2. Background
Developing instructional materials can prove to be a
difficult task for teachers. Instructors who focus on
developing instructional materials tend to offer advice to
their students about judging and justifying instructional
materials they have prepared. After a student decides
what components of an instructional package they want
to use, they then prepare to format the material. The
choice of the format depends on the purpose of
instruction, the performance objectives, who will use
the instructional materials and why.
3. Objectives
The objectives of this chapter includes the
following
The Designer’s Role in Material Development and
Instructional Delivery
The Delivery System and Media Selections
Components of an Instructional Package
Existing Instructional Materials
Instructional Materials and Formative Evaluation
4. What is Instructional Materials
After the instructional strategy has been completed, the
designer can created the instructional materials.
Instructional materials can be used to help students
achieve their goals by being printed or being another
type of mediated instruction
5. Assessment
Most instructional material should be packaged with
objective tests or by product or performance
assessments. That may include pretest and posttest
depending on the circumstances.
6. The Designer’s Role in Materials
Development and Instruction Delivery
The designer’s role consists of several different
tasks. Which includes assessing overall
curriculum needs, determining course goals and
course objectives. Analyzing learners
background knowledge and instructional needs.
Teaching strategies, conducting formative and
summative course evaluations.
7. The Designer’s Role in Materials
Development and Instruction Delivery
There are more functions that the designer’s
role is in charge of. It has to make sure material
is selected and adapted to their instructional
strategy. The instructor has to personally deliver
instruction, instruction is generally delivered in
one or more methods. The design also has to be
delivered independently of the instructor.
8. The Delivery System and Media
Selections
The delivery system is a system that allows a particular
instructional system to operate as if it was intended and
where it was intended.
Examples are a classroom, television broadcasts,
videotaping, video conferenced, web-based, and mobile.
After the delivery system is specified, the media is
chosen for instructional deliver and activities.
9. The Delivery System and Media
Selections
The second function is the availability of existing
instructional materials.
In this function existing materials can be alternative to
developing and producing new materials. They can also
be substituted planned materials.
10. The Delivery System and Media
Selections
The final function is the production and implementation
constraints.
In this function the media formats and delivery systems
are very expensive, but you can utilize techniques to
reduce costs that generally does not affect the learning
process. The cost associated with duplication and
distribution can also prove to be expensive. There are
also other methods for example power points or web
streaming that can defray some of the costs.
11. Components of an instructional package
There are three major components of an instructional
package.
Instructional Materials which are contained in content
that is written, mediated or facilitated by an instructor.
Assessments are all instructional material that is
accompanied by objective tests or by product or
performance assessments.
Couse Management Information is the general
description of the total package, typically called the
instructor’s manual.
12. Course Management Information
Course management information is the general
description of a total package, that is usually called the
instructor’s manual, which provides the instructor with
an overview of the material. The materials usually
include grade books, tests, student guidance templates,
online testing, and student tracking.
13. Existing Instructional Materials
There are five different categories
Goal Centered
Learner Centered
Learning Centered
Context Centered
Technical Centered
14. Existing Instructional Materials
There are other methods that are used that include
active learning, which allows students to answer
questions, solve problems, formulate questions of their
own, discuss, debate, or brainstorm in class. In
cooperative learning the students work as a team to
solve problems. Inductive methods are methods that
include inquiry-based learning, case-based instruction,
problem based learning, project-based learning,
discovery learning, and just-in-time teaching.
15. Instructional Materials and Formative
Evaluation
Formative evaluation is a useful too in analyzing
learning materials, such as student learning and
achievements, and teacher effectiveness. Formative
evaluation is primarily a building process which
accumulates a series of components of new materials
and problems into an ultimate meaningful whole.
16. Instructional Materials and Formative
Evaluation
The whole purpose of doing a rough draft of
the materials is to create a quick lower cost
version of your design to have something to
guide the production and to take formative
evaluations.
17. Instructional Materials and Formative
Evaluation
Rapid prototyping is a process that uses
prototype approximations of a software design
in order to test whether the application meets
the design specifications.
18. Instructional Materials and Formative
Evaluation
Material Development Tools and Resources
Material production requires a certain skill set. Tools
and resources are used to provide instructions such as
how-to guides. The media update frequently includes
new developments that make the instructions easier as
the technology advances
19. Summary
As a lifelong learner, one of my main goals is to
motivate students. To make sure that I am effective in
my career, I will be a facilitator, and assist my students
with instructional material that will help them in the
classroom. In the current society of technology,
instructors should place an emphasis on students as
active participants in the process of finding, organizing,
analyzing, and applying information to solve problems.
As students mature they should become apart of the
learning community to collaborate in many different
sources with different people.
