One of the most important features of effective open learning materials is the level and type of interactivity, described by some practitioners as the dialogue between learner and materials or systems. The provision of learning activities where individuals can provide responses and answers and receive feedback is central to helping people to learn. At the specification stage you need to indicate how you will achieve this. You will need to determine:

• how much interactivity can be provided by the materials - multimedia and specifically network interaction have significant advantages. However, indepentend learning activities, like text or CBT, can always provide a highly active approach.

  (Two other units in this module examine this issue:

  - Unit 3 includes design activities for multimedia)

  - Unit 4covers activities in text

• defining what forms of feedback and dialogue are provided by materials and what is provided by support.

How will interactivity/dialogue be achieved?

Describe typical learning activities

Style covers the way material is presented to the learner and includes:

• visual design

• packaging

• writing style

• page layout/screen design

Summary of style:

A key stage in the development of computer-based material is specifying the 'user interface'. This refers to the set of tools and features provided on-screen for the user to use and communicate with the material. You will need to consider:

• the look and feel - including colour, typefonts, graphics, background and positioning

• the use of any 'metaphors' such as a browser, a desktop or index cards.

Fonts

Icons and symbols

Position

Menus

Type of display - text

Navigation links

This section needs to include practical details and requirements for material. For example, you may want to specify that all materials to be shipped physically like workbooks, CD-Roms, accompaning print are standard A4 size to be consistent with other materials you are using or that there is a preference for robust outer packaging because of the need for portability.

Sizes:

Format:

Quantity:

Packaging:

Special requirements

Learning time

This is never easy to calculate with precision, but you should:

• aim for a consistent calculation from package to package

• use a 'typical' learner, or

• express a range of times e.g. 1-2 hours.

If there are minimum time requirements needed for assessment or awarding bodies, these should be identified.

If you are purchasing materials you will need to consider:

• minimum and optimum times to cover defined objectives and content

• time available to learners

How long should each module take to complete? Estimate times to complete each unit and set of activities within each module

You need to outline how any learner will receive support and note any issues for how the scheme is managed and how it will run on a day to day basis. Also outline what help for training should be given to those staff who support the learners. Highlight any problems and be as exact as possible in terms of both requirements of learners and the capacity of the organisation to provide support. Consider the implications for the successful use of the materials.

How will learners be supported?

Who will be involved?

How many staff are available as supporters?

Describe how the material will be used and how this will be introduced and managed

Are there any problem areas or shortfalls in support available?

What are the implications of support possibilities or requirements of support for the material you are introducing or buying?

What are the training or support needs of the actual staff supporters?

Your aim is to develop materials which are as usable as possible and you will need to establish criteria to assess how well you have achieved this goal. You need to consider which criteria are relevant to your organisation and learners. Criteria to consider are:

• ease of use

• ability to check progress

• assessment of learning

• application of learning to work

• ease of understanding of information provided

• quality of help facilities

• ease of navigation

• efficiency of use

• extent of stand-alone use i.e. without the help of others

• effectiveness of instructions on how to use.

Set out your criteria for usability:

How learners will assess themselves and be assessed can be a major factor in determining the overall approach and components of an open learning package. At the specification stage you need to consider:

• How will learners be able to

- check their own work? (self assessment)

- gauge their progress?

- receive feedback on activities/questions?

- receive feedback on overall performance?

• How will the organisation know that learners have

- met a required standard?

- met the requirements of an external body?

e.g. for a qualification

Self assessment

Assessment of activities/assignments

Assessment by trainer/tutor

Assessment for external bodies

In many subjects, information is continually changing. Therefore, any learning materials need to be kept as up-to-date as possible. At the specification stage, you need to at least establish:

• the need for updating

• the 'life expectancy' of the version

• a procedure and timing for a first review.

The first part of this unit has taken you step by step through the specification process. At this stage you may not have been able to complete all the activities included. Most of the areas are covered in other units and this has been indicated next to each part of the specification. When you have completed those units you may wish to return to the specification to review your first thoughts and develop it further.

To conclude this part of the unit, we have repeated the areas you may wish to cover in a specification for learning materials. You can use this to decide which you need to include as standard features in future specifications used in your organisation.

The specification stage is pivotal to developing effective learning materials. If you can be precise in the specification, then you will be able to construct a clear and detailed framework for the following phases of materials development.

The specification provides a yardstick for measuring materials development, but is also an important tool to create briefing notes, job aids and information for anyone involved at any stage of the development process.

You should ensure that sufficient time and resources are allocated to the specification stage. Deciding what to include is an important task and as far as possible you should try to ensure that a consistent approach is adopted and maintained from course to course.