educational technology

1. EDUCATIONAL
TECHNOLOGY
AZHARUDDEEN.M
M.ED.2014-
15. Sem 2

2. Self Learning
Materials(SLMs)

3. Self-Learning Materials (SLMs)
Self-learning materials (SLMs) are basically
learner-centered materials. Open, distance and
flexible learners usually depend a lot on SLMs
because they have to learn on their own, at a time,
pace and place of their own choice.

4. The success and the effectiveness of distance
education/open learning systems largely depends
on the quality of learning material in print and non-
print media. Distance education or distance
teaching-learning materials are popularly called self-
learning materials (SLMs).

5. The main objective of SLMs is to stimulate and
facilitate independent learning by the student. Thus ,
SLMs preference the functions of an effective
,efficient and inspiring classroom teacher in the
distance learning situation.

6. SIMs promote the concept of self-learning and help the
students to learn independently at his own pace.
Concept:-
SIMs are specially designed to provide instruction to the
identified target groups with the purpose of enabling
them acquire knowledge , attitudes and skills ,promote
self-learning. The learning materials in D.E are designed
in such a way that the functions of an effective teacher
are built into it

7. .
In other words, the distance teacher in the learning
material performs the functions of a classroom
teacher such as directing the students ,motivating
them, explaining the concepts , asking question ,etc,
these functions facilitate independent learning as
self-learning among the distance learners without
much external support.

8. The based principles of programmed instruction
such as division of content into small (but
manageable ) steps , logical and sequential ordering
,feed back on performance ,layout (developmental
testing), etc., act as the guiding factors in designing
and development of SIMs.

9. Need:-
In Distance Education ,students are away from the DE
institution . Neither the teacher or the peer group is
around the learner to help him in his learning from the
materials. In order to provide for the problems associated
with distance of the institution ,teacher and the peer
group from the learner, the learning materials should be
such that they are self-contained or self-sufficient ,self-
instructional /learning ,self-explanatory ,self-directed and
also self-assessing /evaluating.

10. Only them these materials facilities their learning
,and lesson their dependency on external support .
these materials should also provide for learners
control over their learning . the learner should be
able to learn according to his own pace of learning.
The load and style of presentation of content
should fit into the learning habits ,prior knowledge ,
language competency ,etc., of the learners.
Therefore ,SIMs are to be designed and developed
along sound principles of pedagogy and
andragogy .

11.  Books
 Workbooks
 Worksheets
 Audio tapes
 Video tapes
 Computer based packages
 Web based packages
 CD-ROMs Etc

12. • Clearly stated objectives
• Advice about how to study the material
• User-friendly, “You to study the material”
• Shortish, manageable chunks of learning
• Fewer words than usual per page (or screen)
• Plenty of helpful examples
• Reference to the learner’s experience
• Illustrations used where they are better than words

13. • Headings to help learners find their way around
• Links to other media where appropriate
• Obvious awareness of different learners to use the materials
• Space for learners to write down their own ideas
• Feedback to help learners check their own progress
• Suggestions about getting help from other people
• Summary and Glossary at the end of every unit.

14. PRINCIPLES OF SELF-LEARNING
MATERIALS
Self -Explanatory
Learner can understand without external support.
Self-Contained
Learner may not need additional materials
Self-Directed
Learner is given necessary guidance, hints,
suggestions at each stage of learning
Self-Motivating
Materials arouse curiosity and are related to familiar
situations
Self-Evaluating
Self assessment questions/ exercises, activities, unit-
end questions, etc. for providing feedback on
performance

15. 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
specialists
Structured according to the need of
learners
Little or no self-assessment Major emphasis on self-assessment
15

16. Production of SLMs
Stage 1 Course planning
Stage 2 Course development
Stage 3 Course production

17. Stage 1 Course planning
Need assessment
Defining objectives
Analyzing resources
Selection of media
Evaluation methods
Delivery mechanism
Stage 2 Course development
Arranging the topics
Preparing unit outlines
Writing the text
Stage 3 Course production
Editing
Layout
Printing
Media production

18. P- Programme
C- Course (self instructional)
B- Block (appears as a booklet)
U- Unit (each booklet presents a few units)
S- Section
SS- Sub-Section

20. X.0 Introduction
X.1 Objectives
X.2 Section 1 (Main Theme)
X.2.1 Sub Section 1 Of Section 1
X.2.2 Sub Section 2 Of Section 1
……………………………………
……………………………………
……………………………………
X.3 Section 2 (Main Theme)
X.3.1 Sub Section 1 Of Section 2
X.3.2 Sub Section 2 Of Section 2
……………………………………..
……………………………………..
……………………………………..
X.4 Let Us Sum Up
X.5 Answers To Check Your Progress
X.6 Suggested Readings
Check your progressCheck your progress
Check your progressCheck your progress
Pictures, cartoons,
diagrams And In-text
Activities Etc

21.  Opening Section
 Main Body/Text
 Concluding Section

22. 1- OPENING SECTION
Title
Unit Structure
Introduction
Objectives
Study guidance

23. • 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.

24. Structural part
• Backward andand 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

25. SMART
• S - Specific
• M - Measurable
• A - Accurate
• R - Realistic
• T - Time /Testable

26. • 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

27. 
2- MAIN BODY
Thematic Content
Illustrations/ Photos
Diagrams/Tables
Graphics/Charts
Activities
References

28.  Small steps
 Logical arrangement
 Ordering the content
 Personalized style
 Language
 Illustrations
 Assessment

29.  known to the unknown
 Simple to complex
 Concrete to abstract
 Particular to general

30.  Simple and clear sentences
 Simple vocabulary
 One idea in one paragraph
 Interactive and personalized
 Humor

31.  In-text Self-Assessment Questions
 Exercises
 Activities

32. 3- CONCLUDING SECTION
Summary
Possible Answers
List of References
Bibliography
Glossary
Further Readings
Model Questions

33. SLMs are a combination of interactive
instructional steps and access devices, which
help a learner to easily access and assimilate
the contents. Access devices help the
learners find their way into the text. The
interactive instructional steps perform the
task of tutoring by providing subject matter in
sections and sub-sections, followed by in-text
questions, activities and so on.

34. Reference :-
• http://www.authorstream.com/Presentation/bhanumu
•
http://hindi.ignou.ac.in/upload/ignoudocs/DEC/Handboo
• http://www.slideshare.net/AshishKumar70/developm
• https://webserver.ignou.ac.in/institute/handbook5
/

35. THANK YOU…