Study Session number and Title
After identifying your module, your study session with its titles is best numbered consecutively for easy identification (e.g. 1, 2, 3, etc.).
In order word, each of your study session should have a title (e.g. study session 1 ’principles of accounting’, study session 2 ‘marketing strategy’ etc.). Your study session number and title also should be styled as Heading 1 in the word template.
Each study session you are designing should start with an introduction of the content for the whole session. You should make it precise and promising. This makes the students anticipate to go through the session.
However, the introduction should be written without a number such as ‘1.1’ etc. The heading introduction is styled as Heading 4 in the word template.
These are study maps, targets and short focus of a learning process before a study between you and the learners. They are extracted by streamlining the topic under review into segments and having study targets for them to be achieved before one segment is crossed to another, this is to allow for process-evaluation and prompt comprehension of the module.
Each learning outcome you develop should be a study map for the learner. You should make it highlight the target of the session so as to allow prompt comprehension of the session.
The learning outcome of each session should be numbered in relation to the session they are in, e.g. for learning outcome in study session 2, the numbering is 2.1, 2.2, 2.3 etc. these are styled as List Numbered in the template.
Section, Sub-Section Numbers and Heading Styles
For easy comprehension and assimilation on the part of your learners, your title is better broken down to smaller units for explanation. This topic and sub-topics are referred to as section and sub-sessions. Each Section and Sub-section you are designing within a study session should therefore be numbered consecutively.
For instance, sections for study session 2 are numbered 2.1, 2.2, 2.3 etc. and given a heading or title. These are styled as Heading 2 in the word template, e.g. 2.2 Distance learning pedagogy. For you to develop subsections under section 2.2, you should number it consecutively like this; 2.2.1, 2.2.2, 2.2.3, etc.
Below are the capturing styles as included in NUC/ODL instructional design format:
- 2.2.1 Boxes, their captions and numberings
- 2.2.2 Tables, their captions and numberings
- 2.2.3 Figures, their captions and numberings
- 2.2.4 Bold Terms
Case study as an element in a study session is used to prompt learners to reflect on their past experiences with action component demanding creation of linkage between past, present and future experiences. You as an instructor will create appropriate problem situation which is within the learners’ level of experience and studied concepts. This will be inclusive of detailed problem, environmental context and the characters of people involved in the case. The case analysis can be carried out with the learners working independently or in groups.
Benefits of case study in instructional materials include the following
- It emphasizes practical thinking
- Effective when used in combination with other instructional strategies.
- It assists learners in identifying principles after examining the facts of the case.
- It assists learners in applying identified principles to new situations.
N: B: In the online environment case studies can be presented on web pages and discussed in conferencing groups
Boxes, their Captions, Numbering and Contents
Boxes are used to indicate key concepts that cannot be easily identified if presented in text and inserted directly from the Word documents. You should also note that, boxes are not to be inserted as an image from the computer with text, but rather the material in the box you intend to use as a lecturer should be styled and numbered orderly, e.g. Study session 2, Box 2.1, Box 2.2 etc.
Tables, their Captions and their Numbering
Should there be any topic or sub-topics that have elements, types, forms, stages, etc. which might be too much for your students to comprehend as a result of volume and essential contents not getting lost in others, they can be put in tables with clearly-defined table title and number or numbers if they are more than one. Tables are good elements that can be used to put cogent/essential points in eye-catching form instead of having them missed in text. However, these following points have to be noted;
- Tables, their Captions and their Numbering
- tables should be explicitly referred to from the text
- Your table number and caption should be styled as TABLE HEAD
- You should insert tables using the template style ‘TABLE GRID’
- Your tables should be numbered and captioned. E.g. Study Session 3; Table 3.1.
- Your table columns should be styled Table Left, Centre or Left.
- In case you are using table footnotes, it should go directly below the table and not at the foot of the page.
Figures, their Captions and their Numbering
Your study sessions are expected to be less inclusive of text content but rather rich in elements such like figures, captions, numbering, box etc. which make the conveyance of the teaching much precise, diagrammatized and expressed in a concise way. While using figures and numbers in your course content development, you should note that, there must be a caption and sequential numbering within each study session.
In-Text Questions and Answers
For a rich and fortified study session, there is need for constant assessment of learners’ level of assimilation on the study, this makes the incorporation of In-Text Questions and Answers essential. The In-Text QUESTIONS AND Answers stand as short un-answered questions and answers which primarily geared towards making students ‘stop and think’ about important points in the study sessions or to remind them of any important points learnt in the previous module(s). You should also note that, ITQs and ITAs are styled as ITQ in the word template and ITAs are styled as ITQ answer.
Activities, their Captions and their Numbering
Activities in your study session are essential in practically allowing students or learners to translate what they have studied so-far to their way of life or environment, allotting them time-frame for the completion of such an activity.
Important terms or concepts that are central to comprehending a definition are usually put in bold format.
Section And Sub-Section Numbers And Headings:
This topic and sub-topics are referred to as section and sub-sessions. Each Section and Sub-section you are designing within a study session should therefore be numbered consecutively.
Each study session must have a summary immediately at the end of the final sections of the text of your study session. You should make this in form of series of numbered lists of points styled as List Numbered in the Word template such like 1, 2, 3 etc.
References To Other Parts Of The Text
Going through your study session, points earlier mentioned but essential to your current explanation can be referred to by quotes or reference. For example, ‘The concept of Cost as displayed in Picture 1.2 above shows us that……’
This prompts the students to look up and read through the course materials creating linkage between different segments.