Although text materials may be used to support other media, their most frequent use at present is as a lead medium for content. To be effective, they need to contain features which ensure learning takes place. Some aspects of this have been covered in Section 4 on communicating with the learner, but this section illustrates how a wider range of learning features can be used.

This section provides a detailed breakdown of the features which help to make open learning materials effective. It covers:

• how the material should be structured

• the use of activities

• feedback

• the use of case studies

• the use of checklists.

All text-based learning material should be based on a clear structure, including features such as:

• Introductory material:

  – introductory paragraphs

  – learning objectives

  – practical information, such as time required, resources to be used, etc

  – overview (if appropriate)

• Main body of material:

  – explanatory text

  – self-involvement activities (to involve learners in active study)

  – activities and feedback

  – ‘sign posts’(devices to help learner gain access to the material, e.g. headings, symbols)

• Concluding material:

  – summary of coverage

  – review (allows users to complete some form of final activity)

  – assessment (if appropriate)

  – references (to objectives, next session, etc.)

Each unit should begin with a short introductory paragraph. Its purpose is to:

• introduce a new topic

• provide a link between units

• set the agenda, e.g. highlighting importance, etc.

• set the unit’s objectives.

An introduction should precede the unit’s objectives and will usually provide a link to these.

Example

Preparation and planning are important stages in the writing of any open learning material. They are often overlooked in the haste to start writing. However, in the long run, good planning will save you time because it will make the actual task of writing quicker and easier.

In this section, we will look at preparation and planning in enough detail to enable you to plan a unit of open learning material.

Each unit should have clear objectives. These will take two main forms:

• unit objectives expressed in behavioural terms

• elements of competence supported by performance criteria.

Both play a similar role – the setting of a target for learners and the clarification of the means of achieving this. An objective should present the tasks, skills or competences using clear descriptions of what is expected. Each objective plays a central role in determining content and activities for a section.

A common weakness in writers and designers of learning material is to concentrate excessively on cognitive objectives, i.e. those concerned with awareness, understanding and knowledge. Although these are important, particularly in materials designed for a knowledge-based syllabus, and provide the underpinning of many competencies (particularly at higher levels), they are inadequate as a way of developing many skills and testing the application of knowledge. These will require more complex tasks and activities.

It is important that the material is presented in a clear and logical manner so that information can be found easily. There are several methods of organising the text in order to make this process easier. The two most commonly used in open learning materials are:

• headings

• sign posting.

Headings play an important role in clarifying the structure of the material and providing ‘sign posting’ for the learner. The style of the headings should be designed to be of practical assistance to the learner and should:

Other forms of signposts can also be included in the text in the form of:

• cross referencing

• visual clues, e.g. symbols and icons

• consistent use of features

If you begin a section outlining a number of points or issues, ensure that each of these are addressed. This helps the learner to structure the content in their own mind and assists learning and recall.

Each unit should end with some form of summary. A summary is a short listing of the main points covered in the unit, usually taking the form of a short paragraph or bullet points.

Example 1

In this unit we have looked at how to maintain records of cash and bank accounts. You will now be familiar with the procedures used for:

• checking that all transactions are supported by primary documentation

• entering details in the cash book from primary documentation

• calculating totals and balances

• transferring entries and totals from cash book to ledger accounts

• preparing bank reconciliation statements

• If you still feel unsure about any of these areas, go through the relevant section again.

Example 2

We have looked at various ways you can improve your personal effectiveness at work. If you incorporate these techniques into your working routine, you should find your time at work more productive. If you are already using these techniques and still find that you are taking work home, it may be time to take more radical action. Talk to your manager about ways to improve your personal effectiveness and to reduce pressure.

In the next unit we will look more closely at how to organise specific tasks.

It is the use of activities which makes open learning materials interactive. They are a crucial component of any open learning text. There are several different kinds of activities and it is important to have a good variety. We will look at the following types of activities:

• self-involvement

• diagnostic

• self-assessment

• simulation of work tasks

• actual work tasks

• evaluation

• research

• media-based

• action plans

• review.

A self-involvement activity will usually appear as the first activity in a unit. Its purpose is to:

• involve learners in an active style of study

• provide an early positive experience

• allow learners to explore existing experience or previous knowledge

• check successful completion of earlier work.

A self-involvement activity must be:

• short – typically require 5-10 minutes to complete

• suitable for the first activity in a section, i.e. should make no assumptions

• followed by positive feedback.

• draw on the learner’s own experience

• provide a foretaste of the section or topic.

Example 1

What do you think makes a good piece of writing? In the space below, note down any features or characteristics which help to make a piece of writing effective.

Example 2

You are visiting a potential customer who has just secured an order to paint 1000 filing cabinets. The cabinets will arrive in small batches of varying numbers over a 12-month period and the colour needs to closely match other office furniture in the range. Some features of your company’s range of paint are listed below. Tick those that you would use to help secure this order.

• A large range of colours from which to choose – over 3000.

• Paint orders can be repeated in the same colour on demand.

• Paint can be mixed, even in very small quantities.

• Paint is mixed fresh on site.

• Good colour matching to existing paint.

• Excellent colour consistency.

• A wide range of resin types.

• Excellent technical back-up.

• Wide customer base.

Beispiel

Consider the statements below. If you feel a statement describes your training needs, tick the appropriate box. The right-hand column directs you to options which might be useful.

We suggest you turn to the appropriate pages that follow and review the options in detail.

Workshops = Pages 5-9

‘Good Practice’ packs = Pages 10-15

Individual negotiated programmes = Page 16

Once you have reviewed the options you will then be in a position to choose the most appropriate programme.

Now turn to the sections where you have ticked a particular need.

A set of learning activities should form the core of any open learning materials. These can be written in a number of ways.

• Open questions

  Example

  What do you consider to be the benefits of this approach for the storage of perishable goods?

  
  

• Structured question sets

  Example

  Answer the following questions.

  How do you think you can improve your communication skills?

  What media would be most effective (letter, memo, telephone, meeting)?

  How will you ensure understanding?

  What will you be looking for as a result of your communication?

  Do you foresee any difficulties?

  
  

• Calculations

Here is a completed page from the cash book. It is slightly different from the earlier example – it has columns for discounts allowed and received.

Balance the cash book at 6 June, and then compare your answers with ours at the end of the unit.

These are activities which imitate work situations, but are not connected with the learner’s actual place of work.

Example

Imagine that you are responsible for a project involving writing a complete specification for a telecommunications network. Note down some of the difficulties and problems which you might come across.

These are activities directly connected with the learner’s place of work.

Example

Think of your own organisation and its communication needs, both internally and with the outside world. List two requirements which a simple PABX might not be able to handle.

These are activities where the learner has to go somewhere to find out information.

Example

Write a short report on the value of an open learning centre within an organisation.

Note: in order to do this activity you will need to visit an open learning centre to collect the relevant information. You can do this within your own organisation, if it has an open learning centre, or by arranging to visit one nearby.