| If you teach or create learning content (courseware) | | | | to be provided. However, the author did not agree. |
| at some point you will need to produce more than | | | | Or the learning creator may have determined that |
| just a course outline. You'll need to document your | | | | alternative viewpoints were appropriate. Or there |
| course in the form of a textbook, workbook, or | | | | may not have been a single textbook which |
| manual. From a writers view there is little difference | | | | contained the information that the learning creator |
| between the three. Manuals being the occasional | | | | identified as appropriate to include. In this case, |
| exception to the rule. However there is a difference | | | | information is compiled usually along with a reading list. |
| in writing based on three other classifications of | | | | While the course is developed using the plan, design, |
| course books: | | | | write, edit, and publish system, the reading list is |
| 1. Books which parallel a course. These are generally | | | | actually identified during the research task. As the |
| (but not always) textbooks which have been | | | | course is designed, the backup materials are |
| developed independently of a course. In fact, quite | | | | organized. |
| frequently the course is developed to follow the | | | | 3. Books which document a course. These follow the |
| book rather than both being independently developed. | | | | courseware itself. Student and trainer manuals are |
| They are selected based on their suitability to the | | | | good examples of this type of book. Again the |
| material of the course. However, they are written | | | | largest part of the planning and design are done |
| using the same process as an executive how to | | | | during the course design. Frequently, in fact, these |
| book. That is the standard plan, design, write, edit, | | | | books are written after the course has been written |
| and publish system used for how-to books. | | | | using the course as the primary input. |
| 2. Books which provide additional information to a | | | | How you write your book for the academic world |
| course. When developing a course, the learning | | | | depends on which of these three you are writing. |
| creator may determine that certain information needs | | | | Each has a different process and timing. |