Rountree, Derek (1994). Preparing materials for open, distance and flexible learning: An action guide for teachers and trainers. London: Kogan-Page.

Three stages:

1) planning

• aims and objectives
• outline content
• choose media
• plan learner support
• consider existing materials

2) preparing for writing

• sequence idea
• develop activities and feedback
• find examples
• think graphics
• decide on access devices
• consider physical format

3) writing and rewriting

• start first draft
• complete and edit first draft
• write assignment material
• pilot and improve materials

Features of open learning materials

• objectives
• advice on how to study the material
• user-friendly writing style
• chunks of learning
• fewer words per page than usual
• plenty of examples
• references to learners’ experience
• illustrations used when they’re better than words
• headings to facilitate navigation
• links to other media (when appropriate)
• awareness of different learners’ needs
• exercises to get learners to use the material
• space for learners to write their own ideas
• feedback on progress
• suggestions about getting help

Three Kinds of Open Learning Materials

1) Tell-an-test:  chapter followed by test

2) Tutorial in print: cbt-style chunk followed by mini-test or application

3) Reflective action guide: material serves as guide to reflection or action outside of the package

(lots of examples, most from print-based distance learning workbooks)

STAGE 1: PLANNING YOUR MATERIALS

LEARNER ANALYSIS

see Learner analysis checklist

How to find out:  reflect on experience, consult colleagues, hold focus group, give questionnaires.

Sum it up by writing a one-page profile on “our typical learner”.

AIMS AND OBJECTIVES

Difference between aims and objectives

MAUD model:

• Memory
• Attitudes
• Understanding
• Doing

(nice “avoid these words/prefer these words” for writing objectives)

OUTLINE CONTENT

Two General Approaches to Content:

1) subject-centered:

2) learner-centered

Brainstorm possible content, evaluate & classify, brainstorm sub-content

Make and edit a  detailed table of contents

CHOOSE MEDIA

(table on media types)

(checklist for media)

(strengths/weaknesses checklist)

PLAN SUPPORT
Who

• advisor or counselor
• tutor
• mentor
• managers
• technicians or demonstrators
• librarians
• learning center personnel
• other learners
• friends, family, colleagues

What

• entry and exit counseling
• selecting materials
• adapting learning materials for individual needs
• assessment and feedback
• general guidance about approaches to learning
• help with learning disabilities
• comments on products produced by learners
• coaching (phone or in person)
• run group sessions
• help identify other sources of help
• keep records of learners’ progress
• assess learners’ knowledge
• assess learners’ practical competence
• manage physical resources
• provide evaluation data

CONSIDER EXISTING MATERIAL

• Consider all forms:  not just books, textbooks journal articles and manuals, but pamphlets, newspapers, leaflets, videos, photos, audiotapes and discs, and CBTs.
• Consider “Wrap-Arounds”:  wrap your customized materials around existing materials.

   Well, that should be enough to give you the flavor of the book.