Basic Premise
This tool is based on the premise that contentware is an integral part of a process of curriculum and instructional development. In fact, it is the third step in this process:

• Step 1. Identification of curriculum objectives (what students are intended to learn in terms of knowledge, skills, attitudes, etc), content, and instructional methodologies.
• Step 2. Instructional plan: the best ways to teach the identified curricular elements, and most suitable measures to help students learn them.
• Step 3. Contentware plan: The translation of an instructional plan into contentware plan should take many forms. Teaching/learning activities require a variety of channels, patterns, structures, emphases and technologies. Thus contentware offers combinations of learning channels and appropriate technologies to be utilized in light of their comparative advantage, availability, efficiency and cost-effectiveness.

Building Blocks
Elements of the process outlined in this Tool may be applied, as appropriate, to the development of ICT-enhanced contentware in the form of content objects or modules. An object or a module is an educational entity that translates curricular content and pedagogy into an instructional instrument.

The literature refers to the concepts of modules, Learning or Education Objects (EOs) and Sharable Content Objects (SCOs). These terms mean different things to different people. See:

SCORM: http://www.lsal.cmu.edu/lsal/expertise/projects/developersguide/

Education Objects Economy: http://www.eoe.org/eoe.htm

This Tool uses the more general and indicative term, MODULE, which encompasses the basic concepts of EOs and SCOs. The ICT components contained in a module will be referred to as ICT ASSETS.

The main characteristics of a Module are:

• Modules can be small, representing one concept or activity or large representing a lesson or a curricular unit.
• Modules can focus on one teaching/learning objective such as demonstration, exploration, application, etc, or on a combination of instructional objectives.
• A module may contain one ICT asset - such as an audio program, a video or a simulation – or it may contain a combination of multimedia assets.
• Modules may be stand-alone pieces to enrich the teaching/learning of a topic in a textbook or a lesson plan, or they may form the building blocks of curricular unit or a digital course.
• Modules are usually structured in such a way as to allow for flexibility in configuring them and integrating them into the teaching/learning process.

Packaging and Delivery
As modules are designed and developed, it is important to make early decisions as how they are to be packaged and delivered to learning institutions.

• The packaging and delivery of self-standing modules normally does not require the support of a course or learning management system. Audio modules can be distributed as tapes over the radio. Similarly video modules can be distributed as video tapes or DVDs or disseminated via television. Digital multimedia modules may be distributed on CDs or over the Internet.
• Modules that are interconnected and constitute a course or a program of study (such as a virtual high school or university or an e-training program) have to be packaged into a database or content repository for indexing, sequencing, management, feedback, etc. Such a package may be disseminated over the Internet using a Learning Management System or a Learning and Content management System. (See Tool 5.3.3..) However, at the present, there are serious limitations on Internet access in many places. It is, therefore, essential that the learning modules and the technical infrastructure underlying the modules be organized to accommodate limited or no connectivity. Thus alternatively
  • The system may be built around a browser-based architecture and stored on CDs.
  • The package of modules is stored locally on an Internet "proxy" server.
  • Because video is storage and connectivity "intensive," video aspects of learning modules may be delivered in the form of videotapes or DVDs. This does not exclude supplementary broadcasts where the infrastructure already exists.

The Tool assumes that the design and development of contentware will be carried out by multifaceted professional groups at a central level. See Section 3 below. The advantages of this option are:

• These groups can be highly trained and can be assigned to work full-time on this activity. This leads to consistently high quality product, build-up of experience and learning, and systematic coordination with national curricular and instructional plans.
• The groups can be efficiently equipped with suitable hardware and software.
• Development of contentware that may be used on a large scale offers economies of scale, leading to low unit costs.
• Planning for contentware developed that easily include plans for packaging and dissemination.
• This option lends itself to a central maintenance system that includes revisions, updates and administration.
  

This should not, however, stop teachers from developing certain educational assets or modules. There arte many benefits from that. Teachers have a good understanding of the cognitive and instructional contexts, and are experienced judges of what may or may not work. However, to rely on teachers to develop the system of integrated contentware will encounter many issues. For example:

• Teachers normally do not have time, skill, and technical support to design and develop high quality and integrated contentware. To provide teachers with sufficient time, training and technical support is more expensive and complicated than providing these resources to a central team.
• The quality of the product will vary.
• It is difficult to provide a wholesome program of contentware that responds to the full range of curriculum content and objectives.

There is, however, a place for the development of contentware by teachers to be used on in the classroom or school. Also the central team may co-opt certain teachers to develop draft assets or modules in the context of an integrated plan. The process that this Tool presents will help teachers in both cases.

It is also desirable to engage students in the exercise of development of assets and modules with the aim to build conceptual understandings, express ideas, create new resources, and acquire high level of technology literacy. Some elements of this Tool can guide students in such exercises.

The development of effective contentware requires high level professional and sophisticated mechanisms to design, produce, test, and package them. The first and most crucial step in the process is the constitution and training of contentware development teams. The role of these teams is to design, develop, test, finalize, and package the set of learning modules to fulfill the needs identified in Tool 4.1.

Composition of the Development Teams

Depending on the scope of contentware development, there could be one core team that provides overall instructional and technical leadership supported by "satellite teams" focusing on different curricular subjects. Due to the multifaceted nature of the learning modules discussed above, the composition and expertise of both the core and satellite teams should reflect this diversity. The teams will draw upon other specialists and institutions in the implementation of their work.

For a summary of the composition of a typical development team specifying roles, specializations, qualifications, and experience, see below. The scope of work determines the numbers of each specialty.

Training of Development Teams

The above specialists need to be oriented/trained in:

• The process of design, development and testing of modules
• The actual production
• Testing of modules
• Application of authoring and learning management systems (if this option is chosen)

The scope of the orientation/training program depends on the level of qualifications and experience of the Team members. A typical program may include the following

Initial Orientation/Training – about a week

• Practicum- Development of experimental modules – Two months
• Feedback and evaluation workshop - One week

For a sample program of initial orientation/training, see below:

Depending on the kind of technologies to be used in the development of contentware, the Development Teams need to have access to appropriate high quality facilities. These facilities include:

• Audio recording (either access to a studio, or setting up one) 
• Computer Workstations
  • Sufficient number of high power desktop computers and multimedia capabilities.
  • Flat screen monitors
  • UPS/surge suppressor
  • Common software: productivity tools, Web development tools, Email & Internet connectivity software, image processing tools, text editing & layout software, graphics and paint programs.
  • Other software: programming tools, database development tools, statistical packages, graphing packages, miscellaneous
• Video Editing Suite
  • Professional quality digital video camera
  • One non-linear video editing board for workstation, with software
  • Two professional quality television monitors
  • Miscellaneous software
• Portable Computers
• Portable LCD projection system
• Computer Related Hardware
  • Flat Bed Color Scanner
  • Slide Scanner
  • Color Printer
  • Computer furniture
    
• Related Needs
  • Satellite downlink (KU, C, & other bands), television, analog & digital VCRs
  • Plain Paper Copier

Step 1. Review Lists of Required Contenware

Step 2.: Review Lists of Identified Contentware and Web Content

• If the item is suitable for adoption or adaptation you need to weigh that against creating a comparable one, in terms of cost and suitability.
• Even if an item is not suitable for adoption or adaptation, it may be a good source of ideas to the Team while it is designing and developing a new contentware. 

Step 3. Annotate the lists

Step 4. Generate List of Learning Modules

For each set of items in the list(s) under each curricular Topic, in your word document, generate a list of Learning Modules that best translate the Topic into teaching/learning activities. This list constitutes the Scope of Work for the Development Teams.

• Report of Needed Contentware
• Report of Identified Contentware
• Report of Identified Web Content

Before a module is developed, the Team should invest time and effort into designing the educational and technical aspects of the module. The design should be formulated within the context of prevailing or planned educational and technological conditions.

The box below presents the essential components of the general design/blueprint

1. Follow the module design with flexibility. Some elements of the design may prove to be impractical or unsuitable and need to be modified or replaced. Also new ideas may emerge.
   
2. Focus on the educational content and the instructional design.
   
3. Detail the scenario of how the module is to be used by teachers and students.
   
4. Before developing the ICT assets, surf the web for relevant educational content to find educational objects or assets that can be embedded into the module or used as samples for developing new assets.
   Use Tool 4.2
   
5. When there is a choice, select the technology that is simplest and most user-friendly.
   
6. Some elements of the modules may be simple, and the Team will have the skills and experience necessary to develop them without further help. Other elements may be more complex. The Team may feel the need to consult with other experts for advice and technical input.
   
7. If the decision has been made to use an authoring and/or a course/learning management system, the specifications and format of the module should be compatible with the selected software.

After a module is constructed it should be tested for implementability. (The teaching/Learning effectiveness of the system of modules will be tested in the classroom as part of the evaluation of the ICT Intervention. The evaluation process is described in Tool 6.1.)

The Implementability Test of each module is administered in two parts:

• A group of master teachers (3-5) is selected to review the draft module and comment on it from their perspective, in terms of content, clarity, motivation, friendliness, appropriateness for teaching at the intended level, presumed effect on students, etc.
• Each of the above teachers will select 2-3 of his/her students and share with them the draft module (not teach it to them.) These students could have studied the topic before. The students will go through the module and comment on it from their perspective, in terms of clarity, friendliness, appropriateness for the intended level, presumed effect on students in terms of motivation, engagement, problem solving, application, etc

To standardize and facilitate the review process, a Guide for Testing of Implementability of Draft Module is presented as Annex B. It helps teachers and students in reviewing a module and recording test results. The Form may be downloaded and saved on a hard disk to be completed electronically and communicated to the Development team. Alternatively it may be printed and completed manually.

The Development Team revises the Draft Module according to the feedback received from Testing for Implementability. Before finalizing the Module, all the technical aspects should be tested, including hyperlinks to web sites or documents.

• Composition of the Development Teams
• Affordances and Limitations of Instructional Technologies
• Sample Orientation/Training Program
• Guide for Testing of Implementation of Draft Module
• Guide for Testing of Implementability of Draft Module

Composition of the Development Teams

Affordances and Limitations of Instructional Technologies *

Reference:
Cesar Nunes and Edmond Gaible. 2002. “Development of Multimedia materials.” In: Wadi Haddad and Alexandra Draxler, Editors. Technologies for education: Potential, Parameters, and Prospects. Paris: UNESCO. Washington, D.C.: Academy for Educational Development.

Sample Orientation/Training Program

The program of Initial Orientation/Training includes the following topics (including hands-on workshops):

• Process of Production of Multimedia Modules
  • Overview of steps and modalities of work
  • Production instruments
  • Timetable of development and testing
    
• Blueprint/Design of a module
  • Principles and Guidelines
  • Review of samples
  • Surfing for educational objects/assets
  • Development of Blueprint/Design of a module Version 1 ( Each subject-matter team will develop a corresponding design/blueprint with the help of the technical team members)
  • Review and critique of module Design Version 1
  • Revision of Design, and Presentation of Version 2
  • Review and critique of Version 2
    
• Introduction to module production
  • Tools and Technology review
  • Presentation of examples
  • Analysis of examples
    
• Production of elements of modules
  • Each subject-matter team, with the assistance of the technical staff, will develop three elements from the Design/Blueprint Version 2 that was developed in the previous segment. The elements will demonstrate incorporation of available ICT assets, incorporation of adapted ICT assets, and creation of new elements and assets. The exercise covers technical development of the module elements, educational scenario for the student, and instructions for the teachers on how to use the elements.
  • Review and critique of elements Version A
  • Revision of elements into Version B
  • Presentation of revisions
• Presentation and discussion of general guidelines
  

Guide for Testing of Implementation of Draft Module

Teacher Part

Module Title: _______________________

On a scale from 1 to 5, please rate the following items about this draft module:

Answer in detail the following questions regarding every element of the draft module:

• Which parts are particularly good and should not be changed? Why?
• Do all the parts of the module work well together? If not, what are your suggestions?
• Is there anything that should be added to the module to make it more useful and interesting?
• Is there any relevant information missing on this topic?
• If you have the choice, will you use this module in your classes when teaching this subject? Elaborate.

Other comments and suggestions:

Guide for Testing of Implementation of Draft Module

Student Part

Module Title:________________________

On a scale from 1 to 5, please rate the following items about this module

Answer in detail the following questions regarding every element of the draft module:

• Which components of the module are particularly difficult or less interesting and should be modified? Why?
• Which components are particularly good and should not be modified? Why?
• Do the elements work well together?
• Is there anything that should be added to the module to improve it?
• Is there anything else about this topic that you would like to learn?
• Would you enjoy having similar modules for other topics in this course?

Other comments and suggestions: