4. Theoretical –
• Types of Instructional materials
• Their characteristics/ advantages/ disadvantages
• Principles for preparation
Practical –
• Demonstration for preparation
• Hands on training in detail
5. Contd
Instruction – A deliberately arranged set of external events that are
designed to support internal learning process.
Instructional Materials – Instructional materials are printed or other
media intended to convey events of instruction.
Instructional Media – The physical means by which instructional
message is communicated.
6. Traditional Instructional Media –
• Chalk board (black board)
• White board
• Flannel board
• Flip chart
• Epidiascope
• Real objects (specimen)
• Models
• Simulators
Contd
7. Modern Instructional Media –
• Digital presenter
• Visualizer
• Smart Board
• Modern white board
• 3D printed models
• Simulator
• Augmented reality
• Virtual reality
Contd
9. Instruction – a planned process that facilitates learning.
Instructional design – is the process of using our knowledge of how
pupil learn to develop effective instructional strategies that meet the needs of
the learners & the desired learning outcomes.
Steps –
1. Assess the situation (need assessment)
2. State the goal (objectives)
3. Select appropriate medium/ media
4. Implementation
5. Evaluation & revision
10. Elements of instruction –
Instructional design theories –
• Gagnes nine steps of instructional design
• John Keller’s ARCS model
• Merrill’s component display theory
• Reigeluth’s elaboration theory
• Constructivism theory
Contd
Strategies –
• Organizational strategies
• Delivery strategies
• Management strategies
11. Definition – The physical means by which an instructional message is
communicated (printed text, audio with tape, instructor talking etc.)
Elements –
Advantages –
Disadvantages –
• Learning objectives
• Instructional method
• Learner characteristics
• Teacher characteristics
Basis of selection –
• Course characteristics
• Media characteristics
• Practical issues (cost, physical environment, time,
alternative options, qualified staff, electricity,
hardware, software, alternate media, copyright etc.)
12. 3. Search for & review existing media/ materials
4. Adapt existing media/ materials, if necessary
5. If new media/ materials need to be developed –
6. Conduct formative evaluation
7. Implement/ apply
8. Evaluate/ revise
• Determine format,
script, visuals etc.
• Draft materials &
media
• Check for clarity &
flow of ideas
13. Fundamental criteria for effectiveness of teaching/ learning
material (Audio-visual aids) are audibility & visibility.
Classification:
• Purely auditory
• Purely visual
o Require projection
o Doesn’t require projection
• Audio-visual
• Computer mediated materials
Basic Principles:
• Relevance
• Linkage
• Simplicity
• Emphasis
• Consistency in pattern and style
14. • Characteristics:
• Include all necessary information
• Leave out unnecessary information
• Have information in the right order
• Describe all situations in decision-making
• Avoid vague instructions
• Advantages:
• Disadvantages:
15. • Importance:
• Aid teaching process
• Aid learning process
• Expose to virtual object
• Conceptualization
• Bridges the experimental gap
• Achievement of instructional goals
Factors Affecting Media Selection:
• Students
• Objective
• Environment
• Resources
• Practicability
16. Definition – an instructional tool that complements a teaching session
resulting in improved understanding of information & test performance.
Purpose –
• As a class outline or lesson summary
• As a guide to the student through a lecture
• To relieve students of taking notes
• To prepare students for a discussion
• Guide students to further reading
• Supply additional information not readily available elsewhere
17. Types –
• Incomplete handout
• Handout as class outline
• Handout as instruction sheet
• Thought stimulating handout
• Handout as a guide to further reading
Contd
18. OHP is a small machine designed to project an image onto a small screen or
whiteboard. OHP has been useful tool since 1930s.
Types
• Hand written
o Permanent ink
o Water soluble ink
• Photocopied
• Computer printed
Masking & Overlay
Storage
Principles of OHP transparency preparation
Organized
Aesthetically sound
Simple
Interesting
Short
O
A
S
I
S
19. Disadvantages
• Requires equipment &
electricity
• Must know the operation of the
equipment
• Room & audience size limitations
• Image quality – poor
• May blind the participants
• Group of transparencies may be
out of order, dropped, scratched
etc.
Contd
Advantages
• Simple to prepare, operate & update
• Daylight projection is possible
• Can project written & diagrammatic
information
• Control presentation by masking &
overlaying
• Maintain constant eye contact with
participants
• Suitable for both small & large group
• Materials like X-ray, MRI, CT scan etc.
can be shown
20. Guidelines
• Be consistent
• Don’t distract
• Don’t overboard
Fonts – simple, legible, common, no variation, avoid ALL UPPERCASE
• Sizes – 40 32 28 24
• Types – Use sans serif fonts like Arial, Verdana, Tahoma, Comic
Avoid serif fonts like courier, Georgia, times new roman
• Styles – Underline, Bold & Italic as necessary
• Rule of 7 (rule of 6)
• Rule of 10/ 20/ 30
• 8 feet rule
21. Guidelines
Color – Use color to give emphasis a point, to reinforce the logic
• Use black, blue, brown, green (avoid red, orange & yellow)
• Maximum 5 color palette for an entire presentation
• Same color for similar elements
• Dark text on light background in well-lit room
• Light text on dark background in dark room.
Background – consistent throughout, Simple, Attractive, Light
Animation – the way part of a slide appears (line, text, paragraph etc.)
Transition – the way each slide appears
Contd
22. Guidelines
Tables/ Graphs – use graphs instead of tables as much as possible. Must
have title under each graph and over each table
Spelling/ grammar – proof read slides several times for - spelling mistakes,
use of repeated words, grammatical errors
Get someone else to check it
Conclusions – Use an effective & strong closing – audience remember last
words.
• Summarize main points
• Suggest future avenues of research
• Keep all visuals simple
Contd
24. Points to be considered while preparing text-based instructional
materials –
• Reading comprehension process
• Variables in both reader & text
• Design of the instructional materials
Designing elements –
• Structure & Organization
• Readability & Legibility
• Visual illustration
25. Structure & Organization
Verbal cueing
o Linguistic cueing
Semantic – text
Syntactic – grammer
o Instructional design in nature
Typographical cueing
o Font
o Space between lines (1.3/ 1.5), paragraphs (double), more space
between sections than subsections.
• Face (Arial, Verdana, Calibri etc.)
• Styles (Bold, Italic, Underline)
• Size (24201612)
• Color (black, blue, brown etc.)
Contd
26. Readability & Legibility
Readability – interaction between reader & text. Depends on
o Reader based factors
o Text based factors
Legibility – inter-relationship between the size of type, length of line, &
space between the lines • Avoid fancy typefaces (sans serifs are always
better)
• Use 11-12 font size, with 1-2 inter line space
• Keep the line length within 120mm, left aligned (not
justified)
• Avoid ALL UPPERCASE letters, use sentence case
• Prior knowledge of the students
• Knowledge of the language
• Knowledge of the comprehension process
• Number of words per sentence
• How arguments are presented
• Place of example
Contd
27. Visual Illustrations - Picture & figures with words may enhance
understanding & its retention.
Properties of visual illustrations are –
• The message is not the visual alone – it is the interaction between the
visual stimulus & prior knowledge of the learner.
• They are used for specific affective or cognitive purpose – provide
visual explanation of verbal argument (visual memory > word memory).
• It has cross-reference between the text & visual illustration.
Contd
Reader
Text
Verbal Visual
28. S= 1/2/4/8/15/30/60/125/250/500/1000/2000
A= 1.2/1.4/2/2.8/4/5.6/8/11/16/22 normally 6 stops (7 slots
i.e. 1.2 - 8 or 1.4 - 11 or 2 - 16 or 2.8 - 22)
F= (f auto/manual)
E= 25/50/64/100/200/400/800/1600/3200 (ISO/ASA/DIN)
Shutter speed
Aperture
Focus
Emulsion
S
A
F
E
S 1 2 4 8 15 30 60 125 250 500 1000 2000
A 22 16 11 8 5.6 4 2.8 2 1.4 1.2
100
Depth of field (DOF)?
32. Use of Photography in Instructional Materials Contd
Photo Editing – (with different layers, colors, filters)
33. Definition – visual multimedia source that combines a sequence of images to
form a moving picture. It usually have audio components that correspond with
the pictures being shown on the screen.
Types –
• Educational videos
• Promotional videos
• Informational videos
• Documentary films
• Entertainment videos
Benefits
• Facilitating thinking and problem solving
• Assisting with mastery learning
• Inspiring and engaging students
• Authentic learning opportunities
34. Advantages of Videos as educational medium:
• Concept clarity
• More interesting and engaging
• Learn more efficiently
• Retain and maintain interest for longer periods of time
• Innovative and effective means
• Demonstration-friendly
• Create experiences.
• It acts as a flexible teaching medium
• Whenever required can visualize the video and topic will be revised
and can also make notes
Contd
35. Eight steps for using a video clip in teaching
1. Pick a particular clip
2. Prepare specific guidelines
3. Introduce the video briefly
4. Play the clip
5. Stop the clip or replay clip for a specific in-class exercise
6. Set a time for reflection
7. Assign an active learning activity
8. Structure a discussion
Contd
36. Tips for use
• Keep the Video Short (2-4 minutes)
• Watch the whole video first
• Always preview the video
• Make it available outside the classroom
• Use videos your students want
Approaches of use
• Using only video and online learning (the Flipped classroom)
• Blending video into the existing curriculum and course
• Using video as a supplement for engagement or re-enforcements
Contd
37. How to Use Video – 3 main types or stages
• Pre-viewing
• Viewing
• Post Viewing
Steps of Making a Video
• Pre-production
o Planning - Educational questions, Technical questions,Administrative questions
o Scripting
• Production (recording)
• Post-production
o Editing
o Reviewing
Contd
38. It is a mechanism for helping learners to take control of their own learning and
develop the habits of life-long learning and self-assessment.
Characteristics of study guide
• Part of self-instructional package
• Designed for students to use independently
• Contains some of contents as core that comes from text books
• Indicates what should be learned
• Indicates how can be learned
• Guide teachers to plan teaching & monitor the progress
39. How study guide is used
• Have a quick look at all the pages of the guide
• Read the guide prior to attend any learning session on particular topic
• Read suggested reading list (text books, reference books, journals etc.)
• Select the suitable learning materials
• Make comments about the guide, course, method (feedback)
• Plan the learning process & monitor overall progress by yourself
• Make revision
• Be familiar with the assessment system and get prepared accordingly
• Assess yourself to check your understanding of the subject
Contd
40. Components of study guide
• Topic
• Objectives
• Course outline
• Teaching methods
• Student’s comment on the guide
• Self-assessment/ clinical problem discussion
• Resources available
• Revision
• Suggested reading
• Glossary
Contd
41. Advantages of study guide
• Make the teaching-learning session student centered
• More emphasis on students – their needs, interest, expectations
• Student take responsibility for own learning
• Students decide objectives
• Select appropriate learning resources
• Decide sequence & pace
• Assess their own progress
• Active learning
• Teacher acts as a mentor
• Study guide is a media
Contd
45. • Is a system of instructional learning
• The students & the
teachers are physically
separated
• Learning takes place
with technology
• The system uses
various combination of
telecommunications,
hardware & software
46. Contd
Features –
• Teacher is separated geographically from the student
• Learning program is carefully planned & the learner is provided
necessary advice & assistance
• Work done by the student is reviewed by the teacher and
remedial work prescribed if needed (two way communication)
• The learner usually works on his own (occasionally small group
can tackle the program)
47. Contd
Types –
• Type-I : Studying the printed material sent to the students
• Type-II : Type-I is supplemented by regular & obligatory teaching-
learning activities
• Type-III : Type-I & Type-II are supplemented by teachers &
demonstrations on radio & televisions
• Type-IV : A programmed computer performs important teaching
functions (tested by USAF)
48. Contd
Role of teachers –
• Manager of the student’s learning activity
• Producer of learning resource material
• Producer of assessment exercise
Concerns –
• Attitude of teachers
• Attitude of learners
• Cost
49. Poster
• Any piece of printed paper
• Designed to be attached to a vertical surface
• Typically includes both textual and graphic elements
• Designed to be both eye-catching and informative
Methods
• Approach one (one piece method)
• Approach two (panel method)
Advantages & Disadvantages
Publishing Software
• Adobe InDesign
• Adobe PageMaker
• InPage
• Corel Draw
• MS Publisher
• MS PowerPoint
• QuarkXPress
50. Stages in poster production
1. Choosing content
2. Making a plan
3. Preparing the final poster
4. Showing the poster
Contd
Types of posters
• Advertising
• Political
• Movie
• Affirmation & motivational posters
• Event
• Travel
• Educational
• Black light
• Research
International standard poster size
• Large – 24” x 36”
• Medium – 18” x 24”
• Small – 11” x 17”
51. Attributes of a good poster
• Important information should be readable from about 10 feet away
• Title is short and draws interest
• Word count of about 300 to 800 words
• Text is clear and to the point
• Use of bullets, numbering, and headlines make it easy to read
• Effective use of graphics, color and fonts
• Consistent and clean layout
• Includes acknowledgments, your name and institutional affiliation
Contd
52. Choosing content (less is often more)
• Purpose –
• Audience –
• What to look
• Place of display
• Guidance
Making a plan
• Structure – grid system
• Developing poster design
53. Preparing your final poster – five main variables
• Font style - two types
• Type size –
• Leading (line spacing) – 1.5 or 2 space
• Alignment – left
• Case – avoid upper case
An effective poster is –
• Focused – on a single message.
• Graphic – lets graphs and images tell the story; uses text sparingly.
• Ordered – keeps the sequence well-ordered and obvious.
Contd
Other factors
• Color – small range,
• Poster’s background – light
• Diagrams – logical
• Numerical data
54. Contd
Showing the poster
• Stand alone
• Stand next to it – talking to
people as they browse and
answering questions about
the poster.
• Handouts (printing A4
paper, bullet points etc.)
• Producing bullet-point
summaries of panel posters
