This category for review is about the way in which clear and relevant information can motivate and direct learners effectively in their study. Learners need to understand from the outset the requirements of the various components of the software. As learners, they need to be motivated by relevant introductions and overviews within each individual module/unit. They also need to be clear about what they have to achieve in each unit and these aims and learning outcomes should be consistent with the goals of the course or software.

Introduction to the unit/section

• Explains the importance of the topic for the learner and creates interest in the material.
• Provides an overview of what is to come.
• Forges links with what the learners know already and what you are expecting them to learn.
• Points out links with other units/sections.
• Provides aims and learning outcomes in ways that are directly relevant and useful to the learners
• Gives an indication of how long the learner should spend on the material in the unit/section.

Learning outcomes

• Are stated clearly and unambiguously.
• Describe what the learners need to demonstrate to show their competence.
• Are consistent with the aims of the course and programme and aligned to the appropriate curriculum framework.
• Are supported by the content and teaching approach.

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’.
• Summaries and revision exercises are included at frequent intervals to assist the learners to learn.
• 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.