The document discusses the role of an instructional designer in developing instructional materials. It outlines several key points: 1. The designer determines the components of an instructional package, including instructional materials, assessments, and a course management guide. 2. Existing instructional materials can be evaluated based on criteria like content, learner needs, and technical quality to determine if they can be adopted or adapted. 3. The designer considers factors like available materials, production constraints, and instructor facilitation when selecting delivery methods and media. 4. The development process involves writing rough drafts, reviewing objectives and context, gathering existing materials, and conducting formative evaluations before finalizing instructional materials.

1. Developing
Instructional
Materials
Angel Jones

2. Background
The hallmark of individualized instructions is that many of the instructional
events typically carried out by the instructor with a group of students are now
presented to the individual student through instructional material. The
instructor is still the motivator, as well as a counselor, evaluator, and decision
maker; and the instructor usually feels added responsibility for each students
mastery of the objectives.

3. Objectives
• Describe the designer’s role in materials development
and instructional delivery.
• Describe factors that may cause revision in media
sections and delivery systems for a given instructions.
• Name and describe the components of an instructional
package.
• List four categories of criteria for judging the
appropriateness of existing instructional materials.
• Name appropriate rough draft materials for various final
media.
• Given an instructional strategy, describe the procedures
for developing instructional material.
• Develop instructional materials based on a given
instructional strategy.

4. The Designer’s Role in Materials Development
and Instructional Delivery
Reconsider
Delivery system
and media
selection
Determine
components of
the instructional
package
Consider
existing
instructional
materials
Develop
instructional
material

5. Designer as the Material Developer and
Instructor
 Instructional Delivery Role is passive
 Facilitator ‘s Role is very active
 Facilitator monitors and guides the student’s progress
 Student’s progress at their own speed

6. Instructors' Select and Adapt Materials to Suit
Instruction Strategy
 Increase role in delivering instruction
 Resource-based learning
 Direct instruction
 Most common instructor managed teaching and learning.

7. Instructor Delivers all Instruction
 Traditional model
 Common in public school
 Advantage: Instructor can constantly update and improve instruction as
changes occur
 Disadvantage: Instructor have little time to help individuals learners with
problems

8. Designer is not the Instructor
In large companies an instructional designer may work with a team responsible
for design, development and implementation of training.
In a smaller ID setting, one individual may be responsible for more thang one
function, while in a larger ID, multiple individuals may be assigned to each
function.

9. The Delivery System and Media Selections
Three factors often cause compromise in selections of medial and delivery
system:
1. Availability of existing instructional material
2. Production and implementation constraints
3. The amount of facilitation that the instructor will provide during instruction

10. The Delivery System and Media Selections
Availability of Existing Instructional
Material
 Can be an attractive alternative
 Can be substituted for planned
materials.
Production and Implementation of
Constraints
 Media formats that look expensive
are expensive.
 Cutting production will not affect
student learning but will impact
student’s attention.

11. Amount of Instructor Facilitation

12. Components of an
Instructional Package
Package: Includes all forms of print and mediated materials.

13. Components of an Instructional Package
 Instructional Material: materials that written, mediated, or facilitated by an
instructor to achieve the objectives.
 Assessments: Objective test or by product or performance assessments.
Includes pretest and posttest
 Course Management Information: Instructor’s manual provides an overview
of the materials and shows how they might be incorporated into an overall
learning sequence for students.

14. Existing Instructional Materials
Goal-Centered Criteria for Evaluating Existing Materials
 Focus on the content of instruction
1. Congruence between the content in the materials and your terminal and
performance objectives.
2. Adequacy of content coverage and completeness
3. Authority
4. Accuracy
5. Currency
6. Objectivity

15. Existing Instructional Materials
Learner-Centered Criteria for Evaluating Existing Materials
 Provide the foundation for consideration of the appropriateness of
instructional materials for your target group.
1. Vocabulary and language levels
2. Developmental, motivation, and interest levels
3. Backgrounds and experiences
4. Special Language or other needs

16. Existing Instructional Materials
Context-Centered Criteria for Evaluating Existing Materials
 Provide the foundation for judging whether existing materials can be adopted
as is or adapted for your setting
 Authenticity of the materials for your context and learners
 Feasibility of the material for your setting and budget

17. Existing Instructional Materials
Technical Criteria for Evaluating Existing Materials
 Materials should be judged for their technical adequacy
1. The delivery system and media formats
2. Packaging
3. Graphic design and typography
4. Durability
5. Legibility
6. Audio and video quality and when appropriate
7. Interface design, navigation and functionality

18. Instructional Materials and Formative
Evaluation
Rough Draft Material
Purpose is to create a quick low cost version of your design to have something
to guide final production and

19. Instructional Materials and Formative
Evaluation
Rapid Prototyping
 Go light on the early analysis steps of an instructional design model,
 Develop prototype instructional materials rapidly
 Use quick iterative cycles of formative evaluation
 Revision to shape the final form of the material

20. Instructional Materials and Formative
Evaluation
Materials Development Tools and Resources
 Paperback literature available in computer stores, bookstores and through
web-based vendors
 Web

21. Steps in the Development of Instruction
 Review the instructional strategy for each objective.
 Review your analysis of the learning context.
 Decide on the components of the package of instructional material
 Survey the literature and ask experts what instructional material are
available.
 Adopt or adapt available materials.
 Determine if new materials need to be designed.
 Determine the degree to which you want the instruction to be self-paced,
group paced, or mixed.

22. Steps in the Development of Instruction
Continue
 Plan and write the instructional material based on the instructional strategy
in rough draft form.
 Review each completed lesson for clarity and flow of ideas
 Write the accompanying instruction to guide the student through any
required activities
 Begin evaluation activities
 Develop material for the instructor manual or take notes as you develop and
revise the instructional presentation and activities.

23. Reflective Practitioner
As a reflective practitioner I will be able to make judgement if the delivery
system and media selection cost constraints and understand the instructor
role. I will be able to represent the conception of what the material will include
and how they will work. I will make decisions about whether to adopt or adapt
any existing materials for use in the instruction. I will reflect on my practice
develop instructional material needed for formative assessment.

24. Thank you
Angel Jones