Theory Behaviorism Cognitive Social Constructionist

Theory of Language

Language as communication TS.COM Learning Material

Teaching & Learning Media Learning Management System LAN WWW

Principal of Material Development Material Design

Behaviorism & E-learning start

 (Gillani, 2003)...learner should be assessed for determining the goal and objective. Main Menu Direction Learning Goal

 Intervention program should be developed.

Learning Activities 1 Learning Material 1

Quiz Evaluation Feedback

poor

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

Good Learning Activities 2

Cognitive & E-learning Login Main Menu

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

Discussion Forum

Consult Teachers / Peers

Learning Activities

Posting Tasks / Opinion

Respond to Tasks / Opinion  Holmes and John Gardner, (2006), … learners ‘construct’ their / Feedback

Feedback from teacher / peers

knowledge, skills or understanding from their own observational and reasoning capabilities.

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 Authentic Materials Tasks

Skype

Chat Room

Discussion Forum

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

Design

Develop

Implement

Focus on the learning goals

Focus on material selection and scope & sequence

Focus on developing materials & instructions ---Converting Arranging Uploading

Focus on students and teacher activities

Write down the Learning Goals / objectives Analyze Focus on the learning goals

 Whole course  Semester  Weekly  Topics

Explore what are available in the web Design Focus on material selection and scope & sequence

List of topics / themes  Collect / write the learning materials by considering the learning objectives  Write scope and sequence for the whole course

WHAT TO LEARN

TASKS AND SKILLS

INDICATORS

Develop Focus on developing materials & instructions ---Converting Arranging Uploading

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

Implement Focus on students and teacher activities

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) 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 New Language Items

Orientation

Example of the language in the context

Presentation

Quiz / Guided Practice

Practice

ZONE 1 INPUT

Interaction Students

Computer (Materials, quiz presented, etc)

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

Skype

Discussion Forum Discussing Issues related to the topic

Chat Room Talking about the topic / practicing the language learnt Interaction Authentic materials Students

Students

Teacher(s)

New Knowledge & Skills

ZONE 3 PRACTICE TASK (e.g. young reporter)

Research

Preparation (Study zone 1 & 2 + explore www) Individual/pair/group Write script / Draft (greetings, questions, etc.) Individual/pair/group

Interact, communicate, and collaborate

Rehearsal/Practice for fluency Individual/pair/group Interview / Record Individual/pair/group

Discuss and analyze result

Upload / Publish Task

TASK Orientation Presentation

ZONE 1 INPUT ZONE 2 EXPOSURE

Practice

Preparation ZONE 3 PRACTICE Write script / Draft

Authentic Materials Rehearsal/Practice

Tasks Skype

Chat Room

Interview / Record

Discussion Forum Upload / Publish Task