Definition Text printed as “hard copy” on paper. 
Key Characteristics Print is the foundation of education, and distance learning in particular, and the basis from which all other delivery systems have evolved. Print is more accessible, convenient, and more standardized than digitized data (text) displayed on a computer screen. Print is self sufficient, meaning that it can be used in any setting without the need for other specialized equipment to make it accessible. Print, as a teaching tool, is able to carry large amounts of information in a condensed form. It is, therefore, ideal for activities requiring high levels of abstraction, and where logical thinking or argument is required. Print is also: - Spontaneous. Print materials can be used in any setting without the need for sophisticated presentation equipment.
- Instructionally transparent. If the student reads well, the print medium is the most transparent instructional medium of all.
- Easy to use and portable. Given adequate light, print materials can be used any time and any place without the aid of other equipment. Learners can take printed material “away” to be read and reviewed on their own time and at a place of their own choosing. This portability of print is especially important for learners in cities, town, or villages where there is limited access to advanced technology.
- Easily reviewed and referenced. Print materials are typically learner-controlled. As a result, the learner can rapidly move through redundant sections, while focusing on areas demanding additional attention. Additionally, learners can easily jot down notes or thoughts within the margins of the printed material.
- Cost-effective. No instructional tool is less expensive to produce than print. In addition, facilities abound for the inexpensive duplication of these materials in the developed world. But, be aware of higher duplication costs, as well as delivery costs, in many parts of the developing world.
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Our Experience Print can be used in a variety of formats, including: textbooks, study guides, workbooks, course syllabi, case studies, etc. It can also be used in combination with other technologies. Task Managers have effectively used print to provide participants with consistent course/activity information, including: course outlines, overview, objectives, goals, assignments, and evaluations. Additionally, Task Managers have used print to provide an introduction and biographical backgrounds of the instructor, course team, and resource persons. Many course teams have used print effectively to provide good examples, case studies, and analogies that complement the subject matter. Print is also a good medium to use to provide a glossary of terms to be used in the activity. Care must be taken, however, with the ease of which printed materials may be obtained, reproduced, and circulated. Copyrights must be respected. And, too often recommended reading lists are prepared without a clear definition of what the learner should look for or what the objective of the reading assignment really is. Course teams, particularly those working with civil society, are finding that learning from text requires higher levels of skill, both from the learner and the designer of the printed material. Thus, printed teaching materials have to be designed specifically to help people who may not have strong literacy or study skills. Use it if… - You need to distribute consistent background materials.
- Your content is static (print materials are difficult to change and re-distribute
- You need to give consistent instructions/directions
Forget it if… - You participants have problems reading.
- You don’t have the time or budget to develop, produce, and distribute high quality printed material.
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Design Suggestions Because print is largely a one-way communication medium, the challenge is to design your instruction to maximize the amount of interaction in your print materials. In designing/choosing printed materials to be used as a part of your course, consider the following: - Writing style – It is suggested that you write instructional materials with language more like that used for speaking than for writing journal articles or books. Use the active voice and personal pronouns. Avoid unnecessary, difficult words, jargon, cultural/gender stereotyping, and use technical terms only when necessary.
- Focus on content organization – Prior to content development, create an outline of the material to be covered. This will help you to create a systematic flow of the topics, based on identified goals and objectives.
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