Section 3
Transformation into
SLMs
Developing a House Style
•
•
•
•
•
The terminology
The number of units in a block
The length of a unit
The numbering system
The components of a unit and their
sequence
• The layout and design including typeface,
font size, spacing, size of a paper, etc.
Terminologies Adopted by IGNOU
• Example 1
INDIRA GANDHI NATIONAL OPEN UNIVERSITY
Programme: It is the curriculum. It is a combination of courses.
Course: Consists of a few printed blocks, audio, video,
assignments, practice sessions (if required) and counselling
sessions, project work (in a few courses), library work etc.
Block: Is a booklet of 60 to 80 A-4 size printed pages covering one
unified theme. Four to five Blocks comprise a Course.
Unit: Is a Lesson/Chapter of 5,000 to 6,000 words or 20-25 printed
pages.
Study input required to complete a block is 30 study hours.
Terminologies Adopted by Open University Malaysia
• Example 2
Open University Malaysia
Programme: Comprises a few courses.
Course: Consists of printed modules, CD-ROMs and Web-based
resources (for selected courses), tutorial sessions, online
discussions, assignments, reviews, library work etc.
Module: Is of a complete course of around 350 printed A-4 size
pages consisting of 5 Units.
Unit: Is a block comprising 2-3 chapters covering a unified theme.
Chapter: Is of 30 pages.
Study input required to complete a block or unit is 40 study hours.
Terminologies Adopted by Fern Universitat
• Example 3
Fern Universitat, Germany
Programme: Comprises a few courses.
Course: Generally comprises booklets known as course units
covering a unified theme, prescribed textbooks, readers
(collection of selected papers), interactive CD-ROMs, DVDs,
tutorials, assignments, library work etc.
Course Unit: Comprises 25 to 30 A-4 size printed pages
covering a theme.
Preparing the Credit Page
Credit page should include the following:
• Course team members/ project leaders/ Expert
Committee members
• Course writers/ contributors
• Editors
• Instructional designers
• Programme Co-ordinators and Course Co-ordinators
• Production team members
• Publishers
• Copyright
• Year of publication
• ISBN number
• Edition of the Course
Introduction to the Course Materials
.
The introduction of the block/ module (or course unit
as in the case of Fern Universitat) should include the
following:
• An overview of the unified theme of the course and how
it has been covered in the various units
• Objectives of the course should be clearly stated
• A brief synopsis of the contents each unit covered in the
block
• A description of the design of the units
• An explanation about the access devices used
• An explanation about the type of activities and the
purpose of doing them
• Guidance about the study inputs required by a learner
and the evaluation scheme etc.
Contents Page
•
•
•
•
Block/Module Number
Unit Numbers
Unit Titles
Page Numbers
Unitisation of Syllabus
The syllabus for the programme is already pre-determined
according to which the printed course materials are prepared.
• All the themes should be broken down into
units of equal size.
• All the sub themes should be covered
under the main theme of a unit.
Section 4
Transformation of a
Lesson/Chapter into
an SLM Unit
The Three Parts of a Unit are:OPENING SECTION
Title
Unit Structure
Objectives
Introduction &
Study Guidance
MAIN BODY
Thematic Content
Illustrations/ Photos
Diagrams/Tables
Graphics/Charts
Activities
References
ENDING SECTION
Summary
Possible Answers
List of References
Bibliography
Glossary
Further Readings
Model Questions
Format of a Unit
RATIONALE FOR EACH COMPONENT:
1. STRUCTURE
- to make the content easily locatable
- to show important teaching points
- to provide graded steps
- to facilitate clarity in presentation
2. OBJECTIVES
- to show learners exactly what they are to do
- to show learners what they would achieve after studying the unit
- to allow the end product of the unit to be measured
3. INTRODUCTION
- to link past learning
- to give an overview of the unit
- to place the unit within the context of the course
- to provide study guidance
4. SECTIONS AND SUB-SECTIONS
- to break the matter into easily understandable chunks
- to facilitate graded learning process from simple to complex
5. ACTIVITIES
- to show learners what they have/haven't mastered
- to show learners what is important
- to give learners practice at responding
- to help them measure their progress
6. ILLUSTRATIONS, TABLES, ETC.
- to break the monotony and keep the interest of the learner active
- to enliven the unit and thereby the sustain the motivation of the learner
- to make the matter easily graspable
7. SUMMARY AND GLOSSARY
- to help recapitulate important learning points
- to reinforce learning
- to refresh and clarify learner’s comprehension
8. REFERENCES AND BIBLIOGRAPHY
- to enable the learner to know the sources used
- to acknowledge the materials used in preparation of the unit
- to suggest other resources to the learner
9. POSSIBLE ANSWERS
- to provide feedback to the learner on his/her performance
- to provide hints to the learner to keep him/her on track
10. ASSIGNMENT/MODEL QUESTIONS
- to help the learner in his/her preparation for summative evaluation (term end exams)
- to help learners achieve the desired learning outcomes
Opening Section
Title
Unit Structure
Objectives
Introduction &
Study Guidance
Title
•
•
•
•
Title should be precise and clear
It should communicate the gist of the unit
It should not be more than a few words
Phrases, Idioms and Jargons should not
be used in the title
Examples of Titles
 Ancient world
 Historical Development of International
Marketing: Basic Concepts
 Science in the Psychiatric Nursing
 Reduction Formulas
Unit Structure
Unit Structure includes:
• List of all headings and sub-headings in
the same sequence as given in the unit
• Suggested readings, references, model
questions, glossary etc. should also be
included
• The headings and sub-headings included
which could be numbered
Example 1: Unit Structure Adopted by IGNOU
Unit 1……..
1.0 Objectives
1.1 Introduction
1.2……
1.2.1……………..
Check your progress
1.2.2……………..
Check your progress
1.3…..
1.3.1
Check your progress
1.3.2………………
1.3.3………………
Check your progress
1.4…..
1.4.1
Check your progress
1.4.2………………
Check your progress
1.5
Let Us Sum Up
1.6
Glossary
1.7
Suggested Readings
Possible answers
References/ Bibliography
Example 2: Unit Structure Adopted by
Open University Malaysia
Chapter 1………….
1.1…..
1.1.1…….
1.1.2…….
Exercise-1
1.2…….
1.2.1…….
1.2.2…….
Exercise-2
1.3…….
1.3.1
Exercise-3
Conclusion
Tutorial Questions
Answer key
Example 3: Unit Structure Adopted by
Fern Universitat, Germany
Unit-1……
Subtheme-……..
Subtheme-………
Subtheme-………
Exercise-1
Subtheme-……….
Subtheme-……….
Exercise-2
Subtheme-……….
Subtheme-……….
Exercise-3
Comments on the exercises
References
Assignment for submission (separate)
Objectives
• Objectives refer to what the learner is
expected to do
• Objectives should be written in simple and
straightforward language
• Objectives should be written in the form of
performance verbs
• Objectives should be given in the same
sequence as the content of the unit
Objectives
Why?
• Learner knows what to achieve (objectives)
• Helps in deciding assessment techniques
• Helps course writers to plan instruction
Components of Objectives
• Conditions (Situation)
• Performance (Action)
• Standards (Level)
Three Distinguishing Characteristics
• Condition under which the behaviour will
occur
• Behaviour is described in observable and
measurable terms (by using a verb)
• Expected level or standard for successful
performance
Conditions
•
•
•
•
•
Given a list of examples…
Given a list of terms…
While in the laboratory…
Using a soil sample kit…
After observing a videotape…
Performance
• The learner will be able to define…
• The learner will be able to identify the
components…
• The learner will be able to determine the
kind of nutrients…
Standards
• …accurate
•
•
•
•
to the nearest tenth
…according to the steps listed in the
manual
…within 20 minutes
…at the rate of 100 per hour
…without any errors
Objectives in Cognitive Domain
• Knowledge: Retrieving of previous knowledge
• Comprehension: Translating knowledge into
one’s own words
• Application: Ability to use learning material into
new situations
• Analysis: Ability to break a concept down into its
basic parts and show their relations
• Synthesis: Putting elements together in a
unique and creative manner
• Evaluation: Ability to judge value for specific
purpose
Examples of Transforming Objectives from Instructional
Terms into Behavioural Terms
Objectives in Instructional
Terms
Objectives in Behavioural Terms
Know
Defines, describes, identifies, labels, outlines, reproduces,
selects, states, lists. recalls, recognises, names
Understand/
Comprehend
Converts, defends, distinguishes, estimates, explains, extends,
generalises, illustrates, infers, paraphrases, predicts, rewrites,
summarises, classifies, identifies, indicates, formulates,
represents
Learn/ Apply
Changes, computer, demonstrates, discovers, manipulates,
modifies, operates, predicts, prepares, produces, relates,
shows, solves, uses, assess, performs, constructs, shows,
finds, chooses
Analyses
Breaks down, differentiates, distinguishes, identifies,
illustrates, infers, outlines, points out, relates, selects,
separates, subdivides, categorises
Synthesises
Combines, compiles, composes, explains, generates, modifies,
organises, rearranges, revises, rewrites, summarises, writes,
restates, organises, relates, argues, derives
Judges/ Evaluates
Appraises, compares, concludes, contrasts, criticises,
describes, discriminates, explains, justifies, interprets, relates,
evaluates, defends, attacks, avoids, chooses
Verbs for Feeling and Attitudes
accept
acclaim
adhere
advocate
agree
applaud
approve
argue
ask
assist
attempt
attend
augment
avoid
balance
believe
challenge
change
choose
combine
commend
compare
complete
comply
conform
control
cooperate
criticise
debate
decide
defend
develop
devote
differentiate
discuss
discriminate
display
dispute
evaluate
examine
favour
follow
formulate
give
help
influence
invite
investigate
initiate
join
judge
justify
listen
modify
obey
object
observe
organise
participate
persist
practice
praise
prefer
promote
propose
protest
pursue
question
read
realise
receive
recommend
reject
relinquish
request
resist
resolve
respond
revise
respond
select
share
specify
subscribe
suggest
support
test
theorise
try
verify
visit
volunteer
weigh
Verbs for Physical Action and Motor Skills
adjust
administer
agitate
approach
assemble
bandage
bend
blend
boil
brew
build
burn
bury
can
castrate
calibrate
centre
change
clean
guide
handle
hang
harrow
harvest
heat
impound
irrigate
knead
lacerate
lubricate
maintain
mash
measure
milk
mince
mix
moisten
mold
move
mulch
operate
perform
pin
place
plant
plough
collect
collimate
connect
construct
control
cook
cool
coordinate
cover
cut
debark
debunk
define
defoliate
dehorn
dehydrate
demonstrate
develop
dilute
position
pump
pour
prepare
prune
puncture
process
produced
raise
record
reduce
remove
repair
report
reset
revise
revive
shear
spray
sprinkle
strain
start
stock
stop
store
straighten
streak
dip
dismantle
dispose
dissect
distinguish
drain
draw
dry
duplicate
fasten
feed
fill
filter
fit
fix
formulate
fumigate
germinate
grease
stretch
strike
switch
tally
taste
thresh
tighten
till
tilt
touch
transfer
transplant
transport
trim
turn
twist
type
use
vaccinate
wash
wean
weigh
winnow
wipe
wrap
write
Examples of Objectives
P.G. Diploma in Distance Education
ES-313
Learner Support Services
Block-1
Unit 1: Learner Support Services: What, why and how?
Example 1:
In this unit, we have discussed what learner support services are, why they are needed and how they
are being provided.
After working through this unit, you should be able to:
- define learner support services
- list the types of support services
- state the need for learner support services
- distinguish between distance learners and conventional learners
- discuss the factors affecting the provision of support services
- categorise the different models of learner support
_______________________________________________________________________
Examples of Objectives
M.Sc. in Dietetics & Food Service Management
MFN – 004
Advance Nutrition
Unit 10: Minerals (Micro Minerals): Iron, Zinc, Copper, Selenium, Chromium,
Manganese, Iodine and Fluorine
Example 2:
After studying this unit, you will be able to:
- differentiate between macro and micro minerals
- list important food sources of micro minerals
- describe the absorption and metabolic fate of each mineral
- explain the nutritional and biochemical role of various micro minerals and relate them to
physiological functions and symptoms of inadequate intakes
- select appropriate methods for assessing status
_____________________________________________________________
Examples of Objectives
B.Tech.
System Methods
ET -301 (Part – A)
ET -534 (Part – B)
Block-2
Optimization Techniques -1
Unit 5: Linear Programming – Graphical Method
Example 3:
After studying this unit, you should be able to:
- formulate a management problem as a linear programming problem in suitable cases
- identify the characteristics of a linear programming problem
- make a graphical analysis of the problem
- solve the problem graphically
- identify various types of solutions
- explain various applications of linear programming in business engineering and industry
______________________________________________________________
Introduction
Structural part
• Backward and forward linkages
Thematic part
• What to study? Main concept/theme of the unit
Guidance part
• Study guide
• How to achieve the objectives?
• Time to be devoted
• Motivation role – How is it going to benefit?
Guidance
• What the learner is supposed to do before
reading the unit
• Any special activity/practical/watching a
video etc.
• Visit to a place/equipment or material
needed/time to complete the unit
Examples of Introductions
M.A. History
MHI – 08
History of Ecology and
Environment: India
Block 4
Appropriation of Environment- Other Forms
Unit 11: Energy Resources
Example 1:
As we have explained in the introductory passages given at the beginning of this Block, several fresh
possibilities of appropriating environmental resources emerged as sedimentary societies based on
agriculture began to settle. The foremost among these related to energy resources. New forms of
energy resources were discovered by the societies and energy consumption on an ever increasing
scale became a uniform practice. The appropriation of energy resources depended on the availability
of different forms of energy as also on the accessibility of the sources of these forms. It was also
directly related with the pattern of consumption of energy by different societies which obviously
showed diversity adapted to the stratified social structure.
The historical information on energy resources for pre-industrial societies is thin and so is the case
with the patterns of energy consumption. Yet we have attempted to weave a narrative based on this
evidence that describes the forms of energy resources and the pattern of energy consumption as it
evolved historically. In addition, details on the imperative of conservation have also been included.
You will find the Unit interesting since it opens before you a relatively less explored and discussed
subject. We recommend that you pay attention to the relationship that specific environmental
conditions obtaining in India had with the appropriation of energy resources. It will help you understand
better the next Block (5), on Indian Philosophy and Environment and help you place colonial policy
with regard to environmental resources (discussed in Block 6) in the correct perspective.
_____________________________________________________________________
Examples of Introductions
B.A./B.Com./B.Sc.
MTE - 01
Calculus
Block 3
Integral Calculus
Unit 10: Definite Integral
Example.2:
We have seen in the Unit 3 of Block 1 that one of the problems which motivated the concept of a
derivative was a geometrical one – that of finding a tangent to a curve at a point. The concept of
integration was also similarly motivated by a geometrical problem – that of finding the areas of plane
regions enclosed by curves. Some recently discovered Egyptian manuscripts reveal that the formulas
for finding the areas of triangles and rectangles were unknown even in 1800 B.C. Using these one
could also find the area of any figure bounded by curves had evolved till much later.
In the third century B.C. Archimedes was successful in rigorously proving the formula for the area of a
circle. His solution contained the seeds of the present day integral calculus. But it was only later, in the
seventeenth century, that Newton and Leibniz were able to generalise Archimedes’ method and also to
establish the link between differential and integral calculus. The definition of the definite integral of a
function, which we shall give in the unit, was first given by Riemann in 1854. In Unit 11, we will
acquaint you with various methods of integration.
You have probably studied integration before. But in this unit we shall adopt a new approach towards
integration. When you have finished the unit, you should be able to tie in our treatment with your
previous knowledge.
Examples of Introductions
Bachelor in Library & Information Science
BLIS - 01
Library and Society
Block 5
Library Associations, promotional Agencies and Systems
Unit 15: Role of Professional Associations
Example 3:
In the earlier units, you have obtained a fairly good insight into the historical perspectives of libraries,
library development in modern society, types of libraries and their functions, categories of users and
their information needs, etc. In all these sectors you would have discovered that there is an underlying
unity of purpose, i.e. provide a good library and information service. This basic approach has unified all
persons working in libraries and information/ documentation centres to come together to form
associations to focus attention on their common objectives.
Library associations are learned societies. They promote development of the library movement in a
country. They strive for better provision of library and information services. In this process, library
associations also strive for advancement of the profession and the professionals.
Professional associations are made up of, by and for the professionals in the fields concerned e.g.
librarians, staff members, library science teachers, users of libraries and library.
All these sectors are eligible for membership of library association. An association is what its members
make of it by their active collaboration and participation in its programmes and activities. As a fresh
entrant to the profession, it is worthwhile for you to know how you can participate in the activities of the
professional associations to serve their ultimate cause.
Main Body
Thematic Content
Illustrations/ Photos
Diagrams/Tables
Graphics/Charts
Activities
References
Content Presentation
• Content Analysis
• Content Sequencing
• Activities
Content Presentation Issues
•
•
•
•
•
•
•
Small steps
Logical Arrangement
Ordering the content
Personalised style
Language
Illustrations, Graphics, Tables etc
Self-Assessment/Check Exercises
Content Analysis
• Knowledge about the learner to pitch the
content at appropriate level
• Decide levelSelect Content Relevance
• SourcesIdentify various works related;
Good piece - adopt rather than rewrite
• Analysis of the Content
Sequencing of Content
Concept Analysis
Identification of concepts
Defining them
Supplement with examples
Social and cultural
contextual situations
Diagramming
Spray
Concept
Map
Matrix
Sequencing of Content
•
•
•
•
Topic wise
Chronologically
Chain of cause and effect relationship
Logical structure
Ordering of Content
•
•
•
•
•
Known
Simple
Concrete
Particular
Actual
Unknown
Complex
Abstract
General
Representative
Language
•
•
•
•
•
•
Simple and Short sentences
Simple vocabulary
One idea in one paragraph
Conversational and friendly language
Personal Pronouns (We,you)
Humour
Example of Personalised Style of Writing
Example
… Before we go any further with our discussion on study skills, we
should better try to come to a consensus regarding what ‘study’ means.
Consider the following statements: The term ‘study’ refers to: Following
a course of lectures and taking notes; being acquainted with and being
taught all that is necessary to know about a subject; cramming chunks
out of, or the whole of subject matter; the diligent and systematic
pursuit of understanding; and dedicating one’s thoughts and energies
to learning. Given an opportunity to define ‘study’ some of you would
have chosen any one of these statements and some others a
combination of them. A few of you would prefer to have a combination
of all the statements. Still, there will be some who do not agree with any
of these statements.
On many occasions you may have heard learners making the following
statements. Or many times you yourself as a learner would have
uttered them.
Illustrations, Graphics, etc.
•
•
•
•
•
•
Tables
Figures
Charts
Pictures
Diagrams
Patterned Text
Illustrations, Graphics, etc.
Should be used to:
• Explain difficult concepts
• Convey an emotion or stimulate feelings
about the content
• Present data (quantification of data) etc.
Illustrations, Graphics, etc.
The non-textual component should be:
• Clearly titled and labelled
• Self explanatory
• Referred to in the running text
• Properly reproduced
• Source should be acknowledged
• Copyright permission should be taken
.
Examples of Illustrations, Graphics
Unit 13: Forest Resources
Example 1:
M.A. History
MHI- 08
History of Ecology and Environment: India
Block 04
Appropriation of Environment- Other Forms
1. Forest in History
The earliest signs of human settlement in India can be traced back to two million years ago ………
Forest Produce as recorded in Atlas of the Mughal Empire
States
Products
1. Punjab
Sal timber, Spikenard (aromatic plant used in an ointment).
Gum lac, Turpentine, Indian Jalap (tuberous roots used in a purgative drug), Chebulic Myrobalns (astringent fruit), Costus root.
2. Gujarat
Teak timber, Gum lac, Aloe wood, Honey, Chebulic Myrobalans.
3. Uttar Pradesh
Sal timber, Ebony, Bamboo.
4. Central India
Sandalwood
5. Bihar
Bamboo, Long-pepper, sun lac, Musk.
6. Bengal
Timber for masts and boats, Aloe wood, China-root (Smilax gabra, not Smilax China), Gun lac, Beeswax.
7. Orissa
Timber, Gum lac, Beeswax.
8. Assam
Aloe wood, Gum lac, Musk.
9. Deccan (West)
Teak timber, Sandalwood, Gum lac.
10. Deccan (East)
Timber for ship-building, Gum lac, Bezoar Stone, Beeswax.
11. South India
Teak timber, Timber (Anjeli wood), Sandalwood, Bamboo, Cinnamon, Cassia Fistula (Senna leaves), Nux Vomia (herb),
Myoobalams, Lac, Beeswax.
____________________________________________
Examples of Illustrations, Graphics
P.G. Diploma in International Business Operations
IBO -02
International Marketing Management
Block 01
Introduction to International Marketing
Unit 01: International Marketing: Basic Concepts
Example 2:
1.2.3 Difference between Selling and Marketing
Many people use the terms marketing and selling as synonyms. In fact, these two terms have different meanings
in marketing management. An understanding of the differences between them is necessary for you to be a
successful marketing manager.
Selling
• Emphasis is on the product
Company first makes the product and then figures
out how to sell it
Management is sales-volume oriented
Planning is short-run oriented, in terms of today’s
products and market
Stresses needs of seller
Marketing
 Emphasis is on customers wants
 Company first determines customers wants and then
figures out how to make and deliver a product to
satisfy these wants
 Management is profit oriented
 Planning is long-run oriented in terms of new
products and market
 Stresses wants of buyers
Examples of Illustrations, Graphics
B.Sc.
PHE-01
Elementary Mechanics
Block 1
Concepts in Mechanics
Unit 1: Motion
Example 4:
1.3.1 Vectors
We are familiar with the meaning of the word vector. Our basic motivation for using vectors is that it
enables us to express physical concepts in compact and simple forms…
Example 1: A ship travels a distance of 8 km from a point O along a direction 30˚ East of North up to
A then moves along the East for 4 km up to B. Let OA=P, AB=Q. Draw the resultant displacement
vector d of the ship and find:
i) the components of vectors P and Q. Express P and Q in terms of unit vectors.
ii) the components magnitude and direction of d.
iii) R in terms of the unit vectors where R=2P-1/2 Q and draw R.
Let us draw x- and y- axes to represent the direction of East and North, respectively (fig. 1.5). Then P
is a vector of magnitude 8 Km at an angle Ө =30˚ from the Y-axis. Q is a vector of magnitude 4 km
parallel to the x-axis. OB is the resultant displacement d.
i) The components of P:
Along Y-axis = OA sin 60˚ = 8 km x 3/2=43 km
Thus, P = OA = 4
Components of Q:
Along x-axis = 4 km x cos 0˚ = 4 km x 1 = 4 km, and
Along y-axis = 4 km x sin 0˚ = 4 km x 0 = 0 km
Activities
• Thinking: Through in-text questions that would
make the learner pause and think or reflect upon
the topic through a thinking activity
• Writing: Through “self-assessment questions”
(SAQs)/ exercises and leaving space for the
learner to work on them. These could be in the
form of: Restating the content covered or
reflecting on experience
• Doing: Inserting an assignment (for skill
development) at the end of the unit under Model
Questions/Assignment
Examples of Thinking Activities
B.Ed.
EDUT 4015
Teaching of Reading Skills
Chapter 1: Introducing Reading
Example 1:
Think
What are the faulty reading practices that a person
can develop?
Examples of Thinking Activities
B.Ed.
EDUT 4025
Teaching of Reading Skills
Chapter 4: Designing the Reading Course
Example 2:
Your Idea
If bottom up models proposed that comprehension
begins from the interpretation to text, can you
guess what top down models suggest?
Examples of Thinking Activities
M.A. in Distance Education
Course Unit 3
Essentials of Distance Education
Developing Distance Education Courses
Example 3:
In-text questions
Advance organisers are examples of attempts to help
students structure the learning material.
Research as to the effectiveness of advance organisers
seems to be less unenquired than Ausubel’s presentation
implies. I believe they can be very useful, however. Do you
have any experience in this?
Examples of Writing Activities
B.Sc.
LSE - 12
Plant Diversity – 1
Block 1B
Algae
Unit 3: Comparative Morphology and Cell Structure in Algae
Example1:
A) List the types of inclusions present in the cytoplasm of cyanobacteria and describe
them briefly.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
…………………………
……………………………
B) From the following statements choose the alternative correct word given in
parentheses.
i) The heterocysts of cyanobacteria fix (CO2/N2).
ii) Cyanobacteria contain (circular DNA/DNA filaments) in the nucleoplasm.
iii) A gelatinous sheath outside the cell wall is (present/absent) in cyanobacteria.
iv) The ribosomes in blue-green algae are (70s/80s) type.
Examples of Writing Activities
B.Tech.
ET-301 (Part – A)
ET-534 (Part – B)
Systems Methods
Block 1
Systems and Control
Unit 1: System Concepts
Example 2:
Think of a brick wall as a system. What are its components and how are they
put together? You can even think of a window or a door as a system.
------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------________________________________________________________
Examples of Writing Activities
M.Sc.
MFN-004
Advance Nutrition
Unit 2: Human Energy Requirements
Example 3:
1) What does the factorial estimation of energy expenditure involve? Rani is a female, 25
years of age, with a moderately active lifestyle and a mean body weight of 50 Kg.
Calculate her energy requirements using the factorial approach.
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………………………………………………………………………
………………………………………
2) Give the energy requirement as recommended by ICMR and FAO/WHO/UNU 2004 for
the following:
Lactating Mothers: …………………………………………………………………
………………………………………………………………………………………
Adults:………………………………………………………………………………………………
………………………………………………………………
Examples of Doing Activities
B.A./B.Com./B.Sc.
FST-1
Foundation Course in
Science &
Technology
Block 5
Agriculture, Nutrition and Health
Unit 22: Health and Disease
Example 1:
Make a survey in your locality and find out which of the infectious diseases
were prevalent during last six months. Tell us if the environmental factors were
contributing to the spread of these diseases.
Examples of Doing Activities
B.Sc. Nursing
BNS-108
Mental Health Nursing
Block 01
Basic concepts of Mental Health
And Psychiatric Nursing
Unit 2: Concepts of Normal and Abnormal Behaviour and
Classification of Mental Illness
Example 2:
Observe the behaviours of children living in your neighbourhood.
Identify the children with disorders and make a list of the neurotic
behaviours.
Examples of Doing Activities
M.A. in Distance Education
Course Unit 4
Essentials of Distance Education
How Economical is Distance Education
Example 3:
If you work in a distance education organisation or otherwise have
access to information about input and output, cost and income in a
distance education institution, try to make 1) a comparison of a study
programme or course with a corresponding face-to-face programme, 2)
calculate what the course fee would be if it were to finance its part of
the whole operation.
Why Use Activities?
To help learners:
• Think for themselves
• Draw inferences
• Relate own ideas and experiences to topics
To provide opportunities for the learner to:
• Practice important objectives
• Monitor progress
• Check their understanding/mastery of
concepts/skills
• Actively use materials
Planning of Activities
•
•
•
•
Areas learners are familiar with
Areas that need more explanation
Areas that need more practice
Areas that are difficult
Type & Range of Activity
Aims of the Programme
Learning Objectives
Abilities of Learners
Activities
•
•
•
•
•
In-text questions
Self-assessment questions
Exercises
Things to do
Depicting experiences
Types of SAQs
Frequency?
•
•
•
•
•
•
True-false
Matching
Fill in the blanks
Multiple choice
Sequencing
Short-answer type
Ending Section
Summary
Possible Answers
References
Bibliography
Glossary
Further Readings
Model Questions
Summary
A summary should:
• Appropriately summarise the content
covered in the unit
• Be written in a clear and lucid manner,
reviewing the entire unit
• Cover all the expected learning
outcomes
Examples of Summaries
B.Sc. Nursing
BNS- 108
Mental Health Nursing
Block 01
Basic concepts of Mental Health
And Psychiatric Nursing
Unit 2: Concepts of Normal and Abnormal Behaviour and Classification of Mental Illness
Example 1:
Let us sum up
We have discussed the meaning of behaviour and its components and characteristics of mentally
healthy individuals. We have also discussed the misconceptions about mental illness, concept of
abnormal behaviour through medical, statistical and socio-cultural models.
Further we have discussed the causes of abnormal behaviour, these are either predisposing factors
with which an individual is born, and/or based on the past life events. Precipitating factors are
considered to be the life stress factors or the crises wherein an individual fails in his/her coping
abilities and may develop the abnormal behaviour. These factors could be organic or biological,
psychosocial and socio cultural in origin.
In mental illness, there are behaviour changes and changes in the functions of the body and mind. The
patient’s individual and social activities are disturbed. These illnesses are classified in different ways.
Generally classification of abnormal behaviour is based on similarities of different kinds, like similarity
of behaviour, similarities of aetiology or causes, and similarity of prognosis or outcome. The first
systematic classification of mental illness was made by Kraepelin. On the basis of this, each country
attempted its own classification.
Examples of Summaries
B.A./B.Com./B.Sc.
FST - 1
Foundation Course in
Science & Technology
Block 2
Emergence of Modern Science
Unit 7: Science in Colonial and Modern India
Example 2:
In this unit, we have dealt with the developments in science in colonial and post-independence India.
The newly industrialised countries had, in their search for raw materials and markets for finished
products, colonised many Asian and African countries. India came under the British colonial yoke. This
influenced the subsequent scientific developments in India. Let us now summarise the main features
of this unit:
- The colonies were interested only in exploiting India’s natural resources. Thus, developments took
place in a few areas like botany, geology, geography etc. However, the long-standing Indian tradition of
science was destroyed. All creative thought was sought to be stifled by the colonial masters to keep
the Indians backward.
- The local populace responded by setting up institutions of their own that worked for the
popularisation of science. The freedom movement gave further impetus to this cause. Several Indian
scientists received international recognition for their work. But, above all, there emerged a conscious
thinking about using science and technology for the benefit of all our people.
- This was reflected in the policies adopted by our country after gaining independence. Several steps
were taken to effectively use science. Yet, there are still several aspects which need careful attention.
Notable among these is applying western ideas and approaches to our problems regardless of our
social milieu. We have also to fight against the tactics of the developed countries to dominate us by
withholding scientific or technological information, embroiling us in the arms race etc. We have yet to
go a long way in attaining the standards of the developed countries.
Examples of Summaries
M.Sc.
MFN-004
Advance Nutrition
Unit 07: Fat-Soluble Vitamins: Vitamin A, D, E and K
Example 3:
This unit focused on the fat-soluble vitamins. Fat-soluble vitamins are vital to health.
They can be obtained from inexpensive, readily available plant foods and sunlight. A
summary of the important functions and sources of fat-soluble vitamins is presented
herewith. We learnt that the deficiency of vitamin A is a nutritional disorder of public
health significance in India. The summary of Fat Soluble Vitamins is as follows:
Vitamins
Sources
Functions
Vitamin
Vitamin
Vitamin
Vitamin
Retinol: liver, egg yolk, cream,
butter, ghee, milk
B-carotene: Yellow and orange
vegetables, green leafy vegetables
Action of sunlight on the skin
Animal foods like eggs, butter, fish
liver oil
Vegetable oils, whole grains, deep
green leafy vegetables, pulses,
nuts and oilseeds
Dark green leafy vegetables, egg
yolk, liver
Bacterial synthesis
Maintenance of health of epithelial
tissues
Vision in dim light
Growth of skeletal and soft tissues
Resistance of infections
Absorption of calcium and
phosphorous
Deposition of calcium and
phosphorous in bones
Protection of unsaturated fatty
acids, vitamin A and C from
destruction in the body/food
Clotting of blood
A
D
E
K
Possible Answers
Should include:
• Correct answers
OR
• Hints or the main points to be written in the
answer (if there is no definite answer)
References
•
•
•
•
•
•
References should be complete in all
respects i.e. they should include:
The complete name and initials of the author/s
The title of the publication
The year of publication
Page numbers
If it is a paper/chapter the source where it has
been published should be given
The same style of referencing should be
followed throughout the SLMs
Examples of Referencing style
Book
Bates, A.W. (Ed.) (1984) The Role of Technology in Distance Education, London: Croom
Helm
Book chapter
Srivastava, Manjulika and Ramegowda, N.S. (2006) Profile of Distance Learners, in
Suresh Garg etal (Eds) Four Decades of Distance Education in India: Reflections on
Policy & Practice, New Delhi: Viva Books Pvt. Ltd.
Journal article
Taplin, Magaret (2000) Problems experienced by female distance education students at
IGNOU: Why do some consider dropping out while others decide to stay? Indian Journal
of Open Learning 9 (2), 167-175
Conference paper
Joshi, M. M. (1998) Higher Education in India: Vision and action. Country paper
presented at UNESCO World Conference on Higher Education in the Twenty First
Century, Paris, October, 5-9
Web reference
Naidu, Som (2001) Scaffolding Learning in Open, Distance and Flexible Learning
Environments. Global E-Journal of Open, Flexible & Distance Education, 1 (1), 84-91,
Retrieved November 19, 2002, from:
http://www.ignou.ac.in/ejournal/contents/somnaidu.htm
Glossary
•
•
•
•
Explain difficult words
Provide the meaning of technical words
Clarify doubts
Eliminate ambiguity
Example of a Glossary
IBO-02
International Marketing Management
Block 03
International Product And Pricing Decisions
Unit 08: International Branding, Packaging and Other Decisions
Example of a Glossary
Brand: A name, term, sign, symbol or design or a combination of them, intended to identify the
goods and services of one seller or group of sellers and to differentiate them from those of others.
Brand Name: That part of the brand which can be vocalized-the utterable.
Family Brand: Also called Umbrella brand-Brand used in the entire family of products of a firm.
Global Brand: A brand with commonly understood set of characteristics, benefit and appeal, and
used worldwide.
Guarantee: An assurance that the product can be returned if its performance is unsatisfactory.
Individual Brand: Separate brand for each one of a member of products from the same firm.
Service Mark: A trade mark registered for a service.
Trade Mark: That part of the brand that is given legal protection for exclusive use by a seller.
Warranty: An assurance that the buyer will be compensated if the product does not perform up to
reasonable expectations.
Further Readings/ Bibliography
• Be suitable for the topic covered in the unit
• Match the level of the learner
• Be relevant to the expected learning
outcomes
• Be complete in all respects i.e. name of
the author/s, title, year of publication, and
name of publisher
Examples of Further Readings
 Garrison, D.R. (1989) Understanding Distance Education
 London and New York: Routledge
 Holmberg, B. (1989) Theory and Practice of Distance
Education.
 London and New York: Routledge
 Keegan, D. (1990) Foundations of Distance Education
 London and New York: Routledge
 Co and Oxford: Jossey- Bass
Model Questions
• Relevant to the content
• Appropriate for the learner to achieve
the desired learning outcomes
• Able to prepare the learner for the
exams
Examples of Model Questions/
Assignment
MPA – 005
Disaster
Response
Unit 9: Managing Human Behaviour and Response
Example 1
1. Write some common physical and psychological
reactions in disaster.
2. What are the factors that affect a survivor’s behaviour?
3. Mention some other techniques to handle survivors
which are useful in disaster management.
Examples of Model Questions/
Assignment
P.G .Diploma
IBO-02
International Marketing Management
Block 5
Managing International Marketing Operations
Unit 14: International Marketing Planning, Organising and Control
Example 2:
1. Differentiate between domestic and international marketing planning.
2. How do entry objectives in a given foreign market affect the planning for that
market? Explain with examples.
3. What barriers make controlling international operations more complex than
controlling domestic marketing activities? Explain with the help of specific
examples.
4. Explain how are contractual arrangements utilised for effecting control of
international operations?
5. Comment upon the communication systems that can be established for
effective control systems.
6. Discuss briefly the sequence of control process used to control overseas
marketing operations.
Examples of Model Questions/
Assignment
M.A. History
MHI-08
History of Ecology and Environment: India
Block 02
Environment and Early Societies
Unit 6: Nomadic Pastoralism
Example.3:
1) Discuss the factors giving rise to pastoralism in early
history.
2) Write a note explaining the emergence of nomadism
among pastoralists.
3) Examine the nature of relationship between nomadic
pastoralists and settled agriculturalists in early history.
Finalisation of Materials
•
•
•
•
•
•
•
•
•
Cover design
Page size
Page layout
Arranging sections
Placing pictures graphics, tables,etc.
Selecting type face
Use of capitalisation
Use of symbols/signs
Use of colour/s
Use of Computer
•
•
•
•
•
•
•
WYSIWYG package
Editing has become easier
Thesaurus function
Grammar & spell check
Use of various styles & fonts
Graphics can be easily combined with text
Page layout can be in various styles
Editing of Materials
Why Editing?
• To ensure quality
• To maintain standard
• To maintain house style and
uniformity
Editing of Materials
Types
• Content
• Format
• Language
Content Editing
Why should do it?
• Subject expert
• Experienced teacher
What is important for the editor?
• Learning by students
• Subject matter, not confused
Format Editing
House Style
• Structure
• Objectives
• Sections & Sub-sections
• SAQs
• Summary
• Glossary
• Further Reading
• Answers to SAQs
Language Editing
Use
• Popular or frequently used forms
of words
• British spellings as far as possible
• Indian words, where equivalents are
not available
• Simple sentences
• Proper punctuation
Language Editing
Avoid
• Over punctuation
• Quotations not very essential to the theme
• Inconsistent spelling, tenses
• Long sentences
Use
• Popular or frequently used words
• Simple sentences
• Proper punctuation, spelling
Developmental Testing
•
•
•
•
Process of testing
Define purpose (Why and What)
Identify target group (Who)
Decide methods (How)
Developmental Testing
• Why developmental testing ?
• Who will do the test ?
Peer Expert
Target Learners
• Developmental Testing Methods
Direct F2F
Questionnaire-based survey
Test What ?
•
•
•
•
Readability
Comprehension
Understanding
Application and
relevance
• Acceptability
• Retention
• Motivation
• Readable/Not Readable
• Literal Comprehension
Good/Bad
• Understanding Exists/
Not Exists
• Useful/Not Useful
Objectives Fulfilled/
Unfulfilled
• Retain ability/No retain
ability
• Stimulated/Not
stimulated
• Improvisation
Final Version
Who Tests ?
•
•
•
•
•
Group of colleagues
Group of potential students
Group of distance learners
Group of conventional learners
Special group of outside experts
How to Test ?
1. Ask students
– to work through the unit – at home/f-to-f
– to work on assignments
– through personal interviews
– to fill up the questionnaire
2. External assessment by experts
3. Feedback from tutors
Analysing Results
•
•
•
•
•
•
Reap original objectives
Consider result for each
Note opinions
Draw conclusions
Discuss
Act (Revise)