3. Developing Instructional material
Describe the designer’s role in materials development
and instructional delivery. Describe factors that may
cause revisions in media selections and delivery
systems for a given instruction. Name and describe the
components of an instructional package.
4. Content
A teacher performs activities, known as, components
of an instructional strategy. The instructor makes
decisions that affect the whole group as well as
individual students. Instructors are usually required to
use strategies whereby they must move the whole
class forward through a sequence of instruction, or
retain the whole class at a particular point in the
instruction until they believe that sufficient skill and
knowledge have developed within a majority of the
group
5. Concepts
With the instructional strategy in hand, the designer is
ready to bring the instruction to life. The analysis and
design work serve its purpose by ensuring an
instructional product that is responsive to the needs that
gave rise to the original goal.
6. Content
In most instructional settings, the person who is known
to design the instruction also develops materials and
teaches students
7. Content
The intended delivery mode for instruction is a very
important consideration in the development of materials
based on the planned instructional strategy. If the
instructor plans to combine available materials, then
instructional delivery combines materials and instructor
presentation
8. Content
Continued.. If instructors plan to deliver all the
instruction with such materials as lecture notes, a
multimedia projector, and a whiteboard, then it may be
necessary to develop little besides lecture outlines,
electronic presentations, practice worksheets or active
learning exercises, and formal tests.
9. Content
As the instructional designer…. you made decisions
about the intended delivery system and media formats in
planning your instructional strategy. Now, when you are
also the materials developer and the instructor, it may be
necessary to modify and adapt your original decisions to
reflect existing materials, the realities of development
and production costs, and changes in your thinking about
your role as instructor. These decisions affect materials
development activities as well as the required budget
and staff.
10. Content
When the Designer Is Not the Instructor In large
companies with a significant training and development
function, an instructional designer may work with a
team responsible for design, development, and
implementation of training. There are also similar teams
in instructional design (ID) consulting firms, personnel
training and development companies, and many
universities, where the team usually includes a
manager, an instructional designer, a subject-matter
expert (SME), a materials developer (or coordinator),
and an evaluator.
12. Content
The Delivery System and Media Selections in the
instructional design process, a delivery system is
specified and the instructional strategy has been
developed, including clustering and sequencing,
learning components, student groupings, and tentative
media selections.
13. Content
Production and Implementation Constraints Media
formats and delivery systems that look expensive are
expensive. Cutting production corners to save money
usually does not affect student learning, but it does affect
attention and perceptions of relevance and authority.
14. Content
Amount of Instructor Facilitation The discussion of
various levels of instructor facilitation also applies in
design and development of e- learning.
15. Content
Components of an Instructional Package Having
reconsidered the delivery system and media selections,
you are ready to start selecting existing instructional
materials, developing materials yourself, or writing
specifications for someone else to develop the
materials. Before you begin, you should be aware of
the several components that usually make up an
instructional package, noting that the term package
includes all forms of print and mediated materials.
16. Content
Instructional Materials The instructional materials
contain the content— whether written, mediated, or
facilitated by an instructor that a student uses to
achieve the objectives. This includes materials for the
major objectives and the terminal objective and any
materials for enhancing memory and transfer to a
performance context.
17. Content
Assessments. All instructional materials should be
accompanied by objective tests or by product or
performance assessments, and may include both a
pretest and a posttest
18. Content
Course Management Information Instruction manual-
that provides an overview of the materials and shows
how they could be incorporated into an overall learning
sequence for students. The manual could also include
the tests and other information you judge to be
important for implementing the course.
19. Content
Rapid Prototyping Anyone experienced in multimedia
authoring knows the time and energy requirements for
developing and testing complex computer-based
instruction. The thought of “doing it several times” for the
sake of formative evaluation is daunting, but that is
exactly what happens in an instructional materials
development process called Rapid Prototyping.
20. Content
COE Decision Maker model. As a reflective practitioner,
one must understand the material and make the learners
learn as well as want to learn. This chapter allows us to
understand that the designer, with the instructional
strategy, is capable of bringing the instruction to life.
