Module 3

Process of
Developing Self Learning Material
Dr. Sunil Dutt
Professor & Head
Education and Educational Management Department,
National Institute of Technical Teachers Training & Research, Sector-26, Chandigarh (India)

Objectives of the Module:

After reading the learning material, you will be able to:

 Know the General Principles of developing Self Learning Material

 Understand the Process of developing Self Learning Material
 Know the characteristics and types of self learning material
 Understand the differences of Self Learning Material with Text Books and Conventional
mode of teaching

Learning Outcomes:
After reading the learning material, you will be able to:

 Explain the General Principles of developing Self Learning Material

 Describe the Process of developing Self Learning Material
 Describe the components of format of self learning material

Pre-requisite Knowledge:
It is assumed that the learners are quite familiar with the concept of teaching and instruction. Teaching
involves face-to-face interaction between the teacher and learners in a classroom or laboratory, whereas
instruction can be facilitated through a text book or by watching a video or accessing the concerned
material online but in case there is some doubt, the learner cannot seek further information and
clarification which is possible in case of teaching.

Introduction

Dear learners, as you know that conventional mode of teaching as well as traditional text books suffer
from various shortcomings. We have also understood the advantages of Self Learning Materials over
conventional mode of teaching and traditional text books to meet the diverse needs of learners, i.e., to
 gain attention of learners
 integrate instructional media
 evaluate learners and provide them feedback and more.

Thus, there is a need to develop self learning material to supplement learning on the part of learners.

This learning material will enable learners understand the General Principles of developing Self
Learning Material, its process and the format.

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3.1 Developing Self Learning Material – General Principles

 Knowledge of Curriculum Requirements & Content

Learners are likely to learn most from self learning materials which are developed by
those teachers/experts who have a good understanding of the subject matter of unit of
instruction and relevant curriculum requirements in the subject due consideration to
curriculum requirements. In addition, try to familiarize yourself with instructional
strategies/procedures recommended for particular subjects in the curriculum. The
developer of the self learning material may also discuss about the content with other
teachers who have been teaching the subject quite a long.

 Learning Outcomes

Specify what learners are expected to learn during a particular topic presented in a self
learning material. Informing the learners at the beginning of studying each module
enhances learning. Write learning outcomes at the beginning of the self learning material.
Learning outcome is a statement or sentence that describes what the learner will be able
to do at the end of a unit of instruction. These are outcome based, i.e., these emphasize
product rather than process of instruction. For example, for a topic on Ohm’s law, learner
will be able to:
◦ Define current, voltage, resistance;
◦ State SI unit of current, voltage, resistance;
◦ Name the devices which measure current, voltage, resistance
◦ Draw the circuit diagram;
◦ Verify Ohm’s law;
◦ List situations where Ohm’s law can be applicable
SMART Learning Outcomes:
◦ Specific: describes in specific terms what a learner is able to do at the end
of unit of instruction
◦ Measureable: describes learning outcomes that are observable and
measurable
◦ Attainable
◦ Relevant and
◦ Timely
◦ Domains of Learning Outcomes
 Cognitive, Psychomotor and Affective

 Entry Behaviour

Ensuring learner’s pre-requisite knowledge is essential for grasping new knowledge

being present in the learning material. Thus, it becomes necessary to plan instruction on
the basis of what learners actually know & understand and not on an assumption of what

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 he/she should have learned in the previous module/class. Many learners are
disadvantaged by the self learning material based on the assumption that the learner has a
complete understanding of the content of previous module/class.

 Gaining attention of learners

In order to gain the attention of learners in the learning material, relate the content to the
examples from daily life and world of work. Learners participate actively in learning
activities which they find quite enjoyable and stimulating. Provide varied interesting &
challenging learning experiences. Plan a beginning, a middle and a conclusion for all
modules/topics. The beginning of the module should contain a review of the pre-
requisites and overview of the module. The middle portion should contain presentation of
the content explicitly and relevant practice activities. The final paragraph of the module
should provide a summary/conclusion of the key concepts. Further, the headings, sub-
headings may be highlighted using different font type, colour, etc. and,
pictures/diagrams, sketches, animation, simulations, video etc. may be included.

 Multi-sensory Approach

Use of more than one medium such as text, graphs, line diagrams, sketches, photographs,
video, simulations, different font type/size & colour etc. for presenting the content in the
learning material facilitates the achievement of learning outcomes.

 Formative Evaluation – Practice

Provide ample opportunities in the form of exercises/practice tasks to learners in the self
learning material. Include a number of exercises - both easy & difficult graded to student
abilities for meaningful learning and retention. A variety of items, viz., short answer type,
completion type, multiple answer, matching type etc. can be included for measuring
different level of learning outcomes.

 Immediate Feedback

A learner wants to know the degree of correctness of his/her performance in practice

tasks. Immediate knowledge of his/her responses to practice tasks/tests reinforces the
desired behavior.

 Ease of Comprehension

The use of simple language, familiar terminology promotes better understanding. The self
learning material written using difficult language, technical jargon, acronyms will surely
confuse the learner. In addition, use an interactive tone while presenting content in the
learning material. Try to limit the paragraph length as the short sentences convey sharp
message. Use of pictorial illustrations & graphics motivates the learner during the study
of the learning material.

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  Summative Evaluation and Feedback

Organize a regular assessment schedule in the learning material. Provide an end-module

test to help learner assess the extent of his/her learning in relation to the LOs. Learners
benefit from the tasks/assignments that contain a balanced proportion of both easy and
difficult problems at the. The test should include a variety of test items like, short answer
type, completion type, multiple answer, matching type etc. In addition, provide feedback
to all test items.

 Retention and Transfer of Learning

The aim of self learning material is transfer of learning and retention. By providing a
variety of exercises carefully graded to learner abilities, the learner would be able to
apply his/her learning to situations different from those presented in the learning material
which in turn would enhance retention and promote transfer of learning. Leaners benefit
from the learning material that allows them to see relationships between the content
presented in the material and problem solving in everyday life.

 References for additional study

Provide list of references, both print and web-based, for supplementing learning. A list of
video clippings etc. may also be provided.

3.2 Process of Developing Self Learning Material

As we know that the learning material offers an excellent opportunity to attract the learner’s
attention and arouse curiosity through various techniques. It means that the learning material
should be able to allow for individualization of instruction as well as provide better motivation
through multi-sensory approach. Therefore, the design of learning materials should present the
content inputs in small steps and provide meaningful learning. In addition, it should include self-
assessment at interim and final stages exercises, practice tasks and end-module tests followed by
feedback.

Now let us learn the steps involved in the process of developing self learning material.

 Determining the Need of Self Learning Material

Subject matter experts/teachers who have been imparting instruction in the subject for a
number of years will determine the need of self learning material. Viewpoints of pass-
outs (alumni) or managers of education system can also be obtained. In addition, a survey
of textbooks, workbooks, and other learning materials including on-line in the subject can
be carried out in this regard.

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 Writing Learning Outcomes (LOs)

The general purpose of the learning material is translated into performance/outcome

expected from the learner after having gone through the learning material. The
performance expected from the learner is described by writing statements called Learning
Outcomes. So, a learning outcome is a precise sentence/statement of learner behavior
which can be observed and measured. For example, the statement of learning outcome is
‘After the instructions are over, the learners will be able to define force, without the use
of class notes, correctly in accordance with the instructions’.

Taxonomies are proposed by Bloom et. al. (1956) and the learning outcomes have been
classified into three domains each having various levels, viz., Cognitive (Levels:
Knowledge, Comprehension, Application, Analysis, Synthesis & Evaluation), Affective
(Levels: Receiving, Responding, Valuing, Organization and Characterization) and
Psychomotor (Levels: Imitation, Manipulation, Precision, Articulation and
Naturalization). The cognitive domain involves knowledge and the development
of intellectual skills. Anderson et. al. (2001) made some changes reflecting a
more active form of thinking (Levels: Remembering, Understanding, Applying,
Analyzing, Evaluating and Creating). A summary of three domains is given below:

DOMAIN REFERS TO LEVEL

COGNITIVE Intellectual Outcomes, Remembering

(Knowledge, Understanding
Under standing Problem Applying
solving) Analyzing
Evaluating
Creating
AFFECTIVE Attitudes, Interests, Values, Receiving
Feelings, Emotions Responding
Valuing
Organization
Characterization
PSYCHOMOTOR Motor Skill Development Imitation
(Handwriting , Drawing, Manipulation
Typewriting, Operating )
Precision
Articulation
Naturalization

These LOs should always be formulated taking due cognizance of the relevant pre-requisite
knowledge and skills of the target population, together with its level of maturity and the nature of
the topic area in question.

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 Deciding the Scheme of Evaluation

The evaluation of learner’s performance is to be carried out in two stages:

◦ Formative Evaluation occurs while the learner is studying the learning material. The
evaluation at this stage assists in reinforcement of desired learner behavior which is
followed by remedial action as required. It can be carried out by means of a variety of
supply and selection type items when the learner is proceeding through self learning
material. In addition, some items can also be included to encourage reflection and
provoke thought on the part of the learner. Such items are usually open-ended and are
designed to elicit a range of viewpoints and perspectives.

◦ Summative Evaluation takes place after the learner has gone through each unit of
learning material. The evaluation at this stage will indicate the extent to which LOs
have been achieved by learners. In this way, the learner can identify weak elements, if
any, for further study. It can be carried out by means of a variety of supply and
selection type items presented to the learner after he/she has completed the learning
material.

The purpose of formative evaluation is to guide learner’s learning and that of summative
evaluation is to determine the extent to which the learner has achieved the LOs for the
module. For each test item that is presented during formative and summative evaluation,
feedback will be provided to learner. Feedback is nothing but the information fed back to
learner about the appropriateness of his/her responses/actions. This feedback may take
the form of an answer key in case of selection type item or a possible answer/solution for
supply type items. Thus, evaluation provides a basis for modification and improvement of
the Self Learning Material.

 Identifying Content and Deciding Sequence & Clusters

Now the next task required of the developer of self learning material is to identify the
content and decide its sequence and clusters. Topics and sub-topics (as per LOs) can be
identified by carrying out the ‘Task Analysis’. Topics and sub-topics after grouping
together in clusters are then organized in a sequence to facilitate learning.

 Deciding Treatment & Presentation of Content

Now the developer of self learning material has to decide about the type of treatment to
employ for presentation of the content. Appropriate treatment of content is essential for
enhancing learning. The learning material may be made effective by use of one or more
of the following:
◦ Text only
◦ Text + Graphs + Line Diagram + Photographs etc.
◦ Text + Graphs + Line Diagram + Photographs + Animations + Video + Simulations
in case of computer assisted self learning material

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 In addition, choose appropriate/familiar examples to make content matter intelligible to
learners. Use a variety of examples to emphasize different perspectives on the same
content and illustrate application of content in varied contexts.

The content of learning material should be presented in small units. Every learning
material should contain three sections:
◦ The beginning section should contain a statement of LOs, a review of pre-requisites
and advance organizer.
◦ The middle section involves explanation of key concepts/ideas and relevant
practice/exercise followed by feedback.
◦ The concluding section should contain a summary of the key concepts, principles,
etc. followed by an end-of-module test and its feedback.

The language of the learning material should be simple keeping in mind the mental
development of learners of a particular course. Always write short sentences. Important
aspects of content may be highlighted in bold letters or enclosing relevant part of content
within a rectangular box. Different font size, font type and font colour can also be used.
Use of graphics in a generous way in case of print self learning material and, graphics
animations + video + simulations in case of computer assisted self learning material will
make learning material very effective.

 Producing Prototype

Now the first draft is ready. Prepare a sufficient number of copies in case of print Self
Learning Material for review.

 Development Testing

Now the prototype will be reviewed by subject-matter expert and/or teacher who have
been teaching the concerned subject for a number of years. Detailed feedback in respect
of the following can be obtained:
◦ Relevance of the Self Learning Material to the course programme
◦ Extent of content coverage of the syllabus
◦ Appropriateness of treatment (text, graphs, diagram, animations, video simulation &
language)
◦ Effectiveness of presentation
◦ Appropriateness of language used
◦ Adequacy of practice tasks/exercises and self-evaluation
◦ Validity, reliability and adequacy of test items in the end-module test
◦ Technical aspects like size of paper (in case of print self learning material), type &
size of font, decimal classification, provision of margins, header & footer, use of
icons, pagination etc.

 Modification

Self Learning Material is then modified in the light of detailed feedback obtained from
subject matter experts and/or teachers.

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  Dissemination

Prepare multiple copies of the final self learning material for further review by the
learners.

 Review by Learners

The final draft of self learning material will be reviewed by selected groups of
representative learners and their teachers after use for instructional purposes. The
learning material will be revised, if necessary.

3.3 Format of Self Learning Material

Now, let us have a look at the format of Self learning material.

◦ Title of the Self Learning Material
◦ Name & Address of the Author
 An example of this part (title of learning material and author & his/her address)
may look like:
Self Learning Material on

Force and Laws of Inertia

By

Dr. Sunil Dutt

Professor
Education & Educational Management
National Institute of Technical Teachers Training & Research
Sector 26, Chandigarh

◦ Objectives of the Self Learning Material

 Here, state one or two objectives (depending upon the scope/amount of content
matter in the learning material).

◦ Learning Outcomes
 Here, write learning outcomes as precise sentences/statements of learner
behavior which can be observed and measured. Include as many LOs which can
cover the entire content matter of the learning material.

◦ Pre-Requisite Knowledge
 The learning material should specify what the learner needs to know prior to
presentation of the new content. An overview of pre-requisite information may
be provided. Alternatively, a few test items along with feedback can also be
included.

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◦ Introduction
 It is the first paragraph of the learning material and as such, it should begin with
a general statement about the module and ends with a more specific statement of
the main idea of the module. The purpose of the introduction is to:
 let the learner know what the module is
 arouse the learner's curiosity so that he or she will want to study about the
topic of the module.

◦ Input 1 or Sub-topic 1
 Input 1 or Sub-topic 1 follows the introduction. It consists of a number of
paragraphs in which the author of self learning material develops ideas in detail.
Limit each paragraph to one main idea. Various points need to be continually
proved by using specific examples and quotations. Use transition/familiar words
to ensure a smooth flow of ideas from paragraph to paragraph.

◦ Practice Task
 Here, include a variety of supply and selection type items to guide learner’s
learning when the he/she is proceeding through self learning material.

◦ Self-evaluation to Practice Task

 For each test item that is presented during formative evaluation, feedback will be
provided to learner. This feedback may take the form of an answer key in case of
selection type item or a possible answer/solution for supply type items.

◦ Input 2 or Sub-topic 2
 Now present Input 2 or Sub-topic 2. Follow the procedure as for Input 1 or Sub-
topic 1 above.

◦ Practice Task & Self-evaluation

 Now present a variety of test items for Input 2 or Sub-topic 2.

◦ Input 3, Practice Task, Self-evaluation & so on

 Now present Input 3 or Sub-topic 3. Follow the procedure as for Input 1 or Sub-
topic 1 above. Also, present a variety of supply and selection type items for
Input 3 or Sub-topic 3. The steps may be repeated in case a learning material has
more inputs/sub-topics.

◦ Closure/Summary
 The conclusion is the last paragraph of the module. Its purpose is to summarize
the main points, leaving out specific examples. Hence, the self learning module
may be summarized in few sentences.

◦ References and Bibliography

 A list of references and bibliography may be written in this section. In addition,
e-content/books, videos and Web Resources may also be presented for
supplementing the learning of the learner.

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 ◦ End-Module Test & Feedback
 Include a variety of supply and selection type items presented to the learner after
he/she has completed the learning material. The purpose of summative
evaluation is to determine the extent to which the learner has achieved the LOs
for the module. For each test item that is presented, feedback will be provided to
learner in the form of an answer key in case of selection type item or a possible
answer/solution for supply type items.

Practice Task

1. State the strategies for gaining the attention of learner in Self Learning Material.
2. How retention and transfer of learning can be promoted through Self Learning
Material.
3. State the various levels of Cognitive Domain for writing LOs.

Feedback/Self-evaluation to Practice task

1. Relating the content to examples from daily life; providing stimulating learning
activities; highlighting headings, sub-headings using different font type, colour, and
including pictures/diagrams, sketches, video etc.
2. By providing a variety of exercises carefully graded to learner abilities, the learner
would be able to apply his/her learning to situations different from those presented in
the learning material which in turn would enhance retention and promote transfer of
learnings
3. These are: Remembering, Understanding, Applying, Analyzing, Evaluating, and
Creating.

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References

Anderson, LW; Krathwohl, DR; Airasian, PW; Cruikshank, KA; Mayer, RE; Pintrich, PR;
Raths, J and Wittrock, MC (2001). A Taxonomy for Learning, Teaching, and
Assessing: A revision of Bloom's Taxonomy of Educational Objectives. New York:
Pearson, Allyn & Bacon.
Bloom, BS (Ed.); Engelhart, MD; Furst, EJ; Hill, WH and Krathwohl, DR (1956). Taxonomy
of Educational Objectives, Handbook I: The Cognitive Domain. New York: David
McKay Co Inc.
Cole, PG & Chan, LKG (1987). Teaching Principles and Practice. New York, Prentice Hall, 210-240p.
Filebeck, R (1974). Systems in Teaching and Learning. Nebraska, Lincoln: Professional Educators
Publishing Inc., 137pp.
Gagne, RM & Briggs, LJ (1974). Principles of instructional design. New York: Holt, Rinehart &
Winston, Inc., 270pp.
Kemp, JE (1977). Instructional Design. California: Fearon Pitman Publishers Inc., 162pp.
Malhotra, MM (2010). Teaching Learning Presentation in NITTTR, Chandigarh. Unpublished.
Percival, F and Ellington, H (1984). A Handbook of Educational Technology. London: Kogan page, 9 –
122p.
Romiszowski, AJ (1984). Designing Instructional Systems. London: Kogan Page, 415pp.
Sodhi, GS & Dutt, Sunil (1995). Teaching learning – A Process Approach. Chandigarh: Samir Publishers.
Sodhi, GS & Dutt, Sunil (2006). Essentials of Educational Technology. Patiala: 21st Century Publications.
Wilson, Bob (1987). The systematic design of Training Courses. Vol. 1, USA: Parthenon Publishing.

Support Learning Resources:

 Video film on ‘General Principles of Developing Self Learning Material’ developed/recorded by

Professor (Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Process of Developing Self Learning Material’ developed/recorded by Professor
(Dr.) Sunil Dutt, NITTTR, Chandigarh.
 Video film on ‘Format of Self Learning Material’ developed/recorded by Professor (Dr.) Sunil Dutt,
NITTTR, Chandigarh.
 Awadhiya, AK (2012). Development of Self Learning material:
https://www.slideshare.net/AshishKumar70/development-of-self-learning-material-14586249
 Batulan, Giselle (2014). Systematic Approach to Teaching.
https://prezi.com/um94i2pjkhkz/systematic-approach-to-teaching/.
 Designing & Developing Curriculum with Technology - Tools: Content and Resource
Curation/Creation: http://online.tarleton.edu/Home_files/EDTC_538/Week_3/Week_32.html.
 Educational Technology: Systematic Approach to Teaching.
https://www.slideshare.net/ruby011965/ed-tech-ppt.
 Filep, RT (2008). A Systematic Approach to Instruction: Innovative and Sensitive.
http://www.tandfonline.com/doi/abs/10.1080/09523987008547776.
 Minnicka, DR (1989). A Guide to Creating Self Learning Materials.
https://www.fastonline.org/CD3WD_40/GTZCRYS3/h4254e.pdf. International Rice Research
Institute, Los Baños, Laguna, Philippines.
 Ranjit, Sharad. How to Develop and Produce Simple Learning Materials with Limited Resources at
Community Level. http://www.accu.or.jp/litdbase/pub/dlperson/pdf0106/rpp25.pdf. UNICEF
Kathmandu, Nepal.
 Systematic Approach to Teaching. https://www.slideshare.net/jeiiculaste/systematic-approach-to-
teaching-73045107.

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 Systematic Approach to Teaching (2008). http://pearlagpalo.blogspot.in/2012/08/systematic-approach-
to-teaching.html.
 Training to develop Self Learning Print Materials:
http://egyankosh.ac.in/bitstream/123456789/42112/1/Unit-1.pdf
 Visconti, Maria Nina (1984). The systematic approach to instruction: an effective instructional
strategy for learning; Modified on 23rd May, 2017. https://spectrum.library.concordia.ca/5367/.

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