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The document discusses open distance learning materials (ODLM) and their development. It defines ODLM as combining open and distance education to expand access to learning through removing barriers and allowing flexible study. ODLM uses various technologies like print, audio, radio, and web. There are two approaches to creating an ODLM course - adapting existing materials or writing new materials. The key criteria for evaluating suitable existing materials include assessing whether the content is appropriate, up-to-date, accurate, comprehensive, at the right level, and includes sufficient interactive activities and self-tests. Both adaptation costs and writing a new course must be considered.

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2K views5 pages

E T

The document discusses open distance learning materials (ODLM) and their development. It defines ODLM as combining open and distance education to expand access to learning through removing barriers and allowing flexible study. ODLM uses various technologies like print, audio, radio, and web. There are two approaches to creating an ODLM course - adapting existing materials or writing new materials. The key criteria for evaluating suitable existing materials include assessing whether the content is appropriate, up-to-date, accurate, comprehensive, at the right level, and includes sufficient interactive activities and self-tests. Both adaptation costs and writing a new course must be considered.

Uploaded by

singhsanya
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Name: Sneha S.

Singh Elective Course-V Advanced Educational Technology Assignment on

Roll No.: 20

UNIT 6: Open Distance Learning Materials (ODLM)

(a) Concept, Process of preparing ODLM:


Concept of ODLM: Open and distance learning (ODL) combines two forms of education- open and distance- that focus on expanding access to learning. It is characterized by two factors: its philosophy and its use of technology. Most ODL systems have a philosophy that aims to: Remove barriers to education, and Allow students to study what they want and where they want. In short, ODL is about increasing educational access and educational choice.

ODL systems typically use technology to mediate learning, for example: Printed workbooks Audio cassettes Radio The web.

There is no one method for providing ODL, so wide variety of courses are described as open or distance learning. The variety is instructive. In some cases, students work almost entirely by themselves (e.g., correspondence courses); in others they study in groups (e.g., interactive radio); and still in others they might meet together at intervals (e.g., distance teacher training). There is an equally wide variety of purposes to which ODL is put, ranging from primary education to post-school study of the secondary curriculum and, ultimately, professional updating.

In distance learning, there is no teacher. The teacher is replaced by a combination of learning materials and tutors. Because tutors are expensive and because distance learners mostly study at home, the tutors are only involved with learners for short periods. This means that the learning materials have to carry out all of the 14 tasks above, except for marking work. The devices that instructional designers include in their materials are: Learning objectives Tests of prior knowledge Advanced organizers Activities Feedback to activities Examples Self-tests Summaries and list of key points Study tips Animations (in electronic materials) Hypertext links (in electronic materials).

Process of preparing ODLM: There are two basic types of creating an ODL course: adapting some existing materials or writing a completely new course. This section explores those two options. Most organizations prefer to create new materials, but that is costly and time consuming, so the decision between the two approaches involves evaluating a range of factors and making a balanced judgement. There are three basic ways to produce an ODL corsse: 1. Write it from scratch, 2. Adapting an existing ODL course, or 3. Produce a wrap-round guide to an existing non-ODL resource such as a textbook. Very little has been written about systematic procedures for adapting materials (whereas there is a sizeable literature on writing new materials), but a useful model by Davis and Smith (1996) includes the following:

Decide on the changes needed, Get permission to make the changes, Make the changes, Pilot, and Revise.

(b) Criteria of evaluating ODLM:


The mismatches that will mostly put your costs up are: inappropriate content; materials at an inappropriate starting level; content that is out of date or inaccurate; materials not covering all the curriculum; or content that lacks activities or progress tests. The content should match the needs of your learners as closely as possible. If the prior knowledge is assumed more than your learners will have, than you may need to produce a precourse supplement to bring your learners up to the starting point of the course. Is the content up to date? This is always an important issue in ODL since materials, once made, may need to continue in use for several years (updating is generally fairly costly). How long will it be before your version of the course needs updating? Is the content accurate and authoritative? A few inaccuracies are not a problem- you can draw attention to them in your study guide or deal with them in your adaption. Too many inaccuracies will increase your adaption costs. Is the coverage comprehensive? How much new material will you need to add? If it is too much, it might be better to write your own course. Is the language level appropriate? For example, is the vocabulary appropriate and are the sentences not too long or complex?

If you will need to translate the text, will this present any special problems? Are there plenty of activities and are they of high quality? Activities are the most important part of ODL materials. If the materials are few or poor, you will have to create new ones. Are the progress tests adequate? Does the material include self-tests so that learners can check their own progress? If not you will need to add these, although that is quite easy to do. Is it acceptable in terms of cost? How much will it cost you to produce a course using these materials? How much will it cost you to write your own course? A single course may be created through the use of only one of these methods or all three employed for different parts of the course.

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