Selection of a unit:
Assuming that a teacher has decided to write a programme for CAL, the first question that she could bear in mind is: why use a computer (CAL) approach. These should be a rationale for the use of a computer.
Before we start to develop a CAL package consider the following questions: Is my learner going to gain something more than s/he will gain by using other media/innovative methods? Does my topic involve such objectives which can be achieved fully only if I use CAL?
Will my package provide individual learning experience to the learner?
Will the package provide interactivity with the learner, user control and scope for self-evaluation?
To develop any self-learning programme, we need to analyse the content properly. The teacher should know each and every teaching point from the selected topic. The process of dividing the topic into subtopics or sub-points is called Content Analysis. Content analysis helps the teacher in identifying all the concepts, definitions, information points, rules, examples, formulae, diagrams, illustrative graphics etc. related to the content.
Along with the content analysis, analysis of the target group is very essential. Once the content and target group are analysed, a teacher can sequence the concepts so that they are logically arranged. Here the teacher can identify the prerequisite to learn the topic. If some basic concepts are not clear to the learner, s/he will not be able to use the learning material of your topic. Hence the specifications of the learners’ entry behaviour are to be finalized.
Specification of objectives:
After selecting a suitable topic and analyzing it, the instructional objectives can be determined keeping in mind the earlier learnt capabilities of the learner group both in terms of their previous knowledge and other competencies. Preparing statements of learning objectives for a programme is like preparing a summary of the learning process in terms of the competencies to be learnt.
Development of evaluation measures:
A statement of objectives describes the capability to be developed. If this description is clear, it helps us to design a test to access how well the learner has acquired that capability. A well written objective immediately suggests relevant post-test items.