“Module Making”

June 26, 2020

SLCB Hall
Objectives:
 re-orientation on instructional
module
 discuss its basic components &

importance
Objectives:
 discuss the basic parts of a LM
& present an example
 draft at least 1 learning module

that maybe used for blended

learning
Needed Materials:
 Syllabi in respective subjects
 Laptops
Mind Setting
 Sir Arceo
• re-orientation on instructional module
• discuss its basic components & importance
 Where do I start?
I want to make a module that will be an
effective learning resource. But …
 BASIC PARTS

L earning Outcomes

C ontent

E ngaging the learner

A ssessment

P roductive feedback & learning

 Learning outcomes (LOs) …
• This is the most difficult bit! Although you
may have a clear idea of what your
module aims to achieve, writing down
clear LOs needs careful thought and is the
essential first step in module development.
 LOs: start here!
Do not start to develop your module until
you have identified a few (usually 3-4)
clear LOs

The LOs are vital because they

determine precisely the content of the module
& determine precisely the assessment

Once you are happy with your LOs

– stick to them and do not allow
the module to wander into other areas
 How can eLearning
make the content more
interesting?
 Content
• The content is the information that you
want the learner to acquire.
• Clearly, this information has to be accurate
and up-to-date.
• The content should also be clearly
referenced so that the learner is able to
check the source of the information.
 Content
• Start by identifying a small number of
reliable and up-to-date sources of
information. It is often useful to use a
recent review as the main source of your
content.
 How to make content interesting!
There are many ways of presenting
information in an interesting way.
The key is to actively involve the learner –
rather than just “spoon feed” information.

Remember that the information is probably

already available in a book or on a website.
Your module needs to go beyond
just presenting information.
It needs to be an active learning tool.
Engaging the
Learner…
Think carefully about the likely
learning style of your learners and
also how best this particular
information might be presented.
Do not use too many
different methods within a
single module. To avoid
confusing the learner, allow
them to become familiar
with just 2-3 different
methods in your module.
Although effective, “active” learning
is quite tiring. Including some
“spoonfeeding” of information as
well as one or two more demanding
methods is often best.
Remember that the aim of
the module is for the learner
to achieve the learning
outcomes – not to
demonstrate your skills as a
teacher!
How
Howwillwillthe
thelearner
learnertrack
track
their
theirprogress
progress––so sothat
that
they
theywill
willbe
beconfident
confidentthat
that
they
theyhave
haveachieved
achieved
something?
something?
In most cases, the assessment for
the module should be
“formative”. This is purely for
the learner’s benefit – so that he
or she can track their own
progress.
The assessment should be limited
to the LOs. The purpose is to
allow the learner to confirm that
they have achieved the LOs.
The learner should perform well
in your assessment. This
confirms that your module has
been effective!
  take advantage
 provide the
of a correct
learner with
selection by
explanations
providing some
when they select
additional
the wrong
information
answer
Workshop...
- using your syllabus, each
mentor should prepare at least 1
module. (30 minutes)
 What then?

Try to think of ways that the key

messages acquired by the individual
learner might be passed-on to their
peers. Provide the person who has
completed your module with some
help in spreading the word.
 Remember:

The key to success is to have a clear

idea of the needs of your target
audience, carefully designed and
clearly stated LOs and then an
engaging module that allows the
learner to achieve the LOs with
confidence.