The interaction of the learner with the materials is one of the most significant factors affecting how well the learner progresses and succeeds. Therefore a clear pedagogical approach has been the foundation of the materials' design.
The materials enable differentiation in subject, level, in learning styles, learning rates and access to learning. They are designed to be sufficiently flexible to allow different modes of use, and they should appeal to those on whom the embedding of this technology into mainstream learning depends - those who teach, support and guide the learners.
The following criteria were specified for the design of the materials:
The learning objectives should be clearly stated for the benefit of tutors and for independent learners within both the material and the tutor documentation.
The content should take the learner from the known to the new learning in appropriately sized stages.
The content should follow a clear strategy to achieve learning but need not be linear in design; a didactic approach to learning and the development of electronic page turning should be avoided.
The content should help the learner to reflect on, review and digest new learning and not just regurgitate facts.
The content should test performance to see if learning objectives have been met. This should not be limited to multiple choice questions and similar devices but should comprise a range of techniques. (For Level 3 materials in particular, some questions should be designed for reflection and self analysis.)
The material should motivate the learner.
The design should stimulate responses from the learner.
The content should demonstrate how new knowledge and skills can be applied to real problems and situations.
The materials should include activities for the learner and keep the learner involved – they should generate a desire in the user to learn and to continue to completion.
The materials should provide a variety of strategies to accommodate different preferences in learning style.
The language should be appropriate for the target audience.
The materials should provide useful and supportive feedback based on the learners responses.
Media (eg. video clips, sound files, animations) should be appropriate to the learning objectives and not be used gratuitously.
The materials should provide appropriate help facilities for the learner.
The content should be accurate, valid, up-to-date and without errors.
Using the materials in the classroom
In class, materials may be used:
to visually demonstrate concepts that can be difficult or expensive to teach in other ways
to facilitate small-group work using case-study or problem-solving exercises
For individual study, materials may be used:
as preparation for a class
as a refresher or to help students catch up
as a revision tool
The materials come with tutor guidance documentation which includes technical data, an over-view of the learning objects and further support information.
Level information
The level indicators represent National Qualifications Framework (NQF) levels. There are no national qualifications for Study Skills or Family Learning, so the level indicators given identify the literacy levels required of the learner to obtain maximum benefit from the materials.
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