02883nam a22003972u 45000010008000000030008000080050017000160070014000330080041000470200018000880200015001060370019001210400036001400820019001761100056001952450145002512600066003963000020004625201420004825210021019025330081019236500035020046500032020396500031020716500031021026500038021336500036021716500033022076500031022406500033022716500023023046500027023276550039023547000036023937100056024295442815BD-DhUL20160612121644.0he u||024||||830101s1983    xxu ||| b     ||| | eng d  a9780903632164  a0903632160  aED246896bERIC  aericdbengcericddMvIdBD-DhUL  a371.30202bWRI2 aInternational Extension Coll., Cambridge (England).10aWriting for Distance Education. A Manual for Writers of Distance Teaching Texts and Independent Study Materials /cLinda King de Jardon, Ed.  aWashington, D.C. :bDistributed by ERIC Clearinghouse,c1983.  a91 p. ;c30 cm.  aSix instructional units offer guidance in the process of writing printed educational materials. Each unit provides objectives, writing exercises and activities, and end-of-unit discussion questions. Unit 1 considers the first steps in writing, emphasizing the importance of varying instruction according to student needs and background and discussing how people learn. Active learning and different types of learning activities are then examined in the second unit. The third addresses ways of improving a presentation, such as writing in an appropriate style; using clear, simple language; and trying alternative presentation forms, such as pictures and diagrams. Unit 4 covers all steps of production and starts students on an individual project to produce materials in their own subject. Four stages of systematic planning are covered: identifying a need, formulating objectives, listing resources and constraints, and preparing an outline plan. Unit 5 emphasizes specific instructional writing skills with advice on distinguishing between different kinds of instructional materials, what to include and how to organize it, and writing correspondence units. The final unit outlines processes of editing, piloting, reproducing materials, administration, tutoring, and evaluation. Four supplements provide additional information on learning theories, behavioral objectives, media, and readability and layout. (LMM)8 aStudents.bericd  aMicrofiche.b[Washington D.C.]:cERIC Clearinghouseemicrofiches : positive.07aCorrespondence Schools.2ericd17aDesign Requirements.2ericd17aDistance Education.2ericd07aEvaluation Methods.2ericd17aInstructional Development.2ericd17aInstructional Materials.2ericd17aLayout (Publications)2ericd07aLearning Processes.2ericd17aMaterial Development.2ericd07aObjectives.2ericd07aWriting Skills.2ericd 7aGuides, ClassroomxLearner.2ericd1 ade Jardon, Linda King,eeditor.2 aInternational Extension Coll., Cambridge (England).