DEVELOPING LEARNING MODULES
John G. Richardson and George W. Bostick*
Introduction
Delivering learning opportunities to targeted audiences is a continuing process for the Extension educator. These learning opportunities may be provided using face-to-face delivery methods, non face-to-face methods, or a combination of both methods. Decisions about which delivery mode is used is generally made by the Extension educator.
With the ever increasing rapid pace of society, oftentimes, people do not have time to participate in traditional education settings such as meetings or making office visits. Often, people prefer to obtain information and educate themselves when it is convenient for them. For these audiences, self-directed learning opportunities are needed. A means for meeting this need is through learning modules. Modules offer a complete educational package containing appropriate information that allows the learner to gain new knowledge and skills in a designated subject. A learning module, therefore, is a package of selected information which focuses on a specific subject that has been appropriately designed to provide the learner an educational opportunity in a self-directed learning format.
Potential Audiences
Self-study opportunities can be provided to a broad array of learners who have many different educational interests and needs. Experience has shown that diverse audiences are highly receptive to obtaining information through learning modules. These audiences may include homemakers, retirees, professionals, part-time farmers, or any others who have the motivation and desire to learn, and are unavailable whenever other learning opportunities are provided.
While the array of audience opportunities may be great, all encompassing modules, those suitable for a wide variety of audience needs, are most difficult to adequately develop and should generally be avoided. For Extension educators, the key to developing an effective learning module is to determine the target audience(s), the characteristics of the selected audience, the intended subject matter, and then to develop a module or modules directed to the designated learners at a level of subject matter and learning complexity that will fit their unique needs.
For example, a module focusing on strawberry production has been found to be especially valuable to small, part-time growers and beginners. The module contains basic subject matter on production practices and varieties, fertility, diseases, insects, frost protection, and weed control. More in-depth individual modules could be developed which would focus on one subject alone, such as on strawberry diseases or insects.
Constructing Learning Modules
Keeping in mind the targeted audience, subject matter content, level of complexity, expense, and other considerations, a learning module can be simple or rather complex. The strawberry production module mentioned previously contains five short sections, with fact sheets, photographs, and pamphlets in each section. A supporting audiocassette is included to explain or clarify the content within each section.
Other modules may include nothing more than a notebook containing photographs with brief supporting descriptions attached, and an audiocassette or videocassette for explanation and guidance during the learning process. An insect scouting module has been found to be especially useful in teaching small farmers how to identify harmful and beneficial insects. Ultimately, this insect scouting module was compressed into a laminated color photo pocket guide for use in identifying insects. Additionally, the guide comes with an audio microcassette allowing the farmer to receive direct guidance from the Extension agent while in the field scouting for insects. In the strawberry production and the insect scouting modules, portability and ease of use of the modules by the learner were prime considerations in their development.
As with any learning system, the learner needs to receive educational inputs to gain experience, reinforcement, and integration of the new information. Guided opportunities offered in a video or audiocassette can easily provide the experiential component of the self-directed learning system. Naturally, printed materials and instructions can offer learner reinforcement when properly sequenced. In order for the module to contain an integrating component, video or audiocassettes that contain ideas and inputs from persons with experiences similar to the learners, question and answer sessions, or other reality based discussion, may be included.
Other means of providing a complete, yet concise, learning package include using only printed information containing descriptive diagrams, photographs, user work sheets and guides, self-guided tests, or other guided practice, in addition to fact sheets or other content material. We need to constantly remind ourselves that we receive messages through our five senses: taste, touch, smell, hearing, and sight, and by Including a broader array of delivery methods such as video and audio cassettes we can involve a greater array of the learner's senses in the educational process.
Structure
An instructional design should be planned and implemented when developing a learning module. A typical module would include:
- a cover with title;
- a contents page;
- individual sections, with section dividers, each focusing on one component of the content;
- photographs in each section where appropriate, to provide a visual experience;
- fact sheets, pamphlets, bulletins, etc. for each section; and
- audiocassettes, if practical and appropriate, to explain each section.
Additional delivery methods, such as a video, can be used as a component of the entire module, or for further description and support of each section. The keys to developing a successful module are to focus its instructional design on an intended audience, and present the information contained therein in a logical sequence. A logical sequence enables the learner to easily follow the material from elementary to complex. Be concise, and include only the information required for communicating the intended message which is directly related to the subject. Avoid complexity, and include only those components that the learner can actually use. Also, since the module is essentially a living document, revisions and updates should be made periodically to ensure that subject matter content remains up-to- date.
Resources Required
As in the development of any educational materials, some resources are needed. In addition to time required for planning and assembling, other resources may include pre-printed bulletins or pamphlets from Extension or other sources; paper for fact sheets; binders for notebooks; dividers; blank audio and videocassettes, etc. Photographs may have to be taken and processed for locally developed modules. Audio and video recorders will need to be available for local personnel to make the necessary instructional recordings. Arrangements for any other items included in the module, such as novelties, will also need to be made.
Consultations with specialists may be necessary to obtain or verify information. For a typical module, depending on the number produced, actual cost of materials may range between $5 to $20 for a module that can adequately cover the basics of many subjects, such as the strawberry module.
Distribution
Depending on the subject matter and expressed need for certain materials, as well as initial resources required for developing and producing a module, distribution can take many forms. Modules may be offered for sale as a part of a media campaign focusing on a popular subject, or sold on a limited scale based on orders from the targeted audience. They may be produced in limited numbers and made available on a loan basis from the Extension center, public libraries, or other information centers. They may be used as one component of a grant program in which funds are available for developing educational materials. In reality, they may be acquired in a wide variety of ways, but it is important for a use and distribution plan be developed prior to expending the needed resources to actually develop a module.
Conclusion
Learning modules can usually be developed rather easily, but sufficient planning is needed in order to design and assemble the educational package so that it can provide the learning opportunities the intended audience needs. Modules can provide "low-tech" distance education offerings as well as significantly increase educational opportunities for clientele, as well as expand Extension's clientele base, even among traditional audiences. Learning modules can also be developed using "hi- tech" equipment as well, such as computer directed learning using CD-ROM or computer programs. Clearly, these "hi-tech" modules require greater technical skills and equipment resources, but may be highly useful and effective for certain audiences.
Obviously, learning modules will not fit all subjects or clientele, but in reality, they can effectively cover a wide array of subjects if planned and developed correctly. This dimension of Extension program delivery should be seen as an excellent means for enhancing educational programming efforts.
For additional information contact the Department of Agricultural and Extension Education, 117 Ricks Hall, Campus Box
7607,
North Carolina State University, Raleigh, North Carolina 27695-7607
|| North Carolina State University || Cooperative Extension ||
Published by: NORTH CAROLINA COOPERATIVE EXTENSION SERVICE
References
Bruner, J. S. (1966). Toward a Theory of Instruction. Harvard University
Press,
Cambridge, Massachusetts.
Gagne', R. M. (1985). The Conditions of Learning and Theory of Instruction.
Holt,
Richart, and Winston, Inc., Fort Worth, Texas.
Richardson, J. G. (1995). Extension Education Learning System. (SD-7), North
Carolina
Cooperative Extension Service, Raleigh, NC.
Richardson, J. G., Stephenson, J. D., Riddick, G., Caldwell, A., and McAlister,
M. (1996).
A Comparison of Extension Program Delivery Strategies for Small and Part-time
Farmers
in North Carolina. HortTech, Vol. 6(2), April-June. 1996.
Tyler, R. W. (1975). Basic Principles of Curriculum and Instruction. The
University of
Chicago Press, Chicago, Illinois.
PUBLICATION NUMBER
AEE 97-01
Peer Reviewed by: James D. Stephenson, County Extension Director, Gwyn Riddick,
Agricultural Extension
Agent, Richard Phillips, Associate Director, NC Cooperative Extension Service;
Denis Ebodaghe, USDA
National Program Leader Small Farms and Soil Science; David Jenkins, Professor,
Agricultural and
Extension Education, NC State University.
John G. Richardson, EdD., Extension Program Delivery and Accountability Leader, NC Cooperative Extension Service.
George W. Bostick, EdD.,
Professor Department of Agricultural and Extension Education
North Carolina State University
Table of Contents
Created November 1, 1996
Updated May 15, 1997
created by Michael Ebbs