In many African contexts, where rote learning and authoritarian views of knowledge have been the norm, particular attention needs to be paid to the way in which knowledge is presented. The perspective we wish to promote is that knowledge should be presented as open and produced in contexts, rather than merely transferred in a packaged form from the teacher e.g. reading from text books or writing notes on the board. Learners should be given opportunities to reflect on what they learn, and their prior knowledge and experience should be valued and used in the development of new ideas and practices.

Learning skills

• Skills for learning (such as reading, writing, monitoring progress) are appropriate to the level of the learners
• The software models the processes and skills which the learners are required to master - i.e. they ‘practise what they preach’.
• Aside from the obvious importance of clear, coherent language at an appropriate level for the learners, the kind of style used is crucial. Style can alienate or patronize the reader, or it can help to create a constructive learning relationship with the reader. Style needs to be judged in terms of specific audience and purpose, and so a standard set of criteria is not useful. However, it is always helpful if new concepts and terms are explained and jargon is kept to a minimum

Language level

New concepts and terms are explained simply and these explanations are indicated clearly in the text.

• The language used is friendly, informal, welcoming, and accessible. Learners are not patronized or ‘talked down to’.
• The language is sensitive as far as gender and culture are concerned.
• The language takes cognisance of the multilingual reality of South Africa.