Introduction and Concepts in Distance learning

What is distance learning

Explanation of Various Terms.

Glossary of Web Based learning


Practical self experience with Distance Learning?

Difference between Distance Education and Correspondence Courses

 Can skill oriented courses be covered by DE?

Technologies used in distant education

Instructional Qualities for Web Based Learning

Challenges of Web-based Learning

DE in providing medical education to non traditional students

Teacher and student qualities for distance education

Assignment - Preparation of Distance Learning Module

Evaluation of Distance Learning

Advantages and Disadvantages of e-Learning

Famous quotes

Discussion end- Compliments from Sir & Friends

Summary - Distance Learning


Creating an effective web based learning module?

Dr. Sanjay Bedi
Here is a link to a website that provides guidelines for creating an effective web based teaching module. It is for geosciences, but of course we can use the information for any field.
 Thanks a lot for constantly  providing us with a rich informative material. This website will help us a lot in preparing for our next assignment.

This is really a wonderful link
From what I understood, you in your project undertook " network learning" that is facilitating classroom teaching with internet access
Did you prepare any "Web based learning modules"  as well (for the virtual university you mentioned earlier)
I think a sample of a "web based module" will really facilitate our comprehension of the topic

Dr. Sanjay Bedi             
     I used the already prepared Webpath Site 
However My experience says it would be nice to prepare a template first with headings like Definition, Etiology , pathogenesis etc according to subject first . These can be used as hyperlinks.
Dr. Sanjay Bedi
1 attachment(s)
Harrison_...pdf (704.9 KB)

 I said books are available in this format too for mobiles and pdas in the market. I don't  provide them . Though I have noticed some students having them in there mobiles . I have Robbins for me.  Sending a sample received.
Imagine referring to the Harrison's Principles of Internal Medicine during your ward round on your Nokia Cellphone instead of going to the library !
Yes, you can finally carry all your college medical textbooks on your mobile phones / PDA'S or read them on your desktop.

Dr.Tejinder Singh
 You can easily download these files for free using torrent. Install torrent on your system. Google "Harrison medicine(or whatever book)+torrent". Download the file and double click it. Rest of the things will automatically open.

What is knowledge management, anyway??
  1 attachment(s) 
 kmforlead...ppt (229.9 KB)

Dr. Sanjay Bedi
This is synopsis of Knowledge Management.   However I agree with Stewart that it is a process.
Now we have to discuss strategies for implementing it in health scenarios  in our environment.

Dr. Sanjay Bedi
Slideshare is a site where you can host your presentations and share them with others.  Presentations can be linked to at the site itself or else embedded in a web page (as below).  Slideshare has just announced new functionality which allows you to upload an MP3 audio file (podcast) and synchronise it with the slideset.  They call this slidecasting, making it a powerful way of distributing presentations/tutorials.  Slideshare is also a tremendous resource site of presentations.
On almost any topic you get Presentations some by very famous people as well.
A few more web based learning links?  1 attachment(s) 
 Web_based...xlsx (16.5 KB)

Virtual learning environment?
Dr. Sanjay Bedi

A virtual learning environment (VLE) is a software system designed to facilitate teachers in the management of educational courses for their students, especially by helping teachers and learners with course administration. The system can often track the learners' progress, which can be monitored by both teachers and learners. While frequently thought of as primarily tools for distance education, they are most often used to supplement the face-to-face classroom

CyberExtension Virtual Managed Learning Environment with chat, messaging, course creation and management tools 

Dr. Sanjay Bedi
Please do take a look at this interesting educational site which is
useful for surgeons of all specialities and anaesthetists too.

If you register they send a regular newsletter which has excellent resources.
Teacher tube an example?

Dr. Sanjay Bedi
 A special version of You tube for teachers


Assignment –Preparation of Distance Learning Module


Is there provision in this month's discussion to plan a module for distance education on an experimental basis? It should be fun though we will perhaps realize how tough it is to create learning materials for DE. Can each one of us select a very small topic in their respective fields and try planning creating learning material? Or do we work in groups?

Any thoughts, moderators?

Dr.Tejinder ingh :Good idea (or shall I say Abhishek Bachhan style- What an idea!)

Yes we can do it on or (It now has a special version for educators) or even at our faithful  according to the flavour needed. What topic.

  Suman Singh:
What would be required to do that please guide.i think first we will need to download the software and then you need to guide us. The idea as sir has said is great and will surely make the concepts of distance learning practical which will be a great help to all of us.

  Anshu :
I should have liked to make one instantly, but I am tied down with work till the end of this month. However I do have some ideas which you can try out.

1. Try making a small module to be sent as a correspondence course. You need to write down the learning objectives, keep in mind the time it will take to complete the module, use user friendly language, add flow charts, pictures and lots of examples. Also give questions which will make the student think intermittently. And finish off with a self assessment of whether the student has grasped it. A short summary too.

2. Try a module on powerpoint. You needn't know anything fancy except perhaps know how to use hyperlink buttons. It allows you to add pictures, animation, quiz etc. Have you seen the module on Breast feeding which TS Sir has created?

3. Last year we did experiment with, but unfortunately none of us completed our plans. It is a paid site and used to give 30 day free trials. You can design an online course using that. Or try searching Google for more such software.


  Sanjay Bedi:
 Most important is the content which you want to upload should be ready. An assessment  module maybe. Everything else is online on the websites I have sent. Members of 2007 batch are understanding. These days I am also experimenting with moodle software downloaded from  but it needs some training and help from an IT expert which I am trying from IT department of our University. Results are likely to take some time.

  Sanjay Bedi :
Actually there is a solid case for teamwork . Last year this was available in ample amount . Besides of course Anshu ,Monica has an excellent organisational/ compilation power, Chetna , Dinesh teamed up with everyone beautifully . We can do a lot provided everyone contributes a little bit according to his or her special ability .

Yes this is a great thing which we can do.
From my side I wanted to clarify that is it okay if we select topic individually like myself selecting "Lesions in Visual pathway".

Yes select your topic of choice. And think of how the lesson can be imparted to a student who is not right in front of you.

After videoconferencing project, let us shift ourselves to a new assignment suggested by Anshu.
May I suggest all of us to volunteer with our own topics for experimenting with DISTANCE LEARNING MODULE.
Please post the topics by tomorrow so that we can form group if possible.
I suggest my topic as "Lesions of Visual pathway". Anybody will like to share with me?

Since we Share same subject, let me join u. What am i supposed to do now

 Anupama: My topic: Rational drug therapy.
When  is the last date for submitting teaching module?

  You have proposed for a DL module but I would like to know that what is the target audience and what is the schedule and guidelines to do that.

 Dr. Tejinder Singh:
For information of others also who are planning to prepare a small module:
Target audience: MBBS students
Duration of time needed for study(by students) : 1 hour
Process: Define learning objectives-introduce the topic-begin with a problem scenario-present the material-put some self check questions-summarize-guide for further learning-give an assignment
Time for preparing: By 30th July

  Kalyan Goswami
Thanks for your guidance and clarification, I will try to formulate one in my subject.


Well Kalyan we can think of some biochemistry topic

  Barathi Subramaniam 
1 attachment(s) 
 STUDY OF ...doc (33.0 KB)

Dear all please find an DE module on pressure curves and haert sounds and give your comments.


  Tejinder Singh
I suggest you add little more interactivity. Here are someways-
Begin with learning objectives
Start with little activity e.g. hear the heart sounds of your friend
Link to some audio recording of heart sounds
Relate them to some clinical scenario

  Barathi Subramaniam :
Thank you sir for your valuable suggestion.I will incorporate it and
post it again.


I thought I will never be able to do a module, but this listserv is so addictive! Just did a small module on necrosis which I am scheduled to teach next.Do let me know what you liked about it and what I can do to improve it.

1 attachment(s) 

 NECROSIS.doc (702.8 KB)

I thought I will never be able to do a module, but this listserv is so addictive!
Just did a small module on necrosis which I am scheduled to teach next.
Do let me know what you liked about it and what I can do to improve it.
  Dr.Tejinder Singh:
 Good attempt. Few suggestions (as usual!!!)

1. In stating objectives,avoid 'must' - rather say, you will be able to.
2. Good way to start. Think over some small clinical vignette.
3. Nice to see lot of activities for the learner; provide feedback about their performance. Either give right answers at the end or immediately after the activity state: you may have though of some of the following and then emphasize the important points.
4. Use of boxes is very appropriate.

Well done.

 One more point:
Provide references for further reading.

Thank you for that palatable sandwich. I did not add clinical vignettes as this is the first topic in II MBBS and they have perhaps just started history taking. So wasn't sure how much clinical stuff I could include.I will keep in mind your point about adding answers to the module. I thought it will make the learner copy directly and therefore avoided it. Should it be on a separate page or immediately after the questions?

Yes. I wanted to ask if providing weblinks is appropriate. Or should it necessarily be textbooks?

  Dr.Tejinder Singh
 Even for second years, you could give a common scenario like some injury they had and then found the skin black or something similar.
For the intext questions, they should follow immediately- the idea is that even if they copy, they will read it! You could still ask them to categorize out of all possible options you give.
For end assessment, you could write, we will discuss in the next class/module.

  Sanjay Bedi
Your eye for details and initiative are excellent. I also want to be student in your class . You have used photographs as well as diagrams. Photographs of gross pictures /anatomy may be added. 

  Barathi Subramaniam
Anshu, answers can be given at the end of the module or reference to texts were answers can be found.providing them with appropriate web sources apart from journals for further reading(nice to know) will be useful. definitely students are not going to suffer ;after attending your classes they will be well in advance for your next class/keep going.

 Praveen Singh 
Anshu, I don't know somehow I am not able to download your module. I am missing something great!!
May I request All of us to have either separate topic or club with somebody but give the topic of DL module to be prepared so that we can compile by the end.
Take time till 29-30th but prepare the module as per instructions by Sir and then post.
Till that time can we discuss advantages and disadvantages of distance learning?

 Thank you Sanjay. I will keep your suggestion in mind. I was trying to make only as much as one could study in an hour, but it still spilled over to over 100 minutes. So I curtailed the number of pictures. The real problem with distance learning is: how much time can your student actually spare for you? I believe in DL we consciously have to make modules which are piecemeal and small, so they are assimable. (TS Sir correct me if I am wrong)
These pictures were swiped off the net- OK if you are taking a class on powerpoint. But I do wish I had my own collection of pictures from routine specimens which we receive regularly.


Barathi, I finally sat down to do your module like a student. It is a good attempt. But there are certain problems I had as a student.
1. I could not visualize the curves and graphs, and I did not reach out for Guyton when you said so. I guess most people will be as lazy as I am. So it would be better if you added more pictorial content.
2. Why should I learn what you tell me to? I mean, make the topic relevant to the student, get him cued in. Start with a intriguing or stimulating thought.
3. I agree with TS. If you had said, before you go ahead, find a stethoscope and hear your heart sounds, I would have loved it. Or maybe if you could add hyperlinks to make the student actually hear it.
4. I don't think assessment always has to be MCQs. Use all kinds. Just get them to think.
As I made my module, I realized we need to give everything on a platter. The more we tell them to look here and there, the more distracted they will get. Or maybe you tell them right at the start, "before we begin, get your stethoscope and Guyton here. Now we start....."
Why don't you try doing just the heart sounds bit again. This time using ppt or some such innovative method. It will be interesting to see how that works out.
 Dr.Tejinder Singh
Some good points, Anshu.
Answer to some of your question lie in deciding before hand, what, who and why your module is for. If it is standalone thing from which the student is begining, I suppose, you need to provide everything in it. Fortunately, with hyperlinks in electronic formats, it seems easy. However, I guess, for many years, it will only be a supplement to traditional teaching in Indian medical schools. In such situation, you need not go for everything. But, remember to link the present module with what they have learnt and what what they are going to learn- not to forget, how they are going to apply it.
It is definitely a good idea to tell them right in begining that you will need a stethoscope, notebook, a particular book etc to complete this module.
Questions in a module serve more than one purpose. While testing and feedback is one obvious use, more commonly used questions in DE are rhetorical questions. You pose a question and in next line, you yourself answer it. Research has shown that information is remembered better as answer to a question than as an isolated fact.
Writing style can also have a lot of impact on learner motivation. Use a conversational style, addressing the student as you. This helps to break the isolation of the learner.
Some sentences which may sound redundant in a textbook (e.g. it sounds difficult now but becomes interesting when.... or why not have a coffee break after having worked so hard) add the personal touch of the teacher.
It is also a good idea to use the margins to hi-light the key words (access devices, if you want technical name for it). You may have seen this pattern in our book on medical education.
Assessment should be to promote thinking and reflection rather than to just memorize facts. Short narratives, one liners, relating new phenomenon to some past experiences are some such examples. To be honest, I would avoid MCQs in a DE book!

  Anshu :
Thank you TS Sir for so beautifully listing the essentials needed to write a DL module.
It led me to think.
1. How we need to modify our language according to the intention of the module: If we have to make a learning module for health workers, the language must be simpler, more pictorial depictions
2. If it seeks to complement classroom learning, as Barathi mentioned, the facts maybe written in lesser detail.
3. The more user and reader friendly the language, the better. Avoid too hi flown language or jargon. Explain technical terms lucidly
Two questions:
1. Can a replica of PBL be used in DL? Like give a problem and unravel facts one by one?
2. In DL, what are the ways in which student support systems can be included. One I understand is by being available online for questions or videoconferencing. Two, maybe a central spot where students can periodically visit for help. What are others?

  Syed Ziaur Rahman:
Large participation and its impact on listserv suggest that the module that you have designed is quite informative and appropriate for MBBS students. I have been reading all positive and constructive responses that have received with this discussion. Is this your first class in the pathology and a first topic to be started? Do you take this topic in one class (60 minutes)? If yes, then your module is too lengthy for one class. This is a topic which is normally covered in one class because of scheduled time table! Such type of modules is good for “tutorial classes”. In tutorial classes, we try to show those stuff which are available with us. It’s better if we show our slides of microscopic view rather than copy from some “Chinese” source. Slides on different aspect of necrosis should at least be available in all the pathology departments.
There should be more modules on similar such topics. It’s a good idea if you write a book on many modules of different topics or booklets on each module of specific topics.

Dear Zia, I'm glad something could stimulate you to show up on this listserv after so long. This is one of your pet topics isn't it?
I teach necrosis in the 3rd or 4th lecture after the students join. And yes, I take this topic normally in one hour. But as I have mentioned in the beginning of the module, it will take around 100 min to complete this module if you are doing it by yourself. This is because of the interactive exercises and the assessment, which are curtailed in a lecture. I believe it will take longer learning yourself than if taught directly by a teacher in class.
I apologise for those Chinese pics, but necrosis looks the same whether in Hongkong or in Taiwan. We do have adequate slides and specimens in our Department, but since I created this module at home, this was the easier option for me (I was just doing an example for this listserv-- don't intend publishing anything without a copyright, don't worry!)
I didn't understand your comment about tutorial classes. This module has not been created to complement classroom learning, but for a learner who has no access to my lectures.
Thank you for your indepth analysis. I look forward to more comments.
S. Ziaur Rahman 
I understand that this is not your module for supplementary sort of teaching in classroom but at the time when your students have no access to your class. By 'tutorial' in our set up, we mean supplementary sort of classes meant for revision, discussion and interactive learning.
  Praveen singh
Really it is very nice, We will wait for apoptosis!
Diagrams and photos were very good. Way of presenting and learning objectives were well defined.
Assessment was also good, only thing probably being that answers also may be given which remains hidden and can be (flashed/something else) if required.
Can we give some sound effect? Some refrence sites/links may be added.
Your module will help us a lot in preparing our module, Thanks.

  Barathi Subramaniam
I have a few clarifications to be made.
As a distance learner do you think the students should learn only from the modules? or do you think they should read as a conventional student?
In a conventional class we give an outline of the lecture or key facts and its upto the student to build up ont by reading further from the standard textbooks.
I avoided diagrams and gave them reference with intention that they are not restricted only with ready made stuff.
I also have given sample short notes question and I stand corrected as MCQs is not an ideal assessment for DE as pointed out by TS sir The stethoscope part of it needs prior instructions and supervison as to how it has to be used .videoclippings and audio files will be a good option I will try to improvise on it.
Is power point presentation a must? will get back to you shortly

Anshu :
Powerpoint is not essential. I suggested it just because we all can see what you did easily online. Let your imagination fly. Use whatever tools you want?

Barathi Subramaniam
PBL can be used in DE asI  have come across this in an online learning.It works.

Dr.Tejinder Singh
Yes PBL can be effectively used through distance. The only issues might be to have a dedicated tutoring team and a very good communication facility. Give a problem, guide them to further learning, let them produce a small assignment, send it to the tutors and then get a detailed comment on how they did.
You might be remembering the feedback that I received from Maastricht on my assignment. Maastricht follows PBL mode at a distance.

Ciraj a.m
PBL can be used in DE, but success of an online-PBL depends on reliable online group participation. A more explicit discussion of collaborative group skills and roles needs to be established. Group roles should be divided among participants with a weekly timeline of expectation of interaction. Resources about collaborative learning explaining how to collaborate online should be provided and discussion of these should be encouraged in the early weeks of group's interaction.
A more scaffolded process needs to be established with directions about facilitation given to the group members who regularly report back to the facilitator and the whole group. This would enable an ongoing social and teacher presence and provide security to those students who prefer a traditional teacher-directed course. Though the teacher's role is still facilitative it can provide security to those used to traditional teacher led courses when they feel confident that the teacher is aware of the small group progress, which is not always as obvious in an online environment.
Additional communication choices should be encouraged, particularly arranged synchronous communication either through provision of telephone conferences or online synchronous communication (available via the internet with synchronous chat or with audio and video communication) set up at a point of group choice during the PBL process.

 Sanjay Bedi
PBL i or PBL Interactive is anew software dev eloped for delivering PBL scenarios on the Internet. 

Kalyan Goswami
1 attachment(s) 
 DE_Module...doc (815.3 KB)

Stewart Mennin 
1 attachment(s) 
 Fink and ...pdf(91.2 KB) 
Reading some of the modules stimulated me to add a comment about Learning Objectives (see attachment developed in New Mexico- you should already have this as part of the GOFAR document --
The statements of learning objectives are best phrased with action verbs (transitive) instead of intransitive verbs.  For example, understand and know are intransitive until you do something that shows that you understand and know.  Understanding and knowing are actions that can be observed by others and then they can use their common sense to decide if you really do know and understand, based on what you have done.  Attached is a document to help with this concept.
Also, the more specific and SMART the objectives are, the better for the learners.

Some slides have too much stuff on them.  Less is more.

Although biochemistry goes over my head.But i found it precise and to the point.Well done.


Thanks for your kind comments, though I feel one deficit is still remaining in my module which made you think that biochemistry goes over your head. Anshu has also pointed out that, it should be made more simpler, but again in defense I have to say that basic problem with basic science subject like Biochemistry is that we can not bypass chemistry which I know bothers most of us particularly who are from other disciplines of medical science.
I hope with time and experience medical biochemistry will evolve as a better acceptable subject to be understandable by all.

Kalyan, Your module is a very good effort.

Some comments on how it can be made better :
1. After going through the excellent document on learning (MUST READ FOR ALL) sent by Stewart, I agree that learning objectives have to be SMART (specific, measurable, attainable, relevant and targetted to the learner). Which means instead of writing: What are EFA? or What are physiological effects of EFA? you can make the objectives more specific. Let me try:
At the end of this module, you should be able to:

(a) Define essential fatty acids
(b) List the various EFAs, their normal levels and their sources
(c) Recognise the structure of EFA
(d) Describe the synthesis of EFA
(e) Describe the function of EFA and correlate them with their deficiency states
(f) Apply the knowledge of EFA deficiency and recognise EFA deficiency in a patient

I am sure you will be able to do a better job as it is your own subject.
(Another point I would like to make to everyone is that it is high time we actually wrote down learning objectives before we take a class and make a lesson plan. We all have one in our heads, but the moment we put it down on paper, the defeciences loom large. Try it honestly. I learnt it the very hard way from FAIMER- the way they design each session is a revelation)
2. I think you need to make the language more friendly. Right now, it is too text bookish, and may scare off a first timer. Write as if you were talking directly to a student. The best example I can give is the 4th edition of Robbins (the newer editions don't have that flavour). Stanley Robbins didn't write that book, he dictated it. So when you read it, it is as if someone is talking to you- the language is simple, he cracks jokes in between and sympathizes with you when a concept is tough.
3. The assignments as TS Sir told me, need to have answers immediately after with feedback. Each question must serve a specific purpose of reinforcing an important fact from the learning objective. I think it will be a good idea to intersperse those questions between the lesson. Something like you say "understood?" in your class after you finish each small portion. Check for learning before you proceed. The difference between DL and a normal text book is--- SIMPLIFY, SIMPLIFY and SIMPLIFY.
Use more bullets, shorter paragraphs.
All in all, a very good first attempt, Kalyan.

Dr.Tejinder Singh
You are right. Remember the discussion we had on cognitive load some months ago. A teacher should make a deliberate effort to cut down cognitive load (small bites, which are easily chewable and which can be enjoyed by the student). However, be careful to make a deliberate link between various parts so that the student does not lose picture of the whole.

Thanks for your interest, this module on EFA is not actually a complete class for UG Biochemistry (courtesy MCI Schedule).
So all that objectives you have listed may be relevant and actually SMART, but the syllabus of the UG does not cover so much details.
Keeping this in mind, I have restricted the objectives to give an idea that what is must know. Actually in class room we can make that more clear to them that the part which is important and which is only nice to know. Had it been an interactive DE mode that could have been tried.
Regarding the language,I admit that more simpler is better, but then time is a constraint and I will try to give more time later on this aspect.

1 attachment(s) 
 Part-I_Vi...pps (5.2 MB)

Find herewith submission of our Distance Learning Module of Visual Pathway Part-I in two parts out of which this is Part-I as an attachment in PPT show-I.
Immeduately after this I am sending Part-II as an attachment in PPT show-II.
I had to do this as th PPT file is large,about 6 Mb each.

1 attachment(s) 
 Part-II_V...pps (4.8 MB)

Find herewith submission of our Distance Learning Module of Visual Pathway Part- II in two parts out of which this is Part-II as an attachment in PPT show-II.
Part-I had been sent before.
I had to do this as th PPT file is large,about 6 Mb each.

Praveen, Suman and Sajjad,
 I was dazzled by the sheer vividness of your module. Just wanted to learn ophthalmology all over again. It is extremely organized and asks questions in between.
Only thing is I kept wanting to hear a human voice-- if it had a voiceover providing soothing commentary, it would have felt great. I guess, we are never satisfied with less, yeh dil maange more!
Great job
Suman Singh
 Anshu ,Thank you so much for the most wanted words of encouragement.   Actually we were trying to incorporate some video and audio but due to time constraints, it was difficult to finish on time.


Anshu,Thank you very much for the appreciation.
 You first took the lead and sent your module which was a guide as well as an inspiration for all of us. 
 Despite your busy schedule you find time to look into our modules and discussion activities and then comment on it very effectively! Major credits to you! 

It is definitely a praiseworthy attempt to make such a huge module, that to as beginners. It is indeed vivid; it had to be, as it pertains to visual path!
I have only one query that for which Professional student  is it directed? As inputs from Sajjad  were quite evident which added to your anatomy  lessons made it extremely rich and I have apprehension that it may be too rich to be digested by the 1st MBBS students, at least not in the scheduled one hour.


1 attachment(s) 
 learning ...ppt (194.6 KB)

Enclosed is My DE learning module on Rational use of medicines

Dr Anshu
Anupama,I have gone through your learning module which I thought was a great start.I see lots of things that can make it much better, so here are my suggestions:

1. As Stewart said, when you write: "you must be able to understand"- it is not quantifiable. "To know" or "To understand" can be replaced by verbs which are more specific and measurable. To define, to describe, to analyze, to appreciate.... try to expand that list of verbs from the document that Stewart sent and use more higher order/ critical thinking ones.

2. The moment I saw your topic I realized that it has lots of scope to introduce clinical vignettes. The moment you start with an anecdote saying 'this was prescribed', and 'this is the problem', it gives life to a so called theoretical science (Use lots of coloured boxes like a scheme). And I felt that if you gave examples of each type of irrational use, then elaborated further on it, it would make your topic vivid. (Try teaching this topic like this in class for a change, and tell me how it works. Warning: needs lots of prior preparation!)

3. Before you volunteer examples, will it be feasible to ask the student to write his own. E.g. 'Stop for a moment and write down an example of 'extravagant prescribing' and then give feedback on what the student might have written- how it can be avoided or why it occurs.The more you get the student to think, the more you succeed in teaching. Intersperse these between the topic and not right at the end.Try not to spoonfeed. I know you will feel that in II MBBS students may not be able to give examples, but everyone has fallen ill and taken medicines, so the aim is to get them thinking about their own experiences and then convert it into more general stuff.

4. I liked your attempt to say, go to the pharmacy and record. That could be put at the end of the class. You don't expect the student to break midway, visit a pharmacy right then.

5. Since you are using powerpoint, try using hyperlinks (Insert an arrow/ picture, right click and add hyperlink) when you want to say, now go to the previous slide if you need to recap. Hope these help. Good work! How is your project going?Praveen
Kalyan, Anupama and Sita have made a very nice attempt as a beginer on distance learning module. We all will keep Stewart Sir's guidelines while making our modules. Inputs from Anshu, Sir and all our fellows & comentors will definately add dimensions to our activity & creativity.
All our remaining fellow members please Hurry Up!! Deadline will end in few hours. And we all will wait for comments!

Sita, I went through your learning module on blood components and thought it was extremely well organized. The pictures and the flow charts made learning the topic easy. I liked the clinical vignettes too.
Some suggestions (just because, we have been critically analyzing everyone's modules!):
1. Your learning objectives are very clear. But I  feel you should write "at the end of this module, you should be able to" addressing the learner.
2. Similarly, address the learner throughout the module, as if you were talking in class. "Now that you have understood what Packed red cells are, can you think of places where they can be used. Take a minute and write them down"
3. At end of each section, check whether learning has occurred before you proceed further. " Have you understood the difference between fresh frozen plasma and cryoprecipitate?" Then highlight and restate the keypoints again.
Let me congratulate you for some extremely good work again
Avinash Supe
I really congratulate all of you who have been presenting your DE modules this is really good piece of work and path breaking one
I hope we will be able to use them
Even if at times it looks in parts or small progression - it is worth as it makes you familiar with the process great going