We consider four pillars which will help us
​to make study materials ​clearer and more transparant.

01
​Structure

Effective study material is structured study material.
A good structure is crucial to familiarise students with your course unit. In this chapter, we look at structured introductions, well-organised structures and the use of text structure markers. In addition, we discuss the different types of students.

The growing inflow and progress opportunities of students pose a challenge to make study materials easy to study. That is why it is important that we as lecturers devote attention in the study material to all different aspects of the learning process.

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02
Language and Spelling

As a lecturer, you play an exemplary role and you can only expect correct language from the students if your own language is flawless.​Study material is readable material. Both the content and the design contribute to a smooth processing of knowledge, skills and insights.

In this chapter, we look at tips to present texts in a neatly arranged manner. In addition, we provide some points of interest and tools. This allows us to increase readability and stimulate good writing.
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03
Embedded Support Devices (ESD)

About 45% of the study material should consist of ESD (Embedded Support Devices).
Embedding ESD maximises the achievement of the predetermined objectives. In this chapter, we examine orienting, assimilating and testing ESD. We look at possible learning objectives, make use

of reference material and reflect on the presumed prior knowledge and experiences of the students. Finally, we formulate questions on the basis of a few concrete suggestions. This allows us to devote attention to active processing in function of deep-level learning.
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04
Diversity

The increasing diversity of incoming students requires more diversity in terms of study materials.
Students have different learning styles, prior education and knowledge, motivation and involvement, etc. Everyone is different and each student handles the study material differently. In this chapter, we examine how we can respond to this diversity and we discuss the role of Universal

Design for Learning within regular and inclusive education.

Based on the examples and experiences of colleagues, we try to make our study material more diverse and accessible. 

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Checklist with Minimum Quality Requirements and Additions

	Traditional syllabus	Syllabus for guided self-study	Digital (self-study) study materials
Structure
Do you use a structured introduction to inform the student on what follows?	M	M	M
Have you made a table of contents and do you use a consistent layout for titles?	M	M	M
Are your (sub)titles formulated and numbered correctly?	U	U	U
Do you use consistent and continuous (page) numbering?	M	M	N/A
Do you make use of simple text structure markers?	M	M	M
Do you use recognisable icons for the different learning activities?	U	M	U
Language and Spelling
Do you use a legible font like Calibri?	M	M	M
Do you improve the legibility with line spacing and blank lines?	M	M	M
Have you formulated your text as active and correct as possible?	M	M	M
Is your word use clear, attractive and gender neutral?	U	U	U
Have you checked your text for spelling errors?	M	M	M
Embedded Support Devices
Do you describe your expectations concerning the students in the objectives?	M	M	M
Is your content current and relevant in function of the aimed objectives?	M	M	M
Do you use correct quotations and references (APA)?	M	M	M
Have you added self-tests and/or evaluative questions?	U	M	M
Did you provide examples to make the learning content easily accessible?	M	M
Do your assignments make the learning contents better analysed and better understood?	U	M	M
Did you provide study tips?	U	M	M
Did you use appropriate ICT tools for digital study materials?	N/A	N/A	M
Have you provided a meaningful closing?	U	U	U
Do you use clear illustrations and tables?	M	M	M
Diversity
Have you created your study materials with respect for diversity?	M	M	M

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