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Instructional design
In ODL the learning materials take the place of the teacher. This means that the materials have to be carefully designed (Carr et al. 2002:168; Lentell 2007:2; Rausaria & Lele 2002:153). The instructional design of learning material for ODL has made this discipline strictly its own (Lentell 2007:3). ODL materials are consistently and carefull planned, tested and revised. Instead of using textbooks, embedded learning devices are designed to encourage and support self-study. Learning materials are created around learning outcomes (Lentell 2007:3) and include a range of other access devices – course guides, advance organisers, self-assessment tests, clear and consistent use of headings and subheadings, summaries, glossaries and icons of various kinds (Carr et al. 2002:168). The material is also written in a more personal and conversational style (Holmberg 1999:58; Kanuka & Jugdev 2006:153).
Teachers should be given opportunities to build confidence and competence through using the distance education process and supporting technologies. Learning goals and desired outcomes should be clearly linked to content and learning processes for the course and its individual units (Rausaria & Lele 2002:153). When learning outcomes are negative, motivation is usually impaired (Hallam 2001:67). Therefore, it should be ensured that teachers are successful without setting tasks that are so simple that they offer no challenge. The materials attempt to provide two-way communication in which learners interact with texts to construct their own meanings (Carr et al. 2002:168; Holmberg 1999:59). According to Carr et al. (2002:168), the most obvious way to do this is through activities built into the text that, for example, attempt to replicate the kinds of questions good tutors would raise in a classroom context. Learners can also be asked to relate the knowledge to their own situation and think critically about their actions. Where appropriate, explanatory feedback should be provided.
Content coverage
The subject content of self-instructional materials must be accurate, comprehensive and at the correct academic level (Carr et al. 2002:168; Rausaria & Lele 2002:153), and should be applicable to the workplace (Murphy & Tyler 2005:466). The content should be instrumental to teaching skills and competencies for improvement and for coping with rapidly changing knowledge (West-Burnham & O’Sullivan 1998:3), which will hopefully be one of the outcomes of the course flowing from this study. Although the teaching of knowledge for the sake of knowledge is not possible (West-Burnham & O’Sullivan 1998:4), teachers specifically need to understand what creativity is to be able to be creative in the classroom (Blumen-Pardo 2002:47).
Content presentation
Content must be presented in such a way that the learner is able to follow easily (Carr et al. 2002:168; Rausaria & Lele 2002:153). Through the presentation of content, teachers should be supported to become autonomous lifelong learners and efficient professionals (West-Burnham & O’Sullivan 1998:4). An open learning package should not only enable learners to learn at their own pace, but also to become more independent.
The competency elements required, as well as the activities undertaken by the learners prior to the start of the programme, must be clearly defined. The content should be at an appropriate level for the learners and the language should be clear. Learning must be arranged in manageable chunks and enough activities should be included to involve the students/teachers. Learning material should draws on the earlier experiences of the students/teachers and clear and helpful designs and signposts should be given for activities (Rausaria & Lele 2002:154).
Concerning the technical aspects of content presentation, well-designed materials will typically have a clear statement of aims and objectives, and will include a range of other access devices, for example course guides, progress organisers, self-assessment tests, clear and consistent use of headings and sub-headings, summaries, glossaries and icons of various kinds. The content should also be written in a more personal and conversational style (Carr et al. 2002:168).
CHAPTER 1 INTRODUCTION AND ORIENTATION TO THE STUDY
1.1 INTRODUCTION
1.2 BACKGROUND TO THE STUDY.
1.3 PROBLEM STATEMENT
1.4 DELIMITATION OF THE STUDY
1.5 PURPOSE OF THE STUDY
1.6 RESEARCH DESIGN
1.8 THE STRUCTURE OF THE THESIS.
1.9 CONCLUSION
CHAPTER 2 THE NATURE OF CREATIVITY AND MUSIC
2.1 INTRODUCTION
2.2 CREATIVITY
2.3 MUSIC
2.4 CONCLUSION
CHAPTER 3 THE CREATIVE USE OF MUSIC IN THE INCLUSIVE CLASSROOM TO SUPPORT LEARNING-DISABLED LEARNERS
3.1 INTRODUCTION.
3.2 THE INCLUSIVE CLASSROOM: SCENARIOS
3.3 LEARNING DISABILITIES .
3.4 MUSICAL ACTIVITIES TO SUPPORT LEARNING DISABLED LEARNERS
3.5 CONCLUSION
CHAPTER 4 ASPECTS OF CONTINUOUS PROFESSIONAL LEARNING AND OPEN AND DISTANCE EDUCATION TO CONSIDER IN THE DEVELOPMENT OF A LEARNING PROGRAMME: MUSIC FOR ALL
4.1 INTRODUCTION
4.2 THE IMPROVEMENT OF SCHOOL PERFORMANCE THROUGH CONTINUOUS PROFESSIONAL LEARNING
4.3 CONTINUOUS PROFESSIONAL LEARNING
4.4 OPEN AND DISTANCE LEARNING
4.5 CONCLUSION.
CHAPTER 5 RESEARCH DESIGN
CHAPTER 6: DISCUSSION OF THE FINDINGS
CHAPTER 7 CONCLUSION OF THE RESEARCH
