ACCU-ESD | Package Learning Materials on Environment (PLANET) | Review & Sharing Workshop | PLANET Workshop

Package Learning Materials on Environment (PLANET)

PLANET Workshop - Adaptation and Production

Photo:Adaptation and Production-1 Teaching-learning materials play a very vital role in making learning activities more fruitful, enjoyable and easily comprehensible. Relevant and attractive teaching-learning materials can motivate learners, provide necessary information, promote participation and help them follow up even without teachers. Adaptation of the materials is the very first step to begin PLANET country projects. The workshop participants discussed experiences and thoughts, principles, procedures and tips on adaptation and production, gained through PLANET project implementation, which are summarised below.

PRINCIPLES:

The following three are critical factors to consider when adapting and producing materials:

Local issues in relation to the materials’ topic
Local context
Receivers including both learners and teachers/facilitators

Adaptation is...

To customise the materials in order to suit the local context and learners’ needs
To bring local wisdom, experience and studies into the materials
To reorient the concept to fit the local context
To link global agenda with local realities
To reflect learning styles of target learners
To enhance user-friendliness for teachers/facilitators, learners, and any other stakeholders
To reinforce existing practices and materials
To allow space for creativity as well as keep identity, especially for PLANET series
To think beyond materials production itself and consider wider outreach and dissemination

PROCESS:

In a participatory* manner at every stage, with your own core concept of adaptation,

*Illustrators and designers as well as learners, teachers, facilitators, materials developers and experts, should be part of the team from the beginning to share the common understanding.

Needs Assessment
	Study the context (issues, learners, users, situation etc.)where the materials will be used, compared to prototypes Identify gaps in ideal and current knowledge, skills and attitude Identify external challenges and concerns
Consultation Meetings
	Discussion with stakeholders (focus group, teachers, facilitators, community people, related agencies, etc.) and experts (in subject knowledge as well as materials development) Study of the prototype materials Identify pedagogy and andragogy under local conditions Degree of adaptation: contents, format, illustration, mode of presentation, etc. Selection of the medium of instruction Wording and the level of language in the text
Implementing Committee Meetings
	Identify methodology and delivery mechanism Bring in actual and relevant experience at the community level
Writers/Illustrators Meetings (ideally, go parallel from the beginning)
	Reflect the reality of the target group in the illustration
Production of Draft Materials

Field Test

Revision and Finalization

Printing

Training of Trainers

Application and Evaluation to feed into the next materials development

TIPS:

Effective teaching-learning materials could...

Have illustrations which look happy, cheerful and favourable to target groups
Use locally-well-known terms, expressions or proverbs
Locally familiar names and faces for the characters
Add innovative teaching-learning components to the package (E.g. radio lessons for distance learning in Mongolia)
Adopt cultural and popular media such as drama, songs, folklore, etc.
Include relevant anecdotes from religious texts, which are appealing to target audience
Feature celebrities, important people, influential leaders, etc.
Adopt minority and tribal languages where necessary

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