7 Selecting Learning Materials
Types of Learning Materials
Considerations for Selecting Course Materials
Selecting the most appropriate course materials involves thoughtful consideration to ensure that the chosen materials align with the learning outcomes, engages students effectively, and fosters meaningful learning experiences. In this section, we explore key considerations and strategies for selecting course materials that contribute to the overall success of a course and enhance the learning experience.
Guiding Questions for Selecting Course Materials
- Does the content align with the course learning outcomes?
- Are the materials accessible to all students, including those with disabilities?
- Does the content offer a diverse range of perspectives and voices to promote inclusivity and representation?
- Are the materials up-to-date and reflective of current research, trends, and industry practices?
- What supplementary resources or multimedia components accompany the materials to enhance understanding and engagement?
- Is the content formatted in a student-friendly way?
- Are there opportunities for interactive or experiential learning embedded within the materials?
- How do the materials integrate with existing course activities, assessments, and instructional strategies?
Selecting appropriate learning materials is a vital aspect of course design that directly impacts student engagement and learning outcomes. By carefully considering the learning outcomes, student needs, and available resources, you can choose materials that align with your pedagogical approach and support diverse learning styles. Whether utilizing textbooks, multimedia resources, open educational resources, or a combination thereof, the key is to prioritize relevance, accessibility, and effectiveness in enhancing the learning experience. By following the guidelines outlined in this chapter and leveraging the wealth of available resources, you can create dynamic and enriching learning environments that inspire and empower students to achieve their academic goals.
Need to Know vs. Nice to Know
During the course design process, it can be easy for content creep to occur. This happens when you think about topic X that you want to cover and article Y you want students to read even though they may not align with the learning outcomes. This may lead to students being overwhelmed with the amount of information they’re being asked to consume, and you may feel that there is too much to cover in the amount of time you have.
To avoid content creep or overload, focus on your learning outcomes and they categorize the content you plan to include in the course into three groups – Essential, Need to Know, or Nice to Know.
Learn more about this process and how it can make learning better for students and teaching better for you in the article You May Have too Much Content, But What Do You Take Out.