ERA UNIVERSITY

ERA COLLEGE OF NURSING

ASSIGNMENT
ON
“DEVELOPING LEARNING MATERIALS USING
DIFFERENT MEDIA”

Subject : Nursing Education

Submitted To, Submitted By,

Miss Godhuli Ghosh Archana Devi
Assistant Professor M.Sc.(N) 1st Year
Era College Of Nursing Era College Of Nursing

Submitted On:

DEVELOPING LEARNING MATERIALS USING DIFFERENT

MEDIA
DEFINITION

Learning Resources Material

“These are the tangible substance and real objects that provide the audio and/or visual component
necessary for learning”.

“Tools or aids, includes both print and non print media that are intended to supplement, rather than
replace, actual teaching”.

Instruction Media
“Media are physical means which are used to send message to the students and stimulate them to
learn”.

Briggs(1970)

Development Of Learning Resources Material

 An important beginning to teaching any course, class, or student, whether you’re a
professional or amateur teacher.
 Provide a foundation for the skills and knowledge to be taught and learned.
 Provide a record or portfolio that your students will be able to use for review at a later date.

Aim For Developing Learning Resources Material

 Provision of relaxed and welcoming learning environment to learners and teachers.

Purposes Of Developing Learning Resources Material

 Enhance and support the effectiveness of the learning process.
 Provide guidance, material, learning and assessment activities.
 Provide relevant information that address the competencies/learning outcomes to be
achieved by the learner.

TYPES OF LEARNING RESOURCES MATERIALS

Selection of learning resources materials

1. Learner
 Learning material should be based on learner’s needs.
 Consider the learner’s perceptual abilities, physical abilities, reading abilities,
motivational levels( locus of control), developmental stages, and learning styles.
2. Media
 There is a wide variety of media to enhance methods of instruction
 Non printed media include the full range of audio and visual possibilities.
 No single medium is most effective.
 Therefore, the educator must be flexible , sometimes combining a multimedia
approach.
  Vernon (1996) states six kinds of media.
 Drawing or teacher mode drawing
 Still pictures
 Audio recording
 Motion picture and TV
 Real object, simulation and models
 Programmed and computer- assisted instruction.
3. Task
 Task means predetermined behavioral objectives.
 The task to be accomplished depends on identification of the learning domain and
the complexity of behavior required by the task.

STEPS OF DEVELOPMENT PROCESS OF LEARNING RESOURCES

MATERIAL
 Review curriculum
 Pin down notes
 Enlist possible teaching material
 Budgeting
 Selection of appropriate idea
 Supply needed material

Review curriculum

 On review , makes notes on ideas for teaching materials in order to teach the skills and
knowledge listed in the curriculum or syllabus.
 Create the teaching materials that are relevant to the curriculum or the syllabus to teach.
 Preliminary step
 Who the learning resources is for
 What the learning resources is designed to do
 How the learning resources will be used.
 Where the learning resources will be used.
 Possible mediums to be used.

Pin down notes

Characteristics of a learner

 Makes notes on the basis of class

 Prior experience /knowledge of content area
 Skill/competency profile range and response to previous learning experiences
 Level of education
 Socio- economic background
 Age and gender
 Current work
  Work culture
 Cultural and ethnic background
 Disability or learning support needs
 Preferred learning styles
 Motivation for learning
 Language , literacy and numeracy needs.

Enlist possible teaching material

 Compare the list of possible teaching materials with the list of interest and skills of students.
 Highlight the ideas for teaching materials that seems to match or complement the likely
interest and skills of students.

Selection an appropriate idea

 Choose best ideas from list of ideas for class materials.

 Include materials for beginning , middle, and ending sections of the curriculum or syllabus.
 Run careful price checks with the help of internet shopping search engines such as goggle
shopping or price grabber to make sure that the materials choose will fit within budget.

Supply of needed material

 For each class material item that have decided to make.

 Create a list of supplies needed.
 Buy the supplies if necessary.
 Use appropriate tools such as your computer, printer, a copier , scissors, die-cut machine,
laminating machine, and others, to create the materials.

PRINTED MATERIALS
Written materials

1. Handouts – A piece of printed information provided free of charge, especially to

accompany a lecture or advertise something.
2. Leaflets – A small flat or folded sheet of printed matter, as an advertisement or notice
usually intended for the free distribution.
3. Books – A written or printed work consisting of pages glued or sewn together along one
side and bound in covers.
4. Pamphlets – A small booklet or leaflet containing information or arguments about a
single subject.
5. Brochures – An advertising piece like small book or magazine containing pictures and
information about a product or service.
6. Instruction sheet – Instruction sheet are clear detailed information on how to do
something.

Advantages
  Used for reference for information when the educator is not immediately present to answer
question or clarify information.
 Widely used at all levels of society, so acceptable and familiar to the public.
 Enormous varieties of materials are available,through commercial sources.
 Easily obtainable, usually at relatively low cost, for distribution by educators.
 They often come in convenient forms, such as pamphlets which are portable and usually
contain concise amounts of information.
 In recognition of significant cultural and ethnic shifts in the general population, printed
materials in languages often than English, like Spanish.
 Content may also be altered to target specific audiences.

Disadvantages

 The most abstract form of reality.

 Possibilities for immediate feedback are limited.
 The proper reading levels is essential to realize their full usefulness.
 A large percentage of materials are written at too high a level for comprehension.
 Learners with low literacy skills or those persons who are visually or cognitively impaired
may not be able to take full advantage of written materials, and illiteracy negates the use of
printed materials altogether.

Demonstration Materials

 All present unique ways of communicating messages to the learner.

 They stimulate the visual senses but can combine the sense of sight with touch and
sometimes even smell and taste.
 The educator can choose one or more to complement teaching efforts in reaching
predetermined objectives.
 Bring the learners closer to reality and actively engage him or her in a visual.

 Demonstration tools are useful for cognitive, affective and psychomotor skill development.

Advantages
 Brings the learner closer to reality through active engagement.
 Useful for cognitive reinforcement and psychomotor skill development.
 Effective use of imagery may impact affective domain.
 Many forms are relatively inexpensive.
 Opportunity for repetition.

Disadvantages
 Content may be static, easily dated.
 Can be time-consuming to make
  Potential for overuse.
 Not suitable for simultaneously use with large audiences.
 Not suitable for visually impaired learners or for learners with poor abstraction abilities.

Audio – Visual Aids

 Audiovisual aids materials support and enrich the educational process by stimulating the
learner’s visual and auditory senses.
 They are exceptional aids because many can influence all three domains of learning.
 They increase retention of information.
 It is extremely costly, in terms of time and money.

Three issues (Smith, 1987) must be addressed

1. Technical feasibility – technical expertise , professional and repair service support,

equipment fit and replacement.
2. Economic feasibility – budgetary allowance and justification of cost.
3. Social/ political acceptability – learner’s willingness to use, impersonality of machines,
acceptance by institutional administrations.

Projected Learning Resources

Slides

 Haggard (1989) suggest special consideration.

 Illustrate one side idea per slide.
 Keep images simple by using clear pictures, symbols, or diagrams.
 Put long lists of words or complex figures on handouts that supplement the slides.
 Avoid distorted images by keeping the proportion of height to the width at 2 : 3.
 Use large, easily readable , and professional – looking lettering.

Overehead transparency.
 Use of contrast colors.
 Diagrams and figures can really be photocopied and made into transparencies.
 Multiple transparencies can be overlaid to illustrate changes in the content of teaching
material.
 Need both specialized equipment for projection and the support of verbal feedback.

Audio Learning Resources

Audiotapes
 Fredette (1984) described the use of audiotapes for process recording as a way to
individualize clinical instruction for nursing students.
 Pictures, diagrams, and printed handouts can accompany these instructional tools to fit the
needs of a variety of learners.

Radio
  Appeal to mass audiences.
 Used to air community service and medical talk shows for public education on health
issues.
 Unlike audiotapes, radio does not allow the opportunity for repetition of information.

Compact discs
 Replaced traditionally vinyl record albums and in many instances is rapidly replacing
traditional audiotapes.
 The major advantages of CDs is their superior fidelity, which does not deteriorate over time

Advantages
 Widely available
 May be especially beneficial for visually impaired, low – literacy patients
 May be listened to repeatedly
 Most forms very practical, cheap, small and portable.

Disadvantages
 Relies only on sense of hearing.
 Some forms may be expensive.
 Lack of opportunity for interaction between instructor and learner.

Video Learning Resources

 One of the major non-print media tools for enhancing patient/family, staff and students
education because tapes can be simultaneously entertaining and educational.
 Today , DVDs are being used to integrate PowerPoint slides and video images for
classrooms presentations
 Good means to promote discussion because they can capture real-life situations.

Advantages

 Widely used educational tool

 Inexpensive, for the most part.
 Uses visual and auditory senses.
 Flexible for use with different audiences.
 Powerful tool for role-modeling , demonstration, teaching psychomotor skills.

Disadvantages
 Viewing formats limited depending on use of VHS or DVD.
 Some commercial products may be expensive
 Some purchased materials may be too long or inappropriate for audience.

Telecommunication Learning Resources

  Allow the message to be sent to many people at the same time in a variety of places at great
distances.
 Satellite broadcasting can reach far more distant locations, and a number of programs can
be carried at any one time.
 Many hospitals and healthcare agencies have already established hot-line consumer
information centers.

Advantages

 TV programs distribution is relatively inexpensive to wide audiences.

 Telephone is relatively inexpensive, widely available.

Disadvantages
 Complicated to setup interactive capability
 Expensive to broadcast via satellite.

Computer Learning Resources

 Computer stores large amount of information.
 Designed to display pictures, graphics and text.
 Computer assisted instruction(CAI) promotes learning in primarily the cognitive domain.
 Growth of the internet has opened new doors for learners to gain access to licaries and to
direct learning experiences.

Advantages
 Interactive potential promotes quick feedback , retention of learning.
 Instruction can be individualized to suit different types of learners or different paces for
learning .
 Time – efficient.

Disadvantages

 Primarily promotes learning in cognitive domain, less useful in changing attitudes and
behaviors or promoting psychomotor skill development.
 Both software and hardware are expensive , therefore less accessible to a wide audience
 Must be purchased – too complex and time consuming for most educators to prepare
 Limited use for many elderly , low – literate learners and those with physical limitations.

Barriers In Developing Learning Resources Material

 Lack of systematic programme planning large scale.
 Low budget allocation.
 Inadequate training for teachers and facilitators
 Selection system of teachers
 Community mobilization plans for resources generation at the local level.
Bibliography
Busljeta, R. (2013). Effective
Use of Teaching and Learning
Resources. Czech-Polish
Historical and Pedagogical
Journal, 5(2), 55-69. Retrieved
June 27, 2019 from
https://www.ped.muni.cz/cphpjo
urnal/520132/06.pdf
Chapter 4.8. (n.d.). Textbooks,
Educational Materials and
Teaching Aids. International
Institute for Educational
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2019 from
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Pedagogy and Practice:
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from
https://learning.gov.wales/docs/l
earningwales/publications/13042
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Teaching Learning Materials.
(n.d.). Promoting Quality of
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Areas. Retrieved June 27, 2019
from
http://itacec.org/itadc/phase2/doc
ument/dissemination/4.pdf
Unit 7: Teaching Learning
Materials. (n.d.). Retrieved June
27, 2019 from
http://egyankosh.ac.in/bitstream/
123456789/8511/1/Unit-7.pdf
Bibliography
Busljeta, R. (2013). Effective
Use of Teaching and Learning
Resources. Czech-Polish
Historical and Pedagogical
Journal, 5(2), 55-69. Retrieved
June 27, 2019 from
https://www.ped.muni.cz/cphpjo
urnal/520132/06.pdf
Chapter 4.8. (n.d.). Textbooks,
Educational Materials and
Teaching Aids. International
Institute for Educational
Planning. Retrieved June 28,
2019 from
http://www.iiep.unesco.org/sites/
default/files/Guidebook
%20Chapters/GB_2009_4.8_fin
al.pdf
Pedagogy and Practice:
Teaching and Learning in
Secondary Schools. Leadership
guide.
(2004). Retrieved June 28, 2019
from
https://learning.gov.wales/docs/l
earningwales/publications/13042
3-pedagogy-and
practice-teaching-and-learning-
in-secondary-schools-en.pdf
Teaching Learning Materials.
(n.d.). Promoting Quality of
Education in Flood Affected
Areas. Retrieved June 27, 2019
from
http://itacec.org/itadc/phase2/doc
ument/dissemination/4.pdf
Unit 7: Teaching Learning
Materials. (n.d.). Retrieved June
27, 2019 from
http://egyankosh.ac.in/bitstream/
123456789/8511/1/Unit-7.pdf
Bibliography
Busljeta, R. (2013). Effective
Use of Teaching and Learning
Resources. Czech-Polish
Historical and Pedagogical
Journal, 5(2), 55-69. Retrieved
June 27, 2019 from
https://www.ped.muni.cz/cphpjo
urnal/520132/06.pdf
Chapter 4.8. (n.d.). Textbooks,
Educational Materials and
Teaching Aids. International
Institute for Educational
Planning. Retrieved June 28,
2019 from
http://www.iiep.unesco.org/sites/
default/files/Guidebook
%20Chapters/GB_2009_4.8_fin
al.pdf
Pedagogy and Practice:
Teaching and Learning in
Secondary Schools. Leadership
guide.
(2004). Retrieved June 28, 2019
from
https://learning.gov.wales/docs/l
earningwales/publications/13042
3-pedagogy-and
practice-teaching-and-learning-
in-secondary-schools-en.pdf
Teaching Learning Materials.
(n.d.). Promoting Quality of
Education in Flood Affected
Areas. Retrieved June 27, 2019
from
http://itacec.org/itadc/phase2/doc
ument/dissemination/4.pdf
Unit 7: Teaching Learning
Materials. (n.d.). Retrieved June
27, 2019 from
http://egyankosh.ac.in/bitstream/
123456789/8511/1/Unit-7.pdf
Bibliography
 Busljeta, R. (2013). Effective Use of Teaching and Learning Resources. Czech-Polish
o Historical and Pedagogical Journal, 5(2), 55-69. Retrieved June 27, 2019 from
o https://www.ped.muni.cz/cphpjournal/520132/06.pdf
 Chapter 4.8. (n.d.). Textbooks, Educational Materials and Teaching Aids. International
o Institute for Educational Planning. Retrieved June 28, 2019 from
o http://www.iiep.unesco.org/sites/default/files/Guidebook
%20Chapters/GB_2009_4.8_final.pdf
 Pedagogy and Practice: Teaching and Learning in Secondary Schools. Leadership guide.
o (2004). Retrieved June 28, 2019 from
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practice-teaching-and-learning-in-secondary-schools-en.pdf
 Teaching Learning Materials. (n.d.). Promoting Quality of Education in Flood Affected
o Areas. Retrieved June 27, 2019 from
o http://itacec.org/itadc/phase2/document/dissemination/4.pdf
 Unit 7: Teaching Learning Materials. (n.d.). Retrieved June 27, 2019 from
o http://egyankosh.ac.in/bitstream/123456789/8511/1/Unit-7.pdf