DEVELOPING LEARNING

RESOURCES MATERIAL
USING DIFFERENT MEDIA
 OBJECTIVES
At the end of session, group will be able:

• To recall the terms related to the topic.

• To define the learning resource materials
• To describe the concept, aim and
purposes of the development of the
learning resource materials.
• To classify the learning resource
materials.
 OBJECTIVES
At the end of session, group will be able:
• To identify the component of the
development process
• To apply the steps of development process
of learning resource materials.
• To discuss the importance of learning
resource materials in nursing education.
• To determine the barriers in developing
learning resource materials
 DEFINITION
LEARNING RESOURCE MATERIALS

“These are the tangible substances and

real objects that provide the audio and/or
visual component necessary for learning.”
 DEFINITION
LEARNING RESOURCE MATERIALS
“Tools or aids, includes both print and non
print media that are intended to
supplement, rather than replace, actual
teaching.”
 DEFINITION
INSTRUCTION MEDIA

“Media are physical means which are used

to send messages to the students and
stimulate them to learn.”
-Briggs (1970)
 TERMINOLOGY
INSTRUCTIONAL STRATEGY

It is an overall plan for a learning

experience including both the content and
the process to achieve the learning
outcomes. e.g. syllabus
 TERMINOLOGY
INSTRUCTIONAL METHODS:
The techniques or approaches used by
the teacher to bring the learner with the
contact of content to be learned.
e.g. lecture method, discussion etc
 TERMINOLOGY
INSTRUCTIONAL MATERIALS/
TOOLS
They are the actual vehicles by which
information is shared with the learner.
e.g. books, videos, posters, etc.
 TERMINOLOGY
MULTIMEDIA

Integration of each medium and media

format into a structural, systematic
presentation
 TERMINOLOGY
MULTIMEDIA KITS
It is a collection of teaching/learning materials
involving more than one type of medium and
organized around a simple topic. Kits may
include audiotapes, records, still pictures, study
prints, filmstrips, slides overhead,
transparencies, maps, worksheets, charts,
booklets, real objects and model.
 TERMINOLOGY
MODULES

A learning activity package, an

individualized learning package
 TERMINOLOGY
LEARNING CENTER

An individualized environment designed

to encourage the student to use a
variety of instructional media, to engage
in diversified learning activities and to
assure major responsibility for his or her
own learning.
DEVELOPMENT OF LEARNING
RESOURCE MATERIAL
 DEVELOPMENT OF LEARNING
RESOURCE 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
RESOURCE MATERIAL

Provision of relaxed and welcoming

learning environment to learners and
teachers.
PURPOSES OF DEVELOPING LEARNING
RESOURCE MATERIAL
• Enhance and support the effectiveness of
the learning process.

• Provide guidance, materials, learning and

assessment activities

• Provide relevant information that address

the competencies/learning outcomes to be
achieved by the learner
TYPES OF LEARNING RESOURCE
MATERIALS
SELECTION OF LEARNING
RESOURCE MATERIALS

“LMAT”
L: Learner
M: Media
And
T: Task
(Frantz, 1980)
SELECTION OF LEARNING
RESOURCE MATERIALS
1. LEARNER

• Learning material should be based

on learner’s needs.

• Consider the learners’ perceptual

abilities, physical abilities, reading
abilities, motivational levels (locus of
control), developmental stages, and
learning styles.
 SELECTION OF LEARNING
RESOURCE MATERIALS
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.
 SELECTION OF LEARNING
RESOURCE MATERIALS
2. MEDIA
• Vernon (1996) states six kinds of media
–Drawing or teacher mode drawings
–Still pictures
–Audio recording
–Motion picture and TV
–Real object, simulation and models
–Programmed and computer-assisted instruction
 SELECTION OF LEARNING
RESOURCE MATERIALS
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.
SELECTION OF LEARNING
RESOURCE MATERIALS
GENERAL PRINCIPLES
REGARDING
LEARNING RESOURCE
MATERIALS
 COMPONENTS OF
DEVELOPMENT PROCESS
OF LEARNING RESOURCE
MATERIALS
B
A
C
STEPS OF DEVELOPMENT
PROCESS OF LEARNING
RESOURCE MATERIALS
 Review curriculum

Pin down notes

Enlist possible teaching material

Budgeting

Selection of appropriate idea

Supply needed material

 Review curriculum

• On review, make 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.
 Review curriculum

• Preliminary step
– who the learning resource is for
– what the learning resource is designed to do
– how the learning resource will be used
– where the learning resource will be used
– possible mediums to be used
 Pin down notes

• Make notes on the basis of :

– the class
– the students
– the level of students.
 Pin down notes
Characteristics of the learners
• prior experience/knowledge • work culture
of content area • cultural and ethnic
• skill/ competency profile background
• range and response to • disability or learning support
previous learning needs
experiences • preferred learning styles
• level of education • motivation for learning
• socio-economic background • language, literacy and
• age and gender numeracy needs
• current work
 Pin down notes

• Make notes on different kinds of activities

relevant for learning in or outside of the
class.
 Enlist possible teaching material

• Compare the list of possible teaching

materials with the list of interests and skills
of students

• Highlight the ideas for teaching materials

that seem to match or complement the
likely interests and skills of the students.
Budgeting
 Select 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 Google 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.
Lets discuss about some points need to be
considered for developing learning
resource materials !!!!!
 1.
PRINTED MATERIALS
 I. WRITTEN MATERIALS
1. HANDOUTS:
A piece of printed information provided free of
charge, especially to accompany a lecture or
advertise something
 I. WRITTEN MATERIALS
2. LEAFLETS:
A small flat or folded sheet of printed matter,
as an advertisement or notice,
usually intended for free distribution
 I. WRITTEN MATERIALS
3. BOOKS:
A written or printed work consisting of pages
glued or sewn together along one side and
bound in covers.
 I. WRITTEN MATERIALS
4. PAMPHLETS:
A small booklet or
leaflet containing
information or
arguments about a
single subject
 I. WRITTEN MATERIALS
5. BROCHURES:
An advertising piece like small book or magazine
containing pictures and information about a product
or service.
 I. WRITTEN MATERIALS
7. INSTRUCTION SHEET:
Instruction sheets are clear and detailed information
on how to do something
 I. WRITTEN MATERIALS
ADVANTAGES:
• Used as reference for information when the
educator is not immediately present to answer
questions 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.
 I. WRITTEN MATERIALS
ADVANTAGES:

• 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 other than English, llike Spanish
• Content may also be altered to target specific
audiences.
 I. WRITTEN MATERIALS
DISADVANTAGES:

• The most abstract form of reality

• Possibilities for immediate feedback are limited
• The proper reading level is essential to realize their
full usefulness.
• A large percentage of materials are written at too
high a level for comprehension.
 I. WRITTEN MATERIALS
DISADVANTAGES:

• 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.

Doak, et al. (1998) concluded that individuals with low literacy skills
understand less healthcare advice and are less likely to take timely actions
to reduce their health risks.
 II.COMMERCIALLY PREPARED
MATERIALS

• A wealth of commercially prepared brochures,

posters, pamphlets, and patient-focused texts is
currently available.

• Attention must also be paid to the cognitive level

at which materials are aimed.
 II.COMMERCIALLY PREPARED
MATERIALS
Foster (1987) has given 3Ps to be considered while
reviewing commercial materials

• P= Producer
• P= Preview of item
 examine the accuracy
 appropriateness of content
• P= Price
 Consistent price of tool
 cost consideration is on the basis of how quickly
the information will become outdated.
 II.COMMERCIALLY PREPARED
MATERIALS
Advantages:

– Ready availability.
– Less time-consuming
– Cheaper than designing own instructional
materials.
 II.COMMERCIALLY PREPARED
MATERIALS
Disadvantages:

• Issues of cost, accuracy and adequacy of

content, and readability of the materials
• Some educational booklets are expensive to
purchase and impractical to give in large
quantities to learners.
• The actual usability of commercially prepared
instructional materials for particular learners must
be evaluated on an individual basis
III. SELD COMPOSED MATERIALS
Educators may choose to write their own
instructional materials for several reasons, which
might include cost saving or the need to tailor
content to specific audiences.
BASIC GUIDELINES FOR PRINTED
MATERIALS
 GUIDELINES
• Content
– Accurate
– up to-date
– Well organized (in a logical, step-by step fashion )
– Priority wise
• Important content can be addressed as “need to
know” first
• Less immediacy or emphases content can be
addressed as “nice to know”
 GUIDELINES
• Content
– no large amounts of information.
– Follow the KISS rule
– Avoid giving detailed rationales
– learners need based information
– Use question-and-answer format or by
dividing the information into subheadings
according to the nature of the content.
 GUIDELINES
• Content:
– For community purpose, regardless of format
• avoid medical jargon whenever possible
• define any technical terms in layman’s
language.
– Be consistent in words used.
– Keep words and sentences short and to the
point.
– Write in a conversational style.
 GUIDELINES
• Content:
– Use the second person you, instead of the
third person.
– Write in the active voice.

• For example,
“Clean the wound with soap and water” is more
directive and effective than “It is important to
keep the wound clean.”
 GUIDELINES
• Presentation:
– Present the most important information first by
making the first sentence of a paragraph be the
topic sentence
– Use adequate spacing, which is more restful to the
eye.
– Do not use all-capital letters
– Use advance organizers, such as outlines, to set
the frame of reference for the learner.
– Review box: at the end of written materials to
reemphasize key points.
 GUIDELINES
• Presentation:
– Avoid detailed format and appearance.
– Use illustrations
• to break up blocks of print
• to reinforce important information in the text.
– Always state things in positive, not negative, terms.
– Never illustrate incorrect messages.
– Note that a clear, concrete line drawing may be just
as or more effective than a photograph or an
elaborate piece of artwork.
GUIDELINES
 2.
DEMONSTRATION
MATERIALS
DEMONSTRATION MATERIALS
• All represent 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.
DEMONSTRATION MATERIALS
• Bring the learner closer to reality and
actively engage him or her in a visual

• Demonstration tools are useful for

cognitive, affective, and psychomotor skill
development.
ADVANTAGES & DISADVANTAGES
 GUIDELINES
– Displays
• permanently installed or portable.
• They are the static instructional tools because they
are usually stationary and unchanging (Haggard,
1989), but that does not imply that they are
immovable or unalterable.
• They can advertise events, convey simple or quick
messages about healthcare issues, and clarify,
reinforce, or summarize important topics and
themes.
 GUIDELINES
–Babcock and Miller (1994) guidelines for
use of chalkboards and white marker
boards.
• Use legible and discernible lettering
• being sure to step aside and face the
audience after putting notations on the board
–To maintain contact with the audience
–To allow learners to copy the message
–To enlist a good note-taker
 GUIDELINES
Bushy (1991) states
“good ideas do not speak for
themselves. . . a good poster
display cannot rescue a
bad idea, but a poor one
can easily sink the best idea
. . .”
 GUIDELINES
• POSTER:
– Use simple, high-quality drawings or graphics that can be
easily interpreted.
– Balance script with white space and graphics to add variety
and contrast.
– Use high-quality photographs with colored borders and of
different contours, widths, and shapes.
– Convey the message in common, straightforward language,
– avoiding jargon and unfamiliar abbreviations or symbols.
– Software programs such as Print Shop Deluxe and Canvas
are frequently used for these purposes.
 GUIDELINES
– MODELS:
• Models are replicas, analogues, and symbols of real
material
• Usefulness when the real object is too small, too
large, too expensive, too complex, unavailable or a
potential source of difficulty for learners.
• Models can be purchased from commercial vendors
at varying prices (some for free) or improvised by
the teacher.
• Models do not need to be expensive or elaborate to
get concepts and ideas across
 3.
AUDIO VISUAL
MATERIALS
 AUDIO VISUAL MATERIALS

• Audiovisual 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
 AUDIO VISUAL MATERIALS
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
I.Projected learning resources

Slides, overhead transparencies, and

computer outputs and video that
can be projected on a screen.
I.Projected learning resources
• SLIDES
– Haggard (1989) suggests special considerations
• Illustrate one 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 width at 2:3.
• Use large, easily readable, and professional-looking
lettering.
I.Projected learning resources
• Overhead transparency:
– Use of contrast colors
– Diagrams and figures can readily 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
ADVANTAGES & DISADVANTAGES
 II. Audio learning resources
• Audiotapes, compact discs (CDs), and radio
used to relay many different types of
messages
• help learners who benefit from repetition and
reinforcement
• well suited for those who enjoy or prefer
auditory learning.
 II. Audio learning resources
– Audiotapes
• Fredette (1984) described the use of audiotapes
for process recordings 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.
 II. Audio learning resources
–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
 II. Audio learning resources
– Compact discs
• replaced traditional vinyl record albums and in many
instances is rapidly replacing traditional audiotapes
• The major advantage of CDs is their superior fidelity,
which does not deteriorate over time.
ADVANTAGES & DISADVANTAGES
 III. Video learning resources
• one of the major nonprint media tools for enhancing
patient/family, staff, and student education because
tapes can be simultaneously entertaining and
educational.

• Today, DVDs are being used to integrate PowerPoint

slides and video images for classroom presentations
• Good means to promote discussion because they
can capture real-life situations.
 III. Video learning resources
• Haggard (1989) suggestions
– Write a script for the program. Rehearse thoroughly.
– Consider hiring a video technician on a per diem basis.
– This may be time- and cost-effective.
– For a small budget, a single camera with zoom capacity
should be used. A larger budget may allow hiring a
professional to edit the final product.
– Always be mindful of the program’s objectives to avoid
being seduced by the glamour of the process.
– Keep the program short. The longer the video, the more
risk of losing viewer interest.
– Five to 15 minutes is ideal.
ADVANTAGES & DISADVANTAGES
 IV. Telecommunication learning
resources
Telecommunications is a means by which
information can be transmitted via electrical
energy from one place to another in a sense that
is meaningful for the person receiving it.
SATELLITE
BROADCASTING TELEPHONE

TELEVISION AUDIO AND VIDEO

TELECONFERENCING
DEVICES
 IV. Telecommunication learning
resources
• Allow the messages 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 & DISADVANTAGES
 V. Computer learning resources

• Computer:
– store large amounts 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 libraries and to direct
learning experiences
ADVANTAGES & DISADVANTAGES
 EVALUATING SELECTED
AND DEVELOPED LEARNING
RESOURCE MATERIAL
A Checklist for Selecting and Evaluating Instructional Materials adopted
from David J. Discenza (1993).
“Research indicates
that the use of
audiovisual aids
does, indeed,
facilitate learning”

(Haggard, 1989, Rankin &

 IMPORTANCE OF
INSTRUCTIONAL MEDIA IN
NURSING EDUCATION
 IMPORTANCE
• Help the nurse educator to deliver a
message creatively and clearly

• Multimedia approach assist learners in

gaining increased awareness and skills as
well as retaining more effectively what
they learn (Rankin & Stallings, 2001)

• Stimulates the learner’s bodily senses.

 IMPORTANCE
• Help clarify abstract or
complex concepts.

• Add variety to the teaching

and learning experiences
(Babcock & Miller, 1994)

• Reinforcing learning

• Potentially bring realism to

the experience
 IMPORTANCE
• Saving time and energy on the part of both
the teacher and the learner.
 BARRIERS IN DEVELOPING
LEARNING RESOURCE MATERIAL
• Lack of systematic programme planning in
large scale
• Low budget allocation
• Inadequate training for teachers and
facilitators
• Selection system of teachers
• Community mobilization plans for resource
generation at the local level.
SUMMARY