Using learning aids, 32 pages

H A N D B O O K 

Non-formal Adult 

Education Facilitators 

MODULE FIVE 

Using 

Learning Aids

Overview 

Overview 

When we are preparing a lesson plan, we should start thinking about learning 

aids for the activities planned. Learning aids are materials that can help 

learners to learn by seeing and doing more than listening to us facilitators 

talking. When we organize the participatory learning activities introduced 

in Module 4, we can use learning aids to encourage greater participation 

by learners. 

Are you worried that there are no materials available? This module introduces 

you to a variety of learning aids used by nonformal education facilitators 

in Asia. These include community maps, flannel boards, wall magazines, 

newspaper clippings, songs and drama, video programmes and (in some places) 

computers. 

Many facilitators are using existing materials as learning aids and adapting 

(modifying) them for learning activities. Some facilitators are making their own 

learning aids. Ways we can make learning aids with locally available materials 

are explained in this module. 

Let us see how we can enrich our centre with more learning aids. 

Section 1: Why do we need local learning aids?3 

Section 2: Who can help us make learning aids?6 

Section 3: Using real-life objects for learning 8 

Section 4: Using boards for learning 10 

Section 5: Using large sheets of paper for learning 13 

Section 6: Using publications for learning 17 

Section 7: Using folk media for learning 21 

Section 8: Using electronic media for learning 26 

Section 9: How can we assess the effectiveness of 

local learning aids?29 

2

Section 1 : Why do we need local 

learning aids? 

Mila and the community map 

In the literacy primer Mila is teaching, 

there is a map showing the location 

of government offices and service 

institutions in a community. However, 

she found it difficult to explain how 

to read a map using the primer. She 

thought: çIf I could explain using a 

map of our district, but I have not 

seen one. Can I make a map with 

my learners?é 

Mila discussed the issue with her 

learners who volunteered to make a 

district map. She collected a large 

sheet of paper and coloured pens. 

Then she and her learners did the 

followings: 

HANDBOOK HANDBOOK FOR FOR NON-FORMAL NON-FORMAL NON-FORMAL ADULT ADULT EDUCATION EDUCATION FACILITATORS 

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1. They sat in a circle and identified 

the places they most frequently 

visited in the district such as 

schools, health clinic, places of 

worship and government offices. 

2. One learner listed these places on 

the blackboard. 

3. They agreed on pictures or 

symbols for each type of place. 

4. They first marked the learning 

centre in the middle of the large 

sheet of paper and indicated the 

rivers and roads in the vicinity. 

5. Then they marked the locations 

of places using the pictures and 

symbols in the appropriate spots. 

6. As they prepared the map, they 

added more places such as the 

telephone office and the market. 

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After they had finished preparing the 

map of the district Mila asked the 

learners to explain how to get to 

different offices from where they live. 

She also initiated discussion among 

the learners on the usefulness of 

having these institutions. 

Learners enjoyed making the map 

and learned from their experience. 

They decided to display it on the 

outside wall of their centre. 

What can we learn from Mila? 

Learners can relate to new skills and knowledge better if what they learn 

can be practiced in their lives. If not, they may lose interest in learning. The 

contents of primers and learning materials developed at a national office 

sometimes do not suit the learnersû own culture. Additional materials are 

required to make learning more locally specific. However, it is very often hard 

for us to obtain materials. 

We cannot rely on printed materials, as they may be unavailable, costly or 

irrelevant. One way to solve this problem is to make learning aids on our own. 

The materials may be simple, but as in Milaûs case, having learners make 

materials themselves is an effective learning activity. Learners use their 

knowledge to think about the issue and decide how they would like to 

communicate their learning. Materials developed in this way are called 

çlearner-generated materials.é 

There are other advantages of making materials locally. They will be less 

expensive than buying ready-made materials and their content will better 

reflect the learnersû own lives. The creativity of learners and facilitators, and 

the use of local wisdom and facilities, make materials preparation at the 

local level a very good idea. 

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Where else can we apply this approach? 

This process of making a district map is called a çmapping exerciseé. It can be 

applied to prepare various types of information sheets concerning community 

awareness and development. We can draw a map about village children and 

their education, showing which homes have children going to school and 

which homes have dropouts, for example. We can also make a map showing 

a communityûs natural resources such as safe water and available forests. 

Activity 

What do you think are the advantages of making learning materials at the 

centre? 

What do you think will be the difficulties of making learning materials at the 

centre? 

Did you come up with more advantages or difficulties? Developing materials 

takes practice. So even if you have not made any learning aids before, 

try making some now using the ideas introduced in this module. Remember 

that we may not be professional creators of learning materials but we know 

our learners and community better! That is our strength. 


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Section 2 : Who can help us make 


When learners discussed nutrition, 

they shared tips on making delicious, 

nutritious and low-cost food. They 

decided to make recipe cards so 

Siti suggested her learners write 

down their favourite recipes. She was 

a little worried. çHow am I going to 

make recipe cards for all of them? 

What should I do about the pictures? 

Who can help me?é 

What did Siti do? 

The learners produced many recipes 

for local popular food. For some 

dishes, the nutrition and medicinal 

value was well known. To obtain this 

information for all of the recipes, Siti 

and the learners contacted a health 

worker. She provided information 

about the nutrition for each dish and 

suggested ways to make the food 

even more nutritious. 

Learners decided to make flip charts 

with a picture of each dish, its recipe 

and nutritional content on each page 

of the chart. Siti then asked a local 

teacher, who was good at drawing, 

to make pictures of different foods. 

The teacher also worked with the 

learners to prepare attractive flip 

charts. The learners did it with 

enthusiasm. 

Siti invited the health worker and the 

teacher to the cooking demonstration 

given by the learners using the flip 

charts. Everybody enjoyed learning 

how to make nutritious food and 

eating it! Siti realized through this 

experience that she could gain 

support for making learning aids 

from many persons around her.

What can we learn from this? 

We can find a number of people in our community who can help us in making 

learning aids at the local level. They include agricultural extension workers, 

village heads, health workers, schoolteachers, local NGO workers and many 

others. There are also many people in our community who have knowledge 

and skills that can help us in this task. 

In order to get help from other people, we need to have a clear idea about the 

learning aids we are making and how they should be used. In consultation with 

learners, we have to decide the theme, objectives, content and illustrations. 

Where else can we apply this learning? 

To prepare her recipe cards, Siti required help with information collection and 

drawing. However, the span of support from local people can be much wider 

than this. Depending on the need, we can ask appropriate individuals to help 

by providing stories and case studies, supplying information, writing drafts, 

drawing pictures, editing and revising text, and duplicating and distributing 

materials. 

We can also get help from local resource persons who are good at story 

writing, storytelling, folk singing, traditional herbal practices or village 

occupations. 

Activity 

List five people in your village who can help the centre in developing 

learning aids. 

(1) 

(2) 

(3) 

(4) 

(5) 


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Learning numbers 

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Section 3 : Using real-life objects 

for learning 

Tashiûs learners had difficulty doing 

the calculation problems in the primer. 

Tashi thought, çDoing more exercises 

on paper is not helping. What can I 

do?é 

Tashi used rice seeds to practice 

calculation. Learners counted the 

seeds during addition and subtraction. 

This exercise helped them a lot to 

understand how to calculate. 

Learning by demonstration 

Many of Sitiûs learners were weavers, 

but they didnût get good prices for 

their products. The buyers were 

asking for different colours. The 

learners informed Siti that they wanted 

to learn new techniques for dyeing. 

Siti thought: çHow can I help them 

learn a subject I know nothing about?é 

Siti consulted with a local businessman 

who introduced her to two people who 

are experts in weaving and dyeing. 

She invited them to give a talk to the 

learners about which products are 

popular. Learners were surprised 

to learn that products with colours 

from local plants could be sold at a 

higher price than goods with colours 

from the market-purchased dyes 

they were using. 

After this discussion, the two experts 

came again and conducted a 

practical session on dyeing techniques. 

Learners practiced preparing dye 

and were busy asking questions and 

taking notes in their notebooks.

What can we learn from Tashi and Sita? 

Learning aids are not only print or paper materials. Real-life objects can also 

support learning activities. 

To practice numeracy skills, we can use fruit, eggs, seeds, lottery tickets or 

wooden blocks with different numbers on them. 

With some adaptation, playing cards and other common games can be used 

for learning. 

Real-life objects communicate more directly than pictures of them. So when 

we plan our learning activities, we should think of ways to use objects easily 

available in the community. 


The objects do not always have to be used inside the centre. In some cases, 

we can take our learners outside to look at objects such as statues, road 

signs or rice fields. 

Activity 

Think of a game to practice numeracy using real-life objects and write 

down your plan. 


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Section 4 : Using boards for learning 

FLANNEL BOARD 

Sita made a flannel board with the 

help of a local carpenter. All she 

needed to make a flannel board 

was plywood or any other light and 

soft pieces of wood and a piece of 

any hard textured cloth like a wool 

blanket. The cloth was stretched 

and attached to the board with nails. 

She placed the flannel board slanting 

against the wall so that pictures 

would stay on easily. 

She used the flannel board to display 

messages or stories with pictures. This 

aid is very convenient to use as she 

can add and move the pictures 

easily. She can make her pictures 

according to her story or message 

by copying or cutting them from 

newspapers, magazines and books. 

Then she sticks the pictures on any 

type of hard paper or card and cuts 

it according to the shape of each 

picture. Finally, she sticks a small 

piece of sandpaper or masking tape 

on the back of every picture. 

She often used the flannel board for 

discussions of family issues and for 

presenting stories by her learners.

What can we learn from Siti? 

Like the flannel board, other kinds of boards are useful and flexible aids for 

writing, drawing and pasting texts and illustrations. Here are some other kinds 

of boards commonly used at learning centres: 

ë Chalkboards 

ë Whiteboards 

ë Walls 

ë Magnetic boards 

These tips could help us become better users of these boards: 

(1) Check to see if the board is placed where everyone has a clear view of it. 

(2) Write using large, clearly legible letters. 

(3) Plan first before writing anything down on the board. 

(4) Always stand at the side, not in front of the board. 

(5) When speaking, face the learners and not the board. 

(6) Let learners write and draw on the boards. 

(7) Erase and clean the board thoroughly when finished. 

PRESENTATION USING PICTURES 

ë If presenting a series of pictures, make a plan and practice before actually 

doing it. 

ë Ask the learners questions relating to the picture first. Get their feedback. 

ë If they canût pinpoint the key message of the picture then give them clues 

but never directly tell them the message. Let them think and speak out. 

ë After their feedback, share more information about the message. 

ë At the end, sum up discussion about the issue. 


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In addition to boards, the floor or the ground is convenient for doing a 

çmapping exerciseé (see Section 1) and making a calendar. 

We can make community calendars to show changes over a specific time. 

Type of calendar Time Example 

Events calendar (by date) ë Community events 

ë Childrenûs immunization calendar, 

ë Election calendar 

Seasonal calendar (by month) ë Crop calendar 

ë Market price calendar 

ë Water calendar 

Time trend calendar (by year) ë Family history 

ë Community history 

ë Natural disaster history 

After completing the exercise, we can copy the calendar on to large sheets of 

paper for record keeping and information sharing purposes. 

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X = Common time to sell 

We have to buy food when the prices are high and sell our harvests when prices are low. 

Source : Reflect 

Activity 

Prepare some illustration cut-outs of different family members and use them 

for discussion with learners.

Section 5 : Using large sheets of 

paper for learning 

WALL MAGAZINE 

One day Mila decided to prepare a 

wall magazine involving all learners. 

She collected a large-sized piece of 

paper, colour pencils, scissors, glue 

and a ruler. She showed the learners 

wall magazines from other centres 

and asked them if they would like 

to make their own. The learners 

discussed this idea and agreed to 

prepare a monthly wall magazine 

covering news from the village. 

The learners selected a few topics 

for writing. Mila told them to draw 

pictures or cartoons, or write stories 

and poems about the selected 

topics, and put their names at the 

bottom of their own work. 


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The learners formed an editorial board, 

and an advanced learner was selected 

as editor. The board was assigned to 

review the contributions and make 

necessary corrections. 

Learners selected a name for the wall 

magazine. One learner volunteered to 

write the name in big letters on the 

top of a large piece of paper. They 

also wrote the issue number of the 

magazine. The contributed works were 

pasted on the large piece of paper. 

The blank spaces were filled up with 

beautiful pictures cut out from newspapers. 

They also put small designs 

or coloured lines around each of the 

contributions to make them all distinct. 

At the bottom, there was a list of 

the names of the editorial board, 

the designers and those who had 

contributed to the magazine. The 

magazine was covered with a 

transparent sheet, and then framed 

with wood. It was then hung on the 

wall outside of the classroom. After 

they completed their writing, Mila 

encouraged each learner to read 

out loud one of the contributions 

according to their interest. Then the 

learners were asked to provide 

feedback. 

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POSTER / WALL CHART 

Mohanûs centre decided to organize 

a campaign to clean up the village. 

Using large sheets of paper, his 

learners made a poster to inform other 

villagers about this campaign. 

When they were making plans for the 

campaign, they prepared a wall chart 

with work assignments so everybody 

would know which area each person 

was responsible for keeping clean. 

After the poster and wall chart were 

used at the centre for planning the 

campaign, Mohan put them up on the 

outside wall of the centre for others 

to see. 

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A wall magazine (from Dhaka Ahsania Mission, Bangladesh)

What can we learn from Mila and Mohan? 

Using large sheets of paper and colouring tools, we can make many learning 

aids such as posters, charts and wall magazine. If paper is not available at 

the centre, we may be able to borrow some from the school. There are many 

substitutes for these supplies using locally available resources. For colouring, 

we can use dye made from local plants. For pasting, use boiled sticky rice. 

For paper, we could ask offices to donate discarded paper documents. 

If large paper is not easily available, we can paste together smaller pieces 

of paper or we can use the boards. 

These learning aids can be prepared before the session to save time during 

the programme or made during the programme with the involvement of 

learners. 

Here are some common tips for preparing and using large sheets of paper 

as learning aids. 

PICTURES 

ë Make sure pictures are the appropriate size. 

ë Check the proportions of objects: if a chicken and an egg are the same size, 

viewers may be confused. 

ë Donût use too many pictures in a small space to confuse viewers. 

ë Use colours that are appropriate for the objects represented. 

TEXT 

ë Use short sentences, simple vocabulary. 

Have a storage space to keep used posters and charts rolled or folded in 

a suitable place away from insects, dust and direct sunlight. 


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Activity 

If we have a camera, we can take photographs and 

use them in making some learning aids. 

Pasting photos of learners and local events on a 

wall magazine is easy, attractive and relevant. 

We can borrow a simple (easy to use) camera 

from a villager or a photography shop. 

The learners can take photos of 

different places and activities. These 

can also be displayed during a photo 

show. This activity will also encourage 

the learners to become familiar with 

problems and issues and find ways to 

analyze and solve them. 

Start a wall magazine for the centre. You can start with a simple description 

of the centreûs activities and invite contributions from learners. Step-by-step, 

you can upgrade it to a magazine with community news stories written 

by learners.

Section 6 : Using publications for 

learning 

Siti and her learners had some 

learning aids available in the centre 

like alphabet charts and cards, 

posters, leaflets and booklets. She 

started collecting materials from 

different local offices, but still there 

were not enough copies and some 

texts were technical and not very 

interesting. 

Siti recently got a poster from the 

health department on the nutritional 

values of different foods. The pictures 

in the poster were very attractive, 

but the language was difficult for the 

learners. Also, some of the fruits in 

the poster were not familiar to them. 

She thought: çHow can I use this 

poster to make the learners aware 

of different food groups?é 


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To simplify the language of the poster, 

Siti substituted short sentences 

without changing the meaning of the 

message. In some cases, she only 

changed difficult words, substituting 

easy words. She wrote the easier 

sentences or words on small pieces 

of white paper and pasted these on 

the poster at the relevant places. 

To replace the unfamiliar fruits, Siti 

asked the learners to draw pictures 

of locally available fruits. She checked 

with some books to find out the 

nutritious value of these fruits. The 

completed poster was placed on the 

wall for everyone to see. 

Then she wrote down the food groups 

on the blackboard and discussed 

with her learners the requirements for 

a healthy and balanced diet. 

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Siti has been collecting many learning materials for her centre from different 

sources. We can also do the same thing with: 

ë Textbooks from primary and secondary schools 

ë Information materials from development agencies (e.g., agriculture, health, 

small industry) 

ë Magazines and newspapers donated by readers 

ë Books donated by libraries 

Learners at a centre have diverse learning needs. They also have different 

levels of literacy skills. Some may read well while others may need support 

in their reading. Learners look for materials that suit their reading level and 

that have the information that interests them. Therefore, the supply of a variety 

of materials at the centre encourages them to learn more. 

In using these materials for learning activities, we may need to adapt them 

to suit the abilities and situation of our learners. 

Some approaches to materials adaptation 

Think about the ideas below and see how they might be used at your centre. 

ë Add another type of media to the existing material. For example, a poster may 

be used along with an existing booklet. 

ë Develop extra exercise sheets to 

supplement the existing materials. 

These might make it easier to assess 

what has been learned from the 

materials. 

ë Adapt existing pictures to match with 

the local context. Local pictures can 

be inserted to replace pictures in the 

existing materials. 

ë Translate or edit the text of existing 

materials into a familiar language for 

learners. 

ë Adapt the language of the existing 

materials to suit the learnersû 

comprehension level. For example, 

replace difficult words with easy ones. 

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We can use our skills to simplify any materials for use in promoting discussion 

at the centre. We can take long texts from books and newspapers and 

change them into shorter, more interesting and more readable pieces for our 

learners. In the handbooks for facilitators and field workers, information about 

development issues such as health, income generation or the environment 

is often in the form of a long dull text. We can use our adaptation skills to 

present this information in a simple, lively manner to learners. 

We can also collect newspaper clippings to obtain interesting and important 

news or pictures. We can preserve these for future use, for example, in 

facilitating discussion or in preparing information sheets for learners at the 

centre. 

For blind persons, the National Association for the Blind as well as similar 

organizations in your country may be able to supply Braille texts. You can 

consult with local health and social workers. 


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Activity 

How many materials do you have at your centre? 

How do you plan to get more materials? 

( ) Newspapers ( ) Magazines ( ) Books ( ) Posters 

Select a textbook or other kind of primary school material to use at your 

centre. How would you adapt it or use it?

Section 7 : Using folk media for 

learning 

One day, when Siti was coming to 

her centre, she heard a folksinger 

couple singing. People were enjoying 

it very much. The songs also 

enchanted her. The couple was 

singing about the plight of a poor 

farmer and his family. Siti became 

very interested and thought: çWhy 

donût I invite this couple to our 

centre and ask them to prepare a 

couple of songs for us?é 

The week before, Siti had started a 

discussion with her learners about the 

rights of children and the care they 

need. She talked with the couple who 


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gladly agreed to compose several 

songs about children. She gave them 

the points to cover in the songs. 

On a scheduled day, they visited the 

centre and presented the songs. 

Learners wrote down the lyrics in their 

notebooks and suggested changing 

some of the words. A babyûs lullaby 

was easy for everybody to sing and 

remember the lyrics. 

The songs created in the centre 

became favourite songs for young 

parents in the village to sing to their 

babies. Small children were singing 

the songs as well. 

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What do we know about the childrenûs rights? 

Vietnamese Northern Lullaby 

Ah, Ah, Ah...... Eh 

(Ah, Ah, Ah...... Eh) 

Pray that all (ah) the world over. 

Give our children (ah, ah, ah) boundless love / and / care (...e...) 

Letûs memorize these ten / important points. 

On the rights of kids (ah, ah, ah) so many people / could / know (...ow...) 

(Ah, Ah, Ah...... Eh) 

First, right of their (ah) assured survival, 

Of growing up, developing (ah, ah, ah) together with our / land... 

In the strong arms offered / by own fathers (...er...) 

Beneath own mothersû milky (ah, ah, ah) breasts rich / with / lullaby (...y...) 

(Ah, Ah, Ah...... Eh) 

Second, right of enjoying (ah) sufficiency, 

Vaccinization and treatment a disease (ah, ah, ah) provided / in / time... 

Everydayûs meals / with high nutrition 

Clean clothing (ah, ah, ah) beautiful as / flowers (...er...) 

(Ah, Ah, Ah...... Eh) 

Third, all children regardless / rich or poor, 

Have a right to go (ah, ah, ah) to / school... 

To get knowledge and / to be 

To work and (ah, ah, ah) to live / together (...er...) 

(Ah, Ah, Ah...... Eh) 

Fourth, right that they have / chance of playing, 

Of singing, dancing (ah, ah, ah) under / free sky..., 

To take part in all / kind of sports 

To participate (ah, ah, ah) in cultural / activities (...es...) 

(Ah, Ah, Ah...... Eh) 

Fifth, parentless and disabled / children 

Have a right to be care (ah, ah, ah), to be given / priorities (...es...) 

Helping them to forget / all the misfortunes 

That they have to bear (ah, ah, ah) in their / live (...e...) 

. . . . . . . . . . . . . . . . . . . . . . . .


With some adaptation, folk media such as songs, plays and games can be 

used as learning aids at the centre. 

Puppets are another popular learning aid to use in role play, storytelling or 

theatre. We can utilize various local resources available in our environment and 

local rich cultures in making our own unique puppets. Materials such as old 

cloth, newspapers, egg shells, coconut shells, bamboo, empty plastic bottles, 

etc. are good resources. 

From Puppet Play for Literacy Programme, Asia/Pacific Cultural Centre for UNESCO (ACCU), 1992 


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At any point in trying to facilitate learning, a facilitator can be stuck for ideas. 

If we try to see things as çopportunitiesé rather than çproblems,é we will often 

find a way to go forward. Through thinking about our çopportunitiesé and 

involving our learners, we can often arrive at innovative solutions. In the above 

case, we found that Siti and her learners could develop a new type of 

learning aid that they had not thought of earlier. 

Organizing some entertainment activities is an effective tactic to keep the 

learners interested in coming regularly to the centre. Combining learning 

in entertainment is called çedutainment.é If we can be good educators and 

entertainers, we can be good facilitators. This is because we learn better 

in a joyful situation than in a boring situation. 

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Activity 

Plan and organize an activity to learn about gender roles using folk media. 

When is the last time your learners had a good laugh at the centre? 

Write down what activities your learners enjoy and learn from. 


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Section 8 : Using electronic media 

for learning 

Milaûs learning centre has a TV and 

videotape player. She often shows 

videos sent by the Ministry of 

Education. In the evening, people 

like to come to the centre to watch 

movies and TV programmes. 

One of the videos was about a young 

woman who gets HIV/AIDS from her 

husband working in the city. It showed 

the hardships they faced from the 

disease and the discrimination from 

other villagers. After watching the 

drama, learners told Mila that they 

wanted to learn more about HIV/AIDS. 

They heard about it on the news but 

did not really know what it was. Mila 

thought, çI wonder who can teach 

them about HIV/AIDS?é 

When the mobile library van visited 

the centre, Mila asked Chai, the 

co-ordinator, if there was any good 

material on HIV/AIDS. Chai said 

there was a new CD-ROM that could 

teach about HIV/AIDS. He suggested 

organizing a small group of interested 

learners to look at the CD-ROM 

using the computer in the van. 

Mila and her learners used the 

computer for the first time, guided by 

Chai. The CD-ROM programme was 

very interesting. It had attractive 

animation, music and lots of quizzes 

to check for viewer understanding 

how HIV/AIDS virus is spread.

What can we learn from Mila? 

As Mila discovered, using electronic media can be entertaining and interesting 

for learners. Here are some different types of electronic media. 

Media Equipment to use Equipment to obtain 

Cassette tape Cassette player/ Cassette tape and recorder 

Radio programme recorder radio player Recording and 

broadcasting system 

Slides Slide projector Camera and positive films 

Overhead Overhead projector (OHP) Transparencies 

transparencies 

TV programme Television --- 

Video programme Video player/recorder Video film and video camera 

Computer software Computer Computer 


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Here are some essential points to check on when using electronic media: 

ë Preview the programme before the session. 

ë Is the light in the room adequate (light enough, dark enough)? 

ë Is the picture focused and clear? Is it in the right direction? 

ë Is the volume loud enough? 

ë Will everyone be able to see the screen or monitor? 

ë Learn how to operate the equipment before the session (turn on/off, 

fast forward/backward, pause, etc.). 

ë Plan alternatives in case of power or equipment failure. 

If we do not know much about the equipment, find someone who does and 

learn from him or her how to use and maintain the equipment. As equipment 

is expensive, we should maintain it so that we are able to use it for many 

years. 

Where else can we use this learning? 

Electronic media are mostly produced by professionals using sophisticated 

equipment. However, there are many easy-to-use video cameras we can use 

to make our own programmes. Learners may record local scenes or activities 

on video to make local problems more visual and to generate further 

discussion. This approach can also be used to demonstrate a problem to 

local people. To do this we may use the help of local offices or private video 

shop owners to provide simple and easy to handle video equipment. 

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Activity 

Make a song or drama with your learners and record it using a tape recorder 

or video recorder.

Section 9 : How can we assess the 

effectiveness of local 


For a discussion about water for 

farming, Mohan and his learners 

prepared a community map of water 

sources and their use. The river, 

ponds, wells and irrigation canals were 

drawn on the map. Learners discussed 

and identified who had access to 

these water sources and who did not. 

They also noted the farms where there 

were two crops per year and farms 

with only a single annual crop. 

Mohan happily observed that the map 

preparation generated the active 

participation of everyone. At the end 

of the session, he asked what their 

reactions were and whether they liked 

the map. One learner said, çYes, we 

were able to find out who is using 

what sort of water, but there is still 

a problem left. There are pools of dirty 

What can we learn from Mohan? 


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water in the village. What can we 

do about these?é He found out that 

most of the learners shared the same 

concern. 

To find out what to do about the dirty 

water, Mohan consulted with the 

district education officer, agriculture 

officer and others. He was able to 

get much advice. Particularly useful 

was a video programme produced 

by the Water Department concerned 

with local wastewater management. 

In the next session, Mohan shared 

his findings with his learners and 

showed the video programme. Some 

water purification techniques featured 

in the video seemed easy and simple 

to do. Learners said they would try 

them out at home. 

Our learners may not always like or find the learning very useful. They may not 

be satisfied with the topic, the activity or the learning aids used. Like Mohan, 

the facilitator must find out about the usefulness of the learning aids by 

asking for the views of the learners. This can be done in a number of ways. 

The easiest is simply to ask questions and record the responses. 

29 

5 

USING LEARNING AIDS

Here are some of the questions to specifically assess the effectiveness of 

any learning aid. 

ë How well does it match the learning objectives? 

ë How well does it reflect local conditions? 

ë How well does it suit the learnersû level of literacy skills? 

ë Is it easy to read and understand? 

ë Is the layout attractive? 

ë Is it appropriately illustrated? 

ë Does it provide necessary, correct and up-to-date information? 

ë How cost effective is it? 

ë How well can it be used for the learning activity? 

The assessment of learning aids can help us to make changes in the lesson 

plans. It also helps us to identify ways to improve our skills in making and 

using learning aids. 

The following module on assessing learning has more methods for assessing 

the overall lesson plan. 


We can apply the process of assessing the effectiveness of learning aids to 

the primer and other learning materials supplied from the national or regional 

office. We can also assess materials collected locally from other agencies 

in the same way. 

30 

Activity 

Write down the benefits of assessing learning aids.

Concluding Concluding Remarks 

Remarks 

The lack of materials is a common serious problem many learning centres 

have faced. This module has focused on the use of learning aids that can be 

made locally instead of waiting for materials to come from the national office. 

We can also actively collect existing materials from schools and development 

organizations. In addition, we can learn from schoolteachers as well as experts 

in such areas as health and agriculture. 

The çskyûs the limité for the kinds of learning aids we can use at the centre. 

Be creative and flexible in using our minds and bodies to develop and 

use local resources. 

[ADD the material map from ACCU handbook 

and refer to that for more info.] 

How to make learning materials following the steps of this map is the subject 

of another handbook in this APPEAL Resource Package: 

Asia/Pacific Cultural Centre for UNESCO (ACCU) 

Address: Japan Publishers Building 

No. 6, Fukuromachi, Shinjuku-ku, Tokyo 162-8484 Japan 

Literacy Promotion Division 

Telephone: +81-3-3269-4559 

Fascimile: +81-3-3269-4510 

E-mail: literacy@accu.or.jp 


FACILITATORS 

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USING LEARNING AIDS

Other reference materials are: 

New Guidebook for Development and Production of Literacy Materials 

Asia/Pacific Cultural Centre for UNESCO (ACCU), Tokyo, Japan, 1992; 

http://www.accu.or.jp 

Teaching and Learning with Visual Aids - A Resource Manual for Community 

Health Workers, Health Trainers and Family Planning Workers in Africa and 

the Middle East 

Program for International Training in Health (INTRAH), School of Medicine, 

University of North Carolina, USA, 1995 

How to Make and Use Visual Aids 

Voluntary Service Overseas, London, UK, 1997 

32

Using learning aids, 32 pages

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