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Week 7_DLMD_Part 1

The document outlines seven Quality Principles for developing digital learning materials, emphasizing the importance of accessibility, relevance, and effective design. These principles include Foundation, Scope, Structure and Design, Flexible Delivery, Access and Equity, Content, and Evaluation and Feedback. Each principle provides specific guidelines to ensure that learning materials meet diverse learner needs and industry standards.

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4 views

Week 7_DLMD_Part 1

The document outlines seven Quality Principles for developing digital learning materials, emphasizing the importance of accessibility, relevance, and effective design. These principles include Foundation, Scope, Structure and Design, Flexible Delivery, Access and Equity, Content, and Evaluation and Feedback. Each principle provides specific guidelines to ensure that learning materials meet diverse learner needs and industry standards.

Uploaded by

jonalettemasas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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QUALITY

PRINCIPLES
Digital Learning Materials Development

Prepared by: Ms. Marie Jonalette Mendoza


Course Instructor- COMM 116
LEARNING
OUTCOMES:
• Identify the guidelines for developing
learning materials.

• Determine the importance of


developing quality learning materials.

• Apply the development process to


making learning materials.
The seven Quality Principles identified were seen
as a way that will enable production of
learning materials that address the varying
needs of users. The Quality Principles were
founded on the premise of promoting access to
learning opportunities on equitable basis
The Quality Principles in question are Foundation;
Scope; Structure and Design; Flexible Delivery;
Access and Equity; Content; and Evaluation and
Feedback – which are discussed in the sections that
follow.
1. FOUNDATION
Distance Learning materials must be guided and supported by the aligned or outcomes expressed
curricula and they must:

• be relevant to industry needs so that they are capable of preparing the learner for the
current and future trends in the world of work;
• be challenging but still appropriate for the level of the target group;
• adapt rather than duplicate the existing materials – eg reference materials, manuals;
• be internationally comparable;
• not violate copyright laws; and
• indicate notional learning time is conducted in a virtual learning environment with electronic study
content designed for self-paced (asynchronous) or live web-conferencing (synchronous)
online teaching and tutoring (Racheva, 2017).
2. SCOPE
Scope refers to the breadth and depth of the learning material. In order to ensure that the
scope is fit for purpose – suitable for the target group and addressing the expected outcomes of learning –
developers need to:

• identify the relevant outcomes of learning or competencies, and support their acquisition;
• relate to the appropriate target group(s) – ie flexible enough to accommodate the varying abilities and
backgrounds – eg academic, training, work experience;
• provide clear examples, explanations and illustrations;
• indicate resources needed;
• provide an accurate industry context to suit current and future work environment;
• emphasise purpose of learning in terms of employment opportunities; and
• provide a list of recommended further reading
3. STRUCTURE AND
Learning materials must not only promote effective learning and assessment
DESIGN
strategies but must also have a clear structure and be sequenced such that the
target group can easily explore them. They must:

• be easy for the learner to navigate through;


• present a visually attractive design;
• be usable by the hearing, visually and physically impaired;
• provide activities and learning strategies designed to motivate learners; and
• use words/language appropriate for the level of the target group
4. FLEXIBLE DELIVERY
Learning materials must consider that learners (as well as trainers and assessors, as appropriate) have varying needs,
preferences and entry levels, therefore must:

• provide a variety of learning methods;


• provide for use in a variety of training/learning contexts eg on job, off job and simulations;
• provide guidance on entry requirements (especially for learning packages/self access material(s));
• be adaptable for use under different but similar conditions – eg making coffee is different from making tea but the process
is more or less the same;
• provide adequate user guides – ie other relevant reference materials like manuals, must be indicated in the material for
reference purposes;
• provide guidance, as necessary, on safety, health and environment requirements pertaining to the learning event;
• be challenging to cater for target population (eg should challenge both the homogeneous and heterogeneous groups);
• be linked to industry minimum performance requirements/standards in order to adequately prepare the learner for the
world of work; and
• highlight issues pertaining to modes of delivery – eg distance learning.
5. ACCESS AND
In order for learning materials to be inclusive, they must:

EQUITY
• accommodate learners from different geographical locations – for instance, using relevant/common
examples/contexts – for workplace learning taking place in remote areas;
• accommodate cultural diversity;
• challenge stereotypes of gender, ethnicity, creed and ability status, which can be corrected/reversed by
use of non discriminatory words, pictures, illustrations and examples;
• be affordable in terms of purchase price/procurement;
• be moderately colourful but attractive – not boring but not too colourful – Avoiding colours like orange and
red;
• be produced in a way that is cost effective – ie affordable by producers;
• take Information Technology needs on board;
• provide guidance on training/learning and employment opportunities.
6. CONTENT
Content refers to what goes into the learning material. It provides an elaboration of the expressed KSAs in the
curriculum. A well-balanced content must:

• be interactive by keeping the target group engaged – ie tasks must adopt a practical approach, – eg role plays,
projects, drama and surveys of living examples;
• be presented in a language appropriate for the level of the user – eg the lower the learner’s educational background
the simpler the language;
• be simple but yet challenging to the learner in order to sustain their interest;
• simulate reality in terms of work requirements and problem solving – ie be realistic;
• assist the trainer’s effort in delivering/implementing the curriculum;
• be sufficient in parameters – not too much and not too shallow – guided by the curriculum;
• Internationally and locally comparable and up to date;
• provide notional learning time frame; and
• integrate and correlate theory with practice
7. FEEDBACK AND
feedback to bothEVALUATION
Learning materials must promote self assessment for the learner and provide
the learner and the developer. They must:

• show the date on which the material was produced;


• show the date of next review of the material;
• provide a list of assessment questions/tasks/activities for the user;
• include a questionnaire to evaluate the material; and
• state the contact details of the producer.
Thank you for
listening and
participating!

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