Unit III:
Material Design
for Curriculum Transaction in e-platform e-content design and development
▪ e-content
authoring
▪ e-Padasala and
Brihaspathi NMEICT
▪ Short Learning
Objects (SLOs) and Reusable Learning Objects (RLOs)
E.
content design and development
Ø e-content
means content in the electronic form. It encompasses Texts and digital learning
resources. It is delivered or transmitted over network- based electronic devices
and we also need internet.
- Ø It
is a combination of text, audio, images, animation with visual effects
etc.
- Ø These could be digital textbooks, workbooks, articles, videos, or multimedia.
- Ø Now it is a growing trend in higher education that the course materials are switching from traditional textbooks to digital texts.
Why E-content?
Ø It promotes fast constitution of content
matters. It can transact to any destination from a single source within s short
time. E- content ensures:
v Digital generation
v Knowledge explosion
v Multi Sensory Learning
Ø The e-content promote direct experiences. It
is supportive for self activity based learning. It is saying that an individual
remember –
20% of what we HEAR
30% of what we SEE
50% of what we SEE and HEAR
80 % of what we SAY
90% of what we SAY and DO
·
E content
helps to have SAY and Do.
·
E content can be used as a reusable learning objective
(RLOs)
·
E content can be seen as a tool to improve
understanding, motivation of learners, to provide a safe environment for
learners to explore.
·
A well-developed e content can be
delivered many times to different learners.
·
Individual course components i.e., units, lessons
and media elements such as graphics and animation can be reused in different
contexts.
DESIGN AND DEVELOPMENT OF E-CONTENT
·
e-content Design and development will depend
up on the nature of the content and the learners.
·
It is also depend on the quality and
complexity of the learning you wish to create.
·
The quality and complexity of the learning
you wish to create will also influence the e-content you create.
·
Varous instructional design models are
available according to our requirements.
·
Most of the models involved the process of
analysing the learner needs and goals of the instructional material development,
development of delivery system and content, pilot study of the material
development, implementation, evaluation, refining the materials etc
·
In designing and development of e-connect
we have to adopt one of the instruction design models based on our requirements
·
There are several approaches that explain
the designer development process of e-content in development
·
The most popular and common model used for
creating instructional material is the ADDIE model
·
The abbreviation stands for the five
phases involved in the model. They are
ANALYSE
DESIGN
DEVELOPMENT
IMPLEMENT
EVALUATE
· This
model is initially developed by Florida State University to the process
involved in the formulation of an instructional system development
Description of each phase;
Analysis
· In
this phase the overall plan for developing educational content takes place
· It
involves identifying the characteristics of learner, learning environment, time,
resources etc
· It is related to
analyzing the learning needs, context, learner, task and content.
Design
· After
analysing task, a planning document is prepared- here Convent is thoroughly
analysed and logically organised
· Is
to be structure logically following symbol to Complex non to unknown concrete
to abstract general to specific et cetera
Development
· In
this computer programs are developed and integrated them in one product
· Preparation
of supplementary materials audio video takes place
· It
is related to the creation of Doraemon story board is scripting the entire
course content
Implement
· In
this face materials are distributed to learners
· This
face explains how to install and how to install and how to use it and the
difficulties experience the while using e-connect
· Ensure
that the website is functional If the material is on the website
Evaluation
·
This phase considers feedback from both
learners and instructors.
·
After the feedback reactions, the e-content is
designed again as postproduction for effective delivery of e-content.
· The
evaluation phasses consists of two parts that is
o
Formative evaluation and
o
Summative evaluation.
· Formative evaluation is
present in each stage of the ADDIE process.
· Summative evaluation
determines the adequacy of the distributed materials in achieving the course
objectives.
· Material is to be
revised at all the stages based on the feedback received.
What
is meant by e content authoring? (1 mark)
· E-content
authoring refers to the process of creating digital educational or
instructional materials for online learning. It involves the development and
assembly of content that can be delivered and consumed through electronic
mediums like computers, tablets, or smartphones. The content can be text,
images, videos, audio files, interactive elements, quizzes, assessments,
simulations, and more.
· Authors
or content creators use specialized software or authoring tools to design,
organize, and produce these materials.
The process typically includes:
Planning: Defining learning objectives, target audience, content structure, and instructional strategies.
Content Creation: Developing the actual content using multimedia elements, text, graphics, and interactive components.
Integration: Incorporating various multimedia elements and interactive features into a cohesive learning experience.
4. Testing and Assessment:
Evaluating the content to ensure it meets learning objectives and conducting
assessments or tests to gauge learner understanding.
5. Publishing or Deployment:
Making the content accessible through learning management systems (LMS),
websites, or other platforms for learners to access.
E-content Authoring Tools
v An e-learning authoring tool is a software package
that can be used to create and modify web content for other people to use.
Blogging, wikis, online forums, and so on are examples. E-content developers
can use this tool to create, package, and deliver e-content to learners.
v 'An authoring tool is defined as a software
application used to create multimedia content typically for delivery on the
world wide web (www)' according to Wikipedia.
v To create e-content, a variety of tools are available.
E-learning tools include Microsoft Power Point and word processors. These tools
are ineffective for presenting interactivity, testing, and scoring. Examples,
illustrations, animations, audio, video, interactivity, and other elements are
assembled to create interactive content.
v We can use authoring tools, also known as author-ware,
for this purpose.
v Using authoring tools, one can create visually
appealing and functional graphics. An authoring tool, also known as
author-ware, is a programme that aids in the creation of hypertext or the use
of multimedia applications.
v Authoring tools enable authors or e-content developers
to incorporate or use a wide range of media to create professional, engaging,
and interactive e-content.
Features
of e-content authering tools are
§ ease
of use quality of e-Learning output
§ speed
and efficiency of authoring
§ Scalability
Types
of authoring tools
1)
Microsoft PowerPoint: It is a presentation software used to create
slideshow. It allows users to add audio and video clips in a presentation
2)
Flash: it is a popular method for adding animation and interactivity
to web pages. it is used to create animation advertisements and various web
pages
3)
Front page and Dream weaver: it is a tool used to create webpages. They
provide an easy way to create links and images without need
to know about HTML
4)
Elucidate : it is a cloud based ordering tool that is designed to create
high quality e-learning. It to provide others with the detailed data on how
learners are interacting with their course. It is easy for multiple others to
work on the same project at once
5.
Adobe Captivate: this software supports a wide range of media,including
images,videos,animation, PowerPoint presentation etc. Here one can published
courses and as Android or Window apps for mobile users
6.
Lectora online : this tool provide course SS in mobile devices like
phone or tablets. Can a QR code with the smartphone to view courses. It also
promotes a collaborative work environment where uses can add notes and
create assignments
|
INTERACTIVE
FEATURES are : Quizzes and Assessments: These include multiple-choice
questions, fill-in-the-blanks, matching exercises, and other forms of
assessments that provide immediate feedback to learners. Interactive
Videos: Videos with embedded quizzes, clickable hotspots,
or decision points where viewers can choose different paths within the video,
enhancing engagement and interactivity. Simulations
and Scenarios: These replicate real-life situations
where learners can make decisions and see the consequences, aiding in
practical learning. Drag-and-Drop
Activities: Learners can drag items to specific
locations or categories, helping reinforce understanding through hands-on
interaction. Gamification
Elements: Adding game-like elements such as
badges, points, leaderboards, and progress bars to motivate learners and make
learning more enjoyable. Interactive
Infographics: Infographics that allow users to click
or hover over elements for more information or to reveal hidden details,
making data more engaging and understandable. Branching
Scenarios: These present learners with choices
that lead to different paths or outcomes, allowing them to explore various
consequences based on their decisions. Collaborative
Tools: Features that enable learners to collaborate with
peers, such as discussion boards, group projects, or shared documents. Interactive
eBooks or Flipbooks: Digital books with embedded
multimedia elements, clickable links, animations, or interactive exercises. Virtual
Reality (VR) or Augmented Reality (AR) Elements:
Advanced technologies that immerse learners in simulated environments,
allowing them to interact with content in a more immersive way. |
Forms of E-content
a)
Short
Learning Objects (SLO)
b)
Learning
objective modules.
· Short
Learning Objects (SLO) – Granules, 3-4 Minutes, New Way of Thinking
about Learning Content
https://ijariie.com/AdminUploadPdf/Smart_People_Smart_Content__A_New_Trend_of_Education_C_1283.pdf
LEARNING OBJECTS:
· Wayne Hodgins coined
the term "learning object" in 1994.
· Because these digital
materials are designed to be easily reused in a wide range of teaching and
learning situations, it quickly gained popularity among educators and
instructional designers.
· It is necessary to
understand the meaning of asset(item) before understanding the meaning of
learning object.
· according to
Wikipedia..'Asset' is defined as the smallest, indivisible digital unit for
information transfer, such as a picture or a short text, a simple picture/text
combination, or a small and simple animation
Learning object Modules- Larger
and Independent; With Objectives, Experiences and Assessment; 25-30 Minutes of
Multimedia
Repository of E-content in India- CEC –
Consortium for Educational Communication
Website www.cec.nic.in
Parts of an e-content module
· Objectives
of the content
· Summary
of the content
· Multimedia
part- Audio / Video
· Whole
Text of the Video/ Audio content
· Reference
· Assignment
· Downloads
including Frequently Asked Questions (FAQ) and Supporting materials
· Links
to a blog based on the
E-content
Major
quadrants of E – content modules are:
1. The
e -text
2. The
PPT
3. The
FAQs or evaluator questions
4. E
resources
Steps in the development of E-content module
· Identifying
the area for e-content module development
· Formulating
the Objectives of the module
· Writing
the Summary of the content
· Preparing
a story board for the AV part
· Shooting
the necessary parts with the help of Video camera/ Camcorder or even high
resolution Mobile Camera
· Developing
the Multimedia part (Audio / Video) by mixing (using appropriate Mixing
software) the videos shot, videos downloaded (if any), Presentations on
PowerPoint or Open Office Presentation Software and Music / background score
etc. – For this help from Professionals can make the e-content better.
· Giving
adequate Reference- both Links to websites as well as Books/ Journals etc
· Giving
tasks Assignment and necessary Feedback
· Providing
links for Downloads including Frequently Asked Questions (FAQ) and
Supporting materials
· Providing
Links to a blog based on the E-content.
What should a teacher do in developing
e-content in English in India focus on?
Creating e-content for English language
teaching in India requires addressing learners' specific needs, challenges, and
contexts. When creating e-content for English language education in India,
teachers should consider the following key factors:
1. Cultural relevance:
Consider Indian culture.
• Make content culturally relevant and
relatable to Indian students.
• Use examples, scenarios, and literature that
reflect the diversity and cultural nuances of India.
2. Multilingual Approach: Include regional
languages.
• Recognise India's multilingual context.
• Provide content in English while
acknowledging and incorporating regional languages where possible.
3. Customization for Diverse Learners:
Accommodate Diverse Learning Styles:
• Recognize the diversity in learning styles
and preferences.
• Provide a variety of multimedia content
(videos, audio, interactive exercises) to cater to different learning
preferences.
4. Create interactive and engaging content by
utilising technology creatively.
• Create interactive content to engage
students actively.
• Use multimedia resources, interactive
quizzes, and gamified elements to increase student engagement.
5. Apply English to real-life situations.
• Teach English in real-world contexts
relevant to Indian students.
• Use examples and scenarios relevant to learners' daily lives.
6. Inclusive Content:
• Consider students' diverse backgrounds when
creating content.
• Foster a welcoming and inclusive learning
environment, avoiding stereotypes.
7. Adaptability to Various Proficiency Levels:
•
Recognise
that students' English proficiency levels may vary.
• Offer content suitable for all skill levels, including beginners and advanced learners.
8. Assessment and Feedback:
• Incorporate continuous assessment mechanisms
into e-learning content.
• Offer timely and constructive feedback to
help students track their progress.
9. Language Skills Integration:
Integrate All Language Skills:
• Design e-content that addresses all language
skills: reading, writing, listening, and speaking.
• Offer balanced activities that promote
overall language development.
10. Develop critical thinking skills and
encourage analysis.
• Promote critical thinking through
thought-provoking content.
• Include activities for analysis, discussion,
and reflection.
11. Accessible Design:
• Ensure e-content is accessible to students
of various abilities.
• Use inclusive design principles to make
content accessible for all learners.
12. Professional Development for Teachers:
• Train teachers on how to effectively use and
integrate e-content into their teaching practices.
13. Alignment with Curriculum:
•
Ensure
e-content meets national and regional curriculum standards.
•
Ensure
seamless integration with existing educational frameworks.
14. Collaborative Learning:
•
Encourage
students to collaborate through online forums, group projects, or virtual
discussions.
•
Encourage
the exchange of ideas and perspectives.
15. Support for English Language Proficiency
Exams:
• Prepare for language exams by providing
content aligned with common exams.
• Provide practice exercises and mock tests to
prepare students for assessments.
16. Adaptability to Digital Infrastructure: Consider Technology Access:
• Consider students' access to technology.
• Ensure e-content is accessible on commonly
used devices by learners.
17. Continuous Improvement and Feedback Loop: Ask for student and teacher feedback.
• Establish mechanisms for gathering feedback
from students and teachers.
• Use feedback to continuously improve and
update e-content.
By focusing on these factors, teachers can create e-content that is not only effective in improving English language skills but also culturally relevant, inclusive, and engaging for students in the Indian context.
Learning Object Modules, Short Learning
Objects & Reusable Learning Objects
Learning Object Modules (LOMs) are self-contained educational units that
encapsulate\ summarize a specific learning concept or objective. These modules
are designed to be reusable, flexible, and interoperable across various
learning environments. Each Learning Object Module typically includes:
Content: This encompasses the instructional material, which could be text,
images, videos, simulations, or any other form of multimedia.
Learning Objectives: Clearly defined goals or outcomes that
learners are expected to achieve after engaging with the module.
Assessment: Evaluation methods or activities to measure the learners' understanding
or mastery of the learning objectives. This might include quizzes, tests, or
interactive exercises.
Metadata: Information about the learning object, such as its title, description,
author, keywords, intended audience, and technical specifications. Metadata
helps in cataloging and searching for specific learning objects within a
repository or learning management system.
Interactivity: Some LOMs may include interactive elements
that engage learners and enhance the learning experience, such as quizzes,
simulations, or branching scenarios.
Accessibility and Reusability: LOMs are designed to be easily accessible and
reusable in various contexts, allowing educators and instructional designers to
integrate them into different courses or learning environments.
The concept of Learning Object Modules aligns
with the idea of modular learning, where educational content is broken down
into smaller, self-contained units. These units can be combined or rearranged
to create customized learning experiences tailored to different learners' needs
or to fit within various instructional designs or curricula.
LOMs are often part of larger repositories or
libraries of educational content, enabling educators to efficiently locate,
select, and integrate them into their teaching materials or learning management
systems. The modularity and flexibility of LOMs contribute to their utility in
personalized and adaptive learning environments.
SHORT
LEARNING OBJECTS (SLOS)
· Short Learning Objects (SLOs) are compact, self-contained units of learning content designed to deliver specific learning outcomes in a concise and focused manner. These bite-sized learning modules serve various purposes:
Targeted Learning: SLOs focus on specific learning objectives, allowing learners to concentrate on a particular topic or skill without being overwhelmed by excess information.
Flexible Learning: Their short format makes SLOs flexible and easily digestible. Learners can access them on-the-go or integrate them into larger learning paths as needed.
Adaptability: SLOs can be used across different contexts
and learning environments. They can supplement existing courses, act as
standalone resources, or be integrated into a broader curriculum.
Microlearning: SLOs are a part of the microlearning
approach, breaking down complex topics into smaller, manageable units that
promote better retention and engagement.
Just-in-Time Learning: They offer quick access to specific
information or skills when learners need immediate guidance or assistance.
Engagement and Retention: Due to their concise nature and often
interactive format, SLOs tend to engage learners more effectively, increasing
information retention.
Assessment and Reinforcement: SLOs can include assessments or activities to
reinforce learning, providing immediate feedback to learners.
Cost and Time Efficiency: Creating shorter learning objects can be more
cost-effective and less time-consuming compared to developing comprehensive
courses, making them a practical option for organizations with limited
resources.
In summary, SLOs serve as efficient and
targeted learning tools that cater to specific learning needs, promote
engagement, and offer flexibility in accessing learning content. They align
well with the modern learner's preferences for short, focused, and easily
accessible learning materials.
CHARACTERISTICS OF SLO
Digital:
available online
Self
contained: each learning object can be taken independently
Reusable:
it can be used in multiple context.
Searchable:
easy to find learning material.
REUSABLE LEARNING OBJECTS (RLOS)
Reusable Learning Objects (RLOs) are self-contained educational components
designed to be repurposed across multiple learning contexts, courses, or
educational programs. These objects are created with the intent of being used
and reused in various learning environments, providing flexibility and
efficiency in instructional design and content development.
Characteristics of RLO
Digital: available online
Self
contained :each each learning object can be taken independently
Reusable : a single or a love may be used in
multiple contacts for multiple purposes
Searchable: easy to find learning material
RLO: are small units of learning (5-15 minutes
)
Flexible: easy to update and change
Enhance
student centered learning
Key characteristics of Reusable Learning
Objects include:
Granularity: RLOs are typically granular, meaning they focus on specific learning
objectives or concepts. This granularity allows them to be easily integrated
into different learning modules or courses.
Independence: They are self-contained and independent,
capable of standing alone or being combined with other learning objects to
create a comprehensive learning experience.
Standardization: RLOs are often created following standardized
formats, allowing for interoperability across different platforms, learning
management systems, or educational technologies.
Metadata and Tagging: Like Learning Object Modules (LOMs), RLOs are
accompanied by metadata—descriptive information such as titles, descriptions,
keywords, and learning objectives. This metadata helps in cataloging,
searching, and retrieving the objects from repositories or databases.
Adaptability: RLOs are adaptable to different learning
styles, preferences, and contexts. They can be repurposed, combined, or
customized to suit specific educational needs.
Reusability: The primary advantage of RLOs is their reusability. Once created, these
learning objects can be utilized and repurposed in various instructional
settings without the need for significant modifications.
Common examples of Reusable Learning Objects
include interactive simulations, instructional videos, quizzes, animations,
diagrams, or modules focused on specific topics or learning outcomes.
The concept of RLOs supports the efficient
development, sharing, and delivery of educational content, contributing to more
streamlined and cost-effective instructional design processes across diverse
educational settings.
e-PG Pathshala.
•
The e- Pathshala is an open access
educational dedicated portal. This portal is an MHRD project being developed by
a dedicated team of National Mission on Education through ICT (NME-ICT)
department staff under UGC guidelines.
•
The primary goal is to meet each
postgraduate learner's curriculum and course content requirements (National
Mission on Education through Information and Communication Technology, n.d, p.
9-10).
•
E-Padasala Provide educational resources for teachers, students, parents,
researches and educators which are available on web, android etc
•
The resources are available in English Hindi
and Urdu language
•
The students can get assess of all educational
material, including text books, audio video, periodicals through e-padasala. These
materials can be downloaded by the user for offline use with no limits on
downloads.
•
It has the best class of subject experts
available to help students develop. These professors come from a variety of
institutes and universities.
•
The digital library portal of e-PG Pathshala ensures to meet the best
standards in each seventy disciplines. As a result, qualitative teams
of coordinators, investigators, multimedia managers, content writers, and
reviewers have provided each discipline and subject.
•
This website is a virtual library of over
eighteen thousand (18,000) e-texts, over seventeen thousand (17,000) learning
videos, over three thousand two hundred (3200) experts, and over thirty
thousand (30,000) quizzes, with a total count of approximately 77 subjects and
723 papers from a multidisciplinary context.
•
The key component of the educational
system is the content and its quality.
•
This initiative, known as e- PG Pathshala, is
developing high-quality, curriculum-based, interactive content in all
disciplines of social sciences, arts, fine arts & humanities, natural &
mathematical sciences, linguistics, and languages.
Benefits for students
•
easy
access to any information
•
Real
life exposure for better learning
•
Can
publish articles and participate in discussion forums
•
Facility to browse books online
•
Social networking
Brihaspati
https://www.researchgate.net/publication/228867320_Brihaspati_An_Open_Source_e-learning_platformhttps://core.ac.uk/download/pdf/333967253.pdf
•
Brihaspati Virtual classroom” is an open-source
freeware e-learning platform. A platform-independent tool for a
web-based e-learning system supported by the E-learning Division of MCIT, IIT
Kanpur, and the NMEICT of the Ministry of Human Resources Development. . it is
an open platform for learning.
•
This platform was created to allow faculty
and students at Indian Institute of Technology Kanpur to share lecture notes
using web-based infrastructure.
•
It is currently used in many places
throughout India.
•
Administrator
or admin has the main authority of Brihaspati. The cost of the software is
free. Anybody can login to Brihaspati as a guest. In this case the username and
password both be guest. But the instructor and the student accounts are created
by the admin.
•
It is a very user-friendly open-source
framework and can be used effectively to build e-education applications.
• Brihaspati gives full freedom to the instructor and the students to come in contact with each other through email chat and discussion Boards.
Functions of Brihaspati :
content publishing : instructor can published cotton material in
any format.
Chat and whiteboard : the users can
communicate online. The users have to be logged on at the same time for this.
live discussion over the internet is possible
Student management: the instructor can
manage shouldn't detail in his own course, including addition, deletion and
modifications
Remote course: The Instructor can sell
or buy course content from another Institute using Brihaspati 2 LMS
Surveys: admin can set up surveys to
take feedback of the courses. it can be used to evaluate the instruction.
Academic Evaluation: The instructor can conduct online test. Assignments and projects can be submitted online and graded.
•
Many design flaws were discovered
during the first phase of development, resulting in the creation of
Brihaspati-2, the second version.
• Brihaspati synch has also been developed in response to the need to deliver lectures via the Internet. It is built over Java and works over IPv4 multicast for conducting live virtual classroom sessions.
National Mission in Education through ICT(NMEICT)
https://www.aicte.india.org/downloads/National%20Mission%20on%20education.pdf
•
National Mission on Education through Information
and Communication Technology (NMEICT), is
a project undertaken by the Ministry of Human Resources Development (MHRD)
to provide quality educational content to all learners.
• It provide high quality e-content free of cost to all learners in the country.
•
The three cardinal principles of Education
Policy are access, equity, and quality, could be well served by
providing connectivity to all colleges and universities, low-cost and
affordable access-cum-computing devices to students and teachers, and free
high-quality e-content to all learners in the country. NMEICT includes all
three components.
The
Mission has two major components:
•
a.
providing connectivity to institutions and learners, provision for access
devices.
•
b.
Content generation: It aims to bridge the digital divide, i.e. the gap
in skills to use computing devices for teaching and learning among urban and
rural teachers/learners in the Higher Education domain.
•
It
provide facility to perform experiments through virtual laboratories, on-line
testing and certification, on-line availability of teachers to guide and mentor
learners, use of available Education Satellite (EduSAT) and Direct to Home
platforms, and so on.
• Under the Mission, vocational education would be strengthened through ICT, and classroom instruction would be supplemented. Quality enhancement of teaching through digital empowerment of teachers would bridge the digital divide under the Mission, and experts and teachers would be available online to answer students' questions.
Major objectives of NMEICT
1. To use ICT in enhancing teaching and learning
process
2. Building knowledge network with Institutions of
Higher Learning in the country
3. Spreading digital literacy for teacher
empowerment
4. Research for developing efficient learning
modules
5. Availability of e-knowledge contents, free of cost.
1. e Content authoring means the —————— of
content.
(a)
creating (b) referencing (c) listing (d) linking
2.
What is meant by e content authoring? (1 mark)
3)
What is the use of a Short Learning Object (SLO)? (2)
4)
NMEICT does NOT have the characteristics of learning.
A)
online B) open access C) asynchronous D) blended
Write
a short note on e-pathshala.
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