Modules typically provide more practical student experiences than traditional learning

systems.

In education, the term "module" refers to an instructional unit that focuses on a

particular topic. Although the details and activities vary according to the specific
context, such as course and student level, most educational modules include
information about the topic, focus on student-centered learning activities and
culminate in a project for students to demonstrate understanding.

Examples and Rationale

Modules generally begin with a research question to focus student thinking, such as,
"How do tornadoes form?" Students then gain basic information through reading or
videos followed by exploratory activities, such as laboratory experiments that help
them learn the concepts involved. At the end of the module, students often develop a
project to illustrate what they have learned, such as creating a tornado chamber.
Modules may involve the study of any topic, such as computer animation, engineering
concepts, general electronics and global warming. Since modules use active rather
than passive learning experiences, students may be more engaged, understand real-
world applications of the concepts and further develop higher-order cognitive abilities.

A Learning Module is an organized collection of content presented together. A Learning

Module can support a course goal, a course objective, a subject, a concept, or a theme. ...
Alternatively, instructors can allow students to explore the content in a Learning Module in any
order, and at their own pace.

The Difference between a Module and a Course. A module is a single component, it can be a

document, PDF, Powerpoint, SCORM presentation, Video, or Assessment you create and it can
be distributed alone or as part of a course. A course is made of one or more modules packed
together.

3 Module components

 a title that concisely and clearly describes the session contents.

 learning outcomes, each tested by at least one SAQ (see below)
 an introduction that lays out what will be covered in the study session.
 core content, text with illustrations, diagrams, graphs, examples etc.
 key points that are highlighted.
3 Module components
Each module is designed for approximately two to three hours of independent study time for a
learner with good English and at least secondary level education. Each study session follows a
standard template that provides users with a familiar framework and so makes it easier to plan
study activities. The main components of each study session are as follows:

 a title that concisely and clearly describes the session contents

 learning outcomes, each tested by at least one SAQ (see below)
 an introduction that lays out what will be covered in the study session
 core content, text with illustrations, diagrams, graphs, examples etc.
 key points that are highlighted
 a summary, which includes key points covered in the study session
 at the end of each study session there are four self-assessment questions (SAQs) to help
students test their learning.
The structure creates a learning pathway for the student that links the components in a narrative
route through the text. They can track the introduction of a topic and a statement of the
corresponding goal in a learning outcome, through the relevant section of core content to the
summary points and SAQs at the end. Table 1 describes some of these components in more
detail and highlights the reasons why they are included in each study session.

Table 1: Purpose of study session components

Component Description Purpose

Learning A set of statements that indicate what
outcomes students should have achieved by the
time they have completed a particular
study session.
Learning outcomes are goals. They are important
tools for both trainers and students.
For trainers, learning outcomes provide a way of
making it clear to students what they are expected
to have accomplished by the end of a study
session. Learning outcomes indicate a knowledge
outcome (what the trainer wants students to
know) or a skill outcome (what the trainer wants
students to be able to do).

For students, learning outcomes highlight what is

expected of them. Outcomes provide a way for
students to assess their own learning. For
example, students should be encouraged to turn

Key points Important terms, highlighted in boxes,
that students should be familiar with
by the time they complete the study
session.
Core content Materials authored by experts,
covering the topics outlined by the
module title and learning outcomes.
In-text Interactive activities embedded within
activities the core content that learners are
expected to complete as they read
through the materials.
Summary A brief overview of the main concepts The summary brings together the key ideas and
covered in the study session.
Self- Another set of tools for learners and
assessment trainers to use to evaluate learning
questions achievements in the session.
(SAQs)
Badged Each has a set of 15 questions, with
learning outcomes into questions and see if they
can answer them.
Students can often feel overwhelmed by the
number of ideas, concepts and principles that they
encounter in a session. The highlighted points are
words and concepts that they really need to focus
on and understand by the end of the study session.
DIY Learn modules provide new teaching
material and can also reinforce or complement
existing teaching and curriculum.
Trainers in a classroom setting should integrate
this material into a session, and not just read out
the written material to a class. Instead, trainers are
‘learning guides’, creating sessions that comprise
short talks and activities based on the DIY
materials (see Section 5).
In-text activities encourage students to pause in
their study and check their understanding of what
they are learning. The activities are based on
preceding sections of the study session or may
refer back to earlier study sessions in the same
module, or invite students to consider how their
own experiences are relevant to the topic. This
reinforces prior learning and encourages students
to reflect on what they have read. This Handbook
provides group alternatives for each activity in
Appendix 2 – see Section 5 for more detail.
concepts from the different parts of the study
session. For trainers, the summary (and any
subsequent discussion) can be used to recap
important ideas and concepts at the end of the
session.
We outlined above how students should be
encouraged to transform learning outcomes into
questions that can help them assess their learning.
That task is essentially completed for them in the
SAQs that appear at the end of each session. They
can be used to test the student’s knowledge of the
material.
Mozilla Open Badges are an online standard to
quizzes three alternative presentation styles for
each, which further test understanding.
Students receive an immediate score,
and hints to help them try again when
they have got an answer incorrect.
4 Assessment
Assessment can be used to support learning. It does not only demonstrate achievement
and ‘passing’ a course. It also:
recognise and verify learning. The badged quiz
questions are optional, and students can complete
the module and test their learning without
engaging with the quiz. However, satisfactory
completion of the quiz will award them a Mozilla
Open Badge to acknowledge that they have
completed this short, informal course of study.

 acts as a powerful tool for teaching

 coupled with feedback from the trainer, helps students to improve their learning
and achieve better outcomes
 is a source of encouragement and builds confidence.
The DIY Learn modules incorporate two types of informal assessment: in-text activities
with immediate feedback in the main text, and self-assessment questions (SAQs) at the
end of the module. Students should answer these questions to help reinforce their
studies and assess their own progress.

In-text activities are intended to engage the student in ‘active’ reading. This reinforces
learning more effectively than giving information passively.

SAQs provide an opportunity for students and for you as the trainer to assess whether
students have achieved against the learning outcomes for the module. The SAQs help
students to see what they have learned well and identify what they may need to revise
or ask you about.

Note that, in the printed version of the modules, the SAQ answers are all included at the
back of the book. In the online version, the answers appear below the question by
clicking on the ‘Check your answer’ or 'Reveal answer/discussion' button.

The DIY Learn modules provide a semi-formal means of assessment through the quiz
at the end of each topic. Mozilla Open Badges verify that the student has completed the
module, linking back to the qualifying criteria and verifying evidence, and can be
recognised by employers and other agencies as a measure of skill and achievement.

For further formal assessment, you may wish to develop further assignments based on
the DIY Learn modules. These could be designed to meet criteria and test learning
outcomes set by an accrediting institution or organisation. For example, the assessment
could be linked to progress towards a partnership agreement or funding award.
7 Tips To Create The Perfect Learning Unit For
An eLearning Course
The primary objective that every eLearning professional should have in mind when
designing eLearning courses, is to create self-sufficient learning units. In this article, I'll
share some tips that you can use to create the perfect learning unit for an eLearning
course, regardless of the subject matter.

How to Create the Perfect Learning Unit For An eLearning Course

The definition of a “perfect learning unit for an eLearning course” is one that can
support its own learning objectives without relying upon the content of the other
eLearning modules or lessons that come before or after it. While creating the perfect
learning unit for an eLearning course may seem like an easy task, it can actually prove to
be quite challenging. This is specifically true, if you are new to the world of eLearning
and you are dealing with a subject matter that may be more complex or involved. The
good news is that below you'll find a number of tips you can use to analyze and assess
your learning units to ensure that they support their own learning objectives and goals.

1. Choose the specific objectives and goals for each learning unit in
advance.
Given that each learning unit should have its own goals and objectives, it's
essential to figure out what exactly you are hoping to achieve before you
create each learning unit of your eLearning course. Research your audience to
determine what they want and need to take away from every learning unit
and what they are expecting from the eLearning experience as a whole. This
will help you to choose the proper learning activities and tools that will
ultimately serve the learning goals and objectives.
2. Create an in depth outline to highlight key topics.
Developing a detailed outline for every learning unit will help you to
determine which key ideas, concepts, and topics you should include in each
one. At the same time, it will ensure that you won’t include duplicate content
and that each learning unit can support itself independently of the rest of
eLearning course. Be as descriptive as possible when creating your outline and
include any learning activities that will be integrated, topics that will be
explored, and the real world benefits and applications.
3. Avoid cognitive overload by keeping learning units short and sweet.
 To create the perfect learning unit for an eLearning course means that it
should provide your learners with a comprehensive, but concise, learning
 experience. Ideally, you'll want to keep it less than 20 minutes, as this will
allow your learners to get the information they need, even if they may
have busy schedules or they get easily distracted. Keep in mind that this
suggested length may be longer if the subject matter is more involved or
complex, such as a learning unit that delves into a complicated task or
process. However, if the subject is too complex, you may want to consider
breaking it down further into several individual learning units that highlight
just one key topic or one step in the process.
4. Include an introduction and review in each learning unit.
Every learning unit should have its own introduction and recap or review at
the end. This helps to ensure that learners are aware of the benefits they can
expect to receive by actively participating in the learning unit, and that they
actually retain the information they are being given. Try to include an
interactive learning activity, such as a branching scenario or an eLearning
game, in lieu of a text based recap, so that your learners can see the real
world applications first hand. When creating your introduction, make it
engaging and memorable. You can even begin by asking a thought provoking
question or connecting with them by creating an emotionally-
centered story or a real world example. Also, give them a brief overview of the
learning unit, so that they can immediately comprehend why it's so important
for them to be fully engaged in the learning process at this point.
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5. Assess your learners every step of the way.

The mistake that some eLearning professionals make is reserving assessments
for the very end of the eLearning course. While it's always wise to conclude
your eLearning course with an overview exam or quiz to assess learner
knowledge, you should also be assessing them along the way. Every learning
unit should feature some sort of assessment, whether it be an interactive
scenario or a straightforward quiz, so that you can ensure your learners are
acquiring and remembering the information they need to achieve
their learning goals. When creating your assessments, make sure that they
only involve the key topics or ideas discussed in that particular learning unit,
rather than topics that have been explored in previous modules or lessons.
6. Always provide relevant feedback.
It's essential to offer your learners feedback in every learning unit, so that they
 can learn from their mistakes or reinforce positive behaviors before they move
onto the next eLearning module. If they make an error when they
answer an eLearning scenario question or an assessment question, bring it to
their attention right away, and let them know how they can improve moving
forward. Otherwise, they will continue to reinforce incorrect learning
behaviors or retain incorrect knowledge when they progress to the next
learning unit.
7. Choose learning activities that serve the end goal.
The learning activities you choose for each learning unit should successfully
support the learning goals and objectives. For example, if you are dealing with
a subject matter that may be more simple and straightforward, opting for
bullet point text blocks may be more effective, while more complicated topics
may call for drag and drop activities or a video tutorial. Also, you will need to
decide whether your learners must progress through the learning unit in
a linear way, or if they can jump around to different elements within the unit
whenever they like.
Creating the perfect learning unit for an eLearning course isn't a next to impossible feat
with these simple and straightforward tips on-hand. The next time you're creating an
eLearning course, use these tips to create powerful and memorable stand-alone
learning units that offer your learners real value