Pedagogical Sequencing

Learner Control: Features of SLM

Learner Control is essential feature of Self Learning Material . There are three types of learner control:

1. Content Sequencing. Learners can control the order of the lessons, topics, and screens within a lesson. eg. h a course menu from which learners select topics in any sequence they wish.
2. Pacing. Learners can control the time spent on each lesson page. eg., options to move backward or to exit are made available on every screen.
3. Access to Learning Support. Learners can control instructional components of lessons such as examples or practice exercises. eg. Within a given lesson, navigation buttons, links, or tabs lead to course objectives, defi nitions, additional references, coaches, examples, help systems, or practice exercises.

Here are some screenshots, which eg of learner control-

Content: Activities/Examples

Activities/Examples

Activities: Multimedia programs bring to education the extraordinary storage and delivery capabilities of computerized material. This important for schools, libraries and learning institutions where books are difficult to obtain and update. It is also a powerful source for acquiring learning resources.
One of the features of IMM packages is that it makes use of activity which will help learners to remember what they have learned.
One of the activities is recognising the difference between 2 videos or it can also be imaged. As you can see in the image given below where there are three videos text given, where one as to answer which is the better way of introduction.

In the second image, u can see that one as to rank the men using ordinal names. As you can see in this image there is animation used it is properly sequenced this helps to grab the attention and create interest of the learners.

Interactive multimedia also use the activity of drag and drop

As you can see the image given below.

Selecting correct answers (multiple choice) is also used in Interactive multimedia packages. As you can see in the first image there are two options given for selecting the correct option and also a reference provided(map with details of rain)

In below image there is different formate used, there are images shown and you have to select an appropriate image based on the question.

Examples:

In IMM you can use scenario-based examples, as you can see in the image given below where there is a conversation shown between two men.

One can give examples related to real-life situations. Which help learners to relate with their past experiences. While adding scenarios as an example in interactive multimedia packages one needs to see whether the example is fitting in the content presented it should relate to the content shown.

Pedagogical sequencing

Pedagogical sequences are the temporal arrangements. It is specific to one or more educational discipline, in which the teacher identifies the circular content and transforms the content into teachable knowledge. Pedagogical sequences are based on pedagogical goals and resources are applied to a given period of time. The sequence of the content should be in the correct order.

1.  The sequence starts from the name of the topic 

2. The objective of the topic is important

3. Some of the interactive multimedia have a pre-test before they start with the actual content

4. After the pre-test, the IMM starts with the real introduction and explanation of the topic with some examples

5. At last post-test is given to check whether the learners have understood the content and feedback is also provided.

Audio feature

Audio

Interactive multimedia (IMM) is a blend of various Media that intends to maximize the learning. Audio is a prominent part of any interactive multimedia. It truly justifies the “interactive” component of an IMM package. Audio is an enhancement that makes understanding the content easier. Mostly a learner would rather prefer a package in which everything is explained than reading an article.


The correct audio will make the entire package relatable and relevant to the learners. Audio makes the content more believable. If the IMM can establish relevance, then it can be better retained. But hold on, the quality of the audio is equally important. It should be undistorted and clear so that it doesn’t act as a distraction to the learner.


Let us see a few examples

The first video is for ITI students, and the second video is for the third standard students. Did you notice the difference in the audios! It is according to the learners.

Learner analysis helps us understand the learner, which
eventually helps the audio production team. If the interactive multimedia is for learners of smaller age group, say, 6-9 years, then it is really important that the audio is age appropriate so that the tiny toddlers can find it interesting enough to give and sustain their attention. The voice over of kids of similar age makes the audio age appropriate. They will surely not be interested in conversations of adults. Age appropriateness of audio is not only important for kids but for all other learners of different age groups, it makes the content all the more relatable.

At the same time, for Indian learners, the audio cannot be recorded from Americans; there is a huge difference in the accent and dialect that will also be a distraction. It will reduce the quick understandability of the content. The learner may have to replay the content, again and again, that can cause irritability.

3.1 Content: Specific Objectives

Specific Objectives

The first step involved in developing IMM is to specify the learning/ terminal objectives.
They give an idea to the learners about what they are going to learn from that specific package.

These objectives help in preparing assessment tools. Also clearly defined learning objectives ensures reliable learning results.

3.2: Content in small chunks

Content in small chunks

To ensure the mastery over the content, the whole content is divided into small chunks.

The chunks have a definite sequence based on the maxims of learning. This step by step approach ensures the complete comprehension of that specific topic before moving to the next topic. 

The sequencing of the chunking enhances the conceptualization as well as comprehension of the whole topic. 

As you can see in the images given, each interactivity is based on a small chunk of the content of a simple sentence- a major topic.