The document discusses various instructional methods and strategies for using technology in education. It describes traditional methods like lecture, group discussion, and demonstration, as well as non-traditional methods including gaming, simulation, and computer-assisted instruction. It also covers selecting instructional methods, evaluating effectiveness, and using the internet, email, and discussion groups to enhance learning. Key considerations for instructional methods include learning objectives, learners, resources, and teacher variables.

2. Instructional Method
- are the techniques or
approaches the teacher uses to bring
the learner into contact with the
content to be learned.

3. Instructional Strategy
- is the overall plan for a learning
experience.
- involves the use of one or several methods
of teaching.
- encompasses both the content and the
process that will be used to achieve the desired
outcomes of instruction.

4. TYPES OF INSTRUCTIONAL METHODS
TRADITIONAL METHODS
oLecture
oGroup Discussion
oOne-to-one Instruction
oDemonstration & return Demonstration

5. NONTRADITIONAL METHODS
• Gaming
• Simulation
• Role-Playing
• Role-Modeling
• Self-Instruction Modules
• Computer- Assisted Instruction
• Distance Learning

6. General
Characteristic
s of
Instructional
Methods

7. Methods Domain Learner
Role
Teacher
Role
Advantages Limitations
Lecture Cognitive Passive Presents
information
Cost effective
Targets large
groups
Not
individualized
Group Discussion Affective
Cognitive
Active- if the
learner
participates
Guides and
focuses
discussion
Stimulates
sharing ideas and
emotions
Shy or dominant
member
One – to – one
discussion
Cognitive
Affective
Psychomotor
Active Presents
information and
facilitates
individualized
learning
Tailored to
individuals needs
and goals
High levels of
diversity
Labor-intensive
Isolates learner
Demonstration Cognitive Passive Models skill or
behavior
Preview of
“exact”
Skill/behavior
Small groups
needed to
facilitate
visualization

8. Return
Demonstration
Psychomotor Active Individualizes
feedback to
refine
performance
Immediate
individual
guidance
Labor-
intensive to
view individual
performance
Gaming Cognitive
Affective
Active – if
learner
participates
Oversees
pacing
Referees
Debriefs
Captures
learner
enthusiasm
Environment
too
competitive
for some
learners
Simulation Cognitive
Psychomotor
Active Designs
environment
Facilitates
process
Debriefs
Practice
“reality” in
safe
setting
Labor-
intensive
Equipment
costs

9. Role – playing Affective Active Designs environment
Facilitates process
Debriefs
Develops
understanding of
others
Exaggeration or
under
development of
role
Role -
modeling
Affective
Cognitive
Passive Models skill or
behavior
Helps with
socialization to role
Requires rapport
Self –
instruction
Cognitive
Psychomotor
Active Designs package
Gives individual
feedback
Self-paced
Cost effective
Consistent
Procrastination
Requires
literacy
Computer-
assisted
instruction
Cognitive Active Purchases or designs
program
Provides individual
feedback
Immediate and
continuous
feedback
Private
Individualized
Costly to design
or purchase
Must have
hardware
Distance
learning
Cognitive Passive Presents information
Answers questions
Targets learners
who are at varying
distances from
expert
Lack of personal
contact
Accessibility

10. • Requires a prior determination of the
behavioral objectives to be accomplished
• An assessment of the learners who will be
involved in achieving the objectives
• Consideration must be given to available
resources such as time, money, space, and
materials to support learning activities.
• The teacher is also an important variable in
selection and effectiveness of a method.
Selection of Instructional Methods

11. 1.Does the method helps the learners to achieve the stated
objectives?
2. Is the learning activity accessible to the learners you have
targeted?
3. Is the method efficient given the time, energy, and
resources available in relation to the number of learners you
are trying to reach?
4. To what extent does the method allow for active
participation to accommodate the needs, abilities, and style
of the learner?
5 Is the method cost-effective?
EVALUATION OF INSTRUCTIONAL METHODS

12. EFFECTIVENESS OF TEACHING
CREATIVE TECHNIQUES TO ENHANCE THE EFFECTIVENESS OF
VERBAL PRESENTATIONS
1. Present information enthusiastically.
2. Include humor.
3. Deliver material dramatically.
4. Choose problem-solving activities.
5. Serve as a role model.
6. Use anecdotes and examples.
7. Use technology

13. Instructi
onal
Material
s

14. • The teacher must be familiar with media
content before a tool is used.
• Print and non-print materials do change learner
behavior by influencing a gain in cognitive,
affective, or psychomotor skills.
• None tool is better than another in enhancing
learning. The suitability of any particular medium
depends on many variables.
GENERAL PRINCIPLES

15. • The tools should complement the instructional
methods.
• The choice of media should be consistent with
subject content and match the tasks to be
learned to assist the learner in accomplishing
predetermined behavioral objectives.
• The instructional materials should reinforce and
supplement- not substitute for- the educators
teaching efforts.
• Media should match the available financial
resources.

16. • Instructional aids should be appropriate for the physical
considerations and the learning environment, such as the
size and seating of the audience,, acoustics, space,
lighting, and display hardware( delivery mechanisms)
available.
• Media should complement the sensory abilities,
developmental stages and educational level of the
intended audience.
• The message imparted by instructional materials must be
accurate , valid, authoritative, up-to-date, state-of-the-
art, appropriate, unbiased, and free of unintended
messages.
• The media should contribute meaningfully to the learning
situation by adding diversity and additional information.

17. CHOOSING INSTRUCTIONAL MATERIALS
1. Characteristics Of The Learner
 Perceptual abilities, physical abilities, reading
abilities, motivational levels(locus of
control), developmental stages and learning
styles.
2. Characteristics Of The Media
Choose from a wide variety of media, print and
non-print, to enhance methods of instruction.
3. Characteristics Of The Task
Defined by the predetermined behavioral
objectives.

18. TYPES OF
INSTRUCTIONAL METHODS
Written materials
- Commercially Prepared Materials
- Self Composed Materials
- Evaluating Printed Materials
Nature Of The Audience
Literacy Level Required
Linguistic Variety Available
Brevity And Clarity
Layout And Appearance
Opportunity For Repetition
Concreteness And Familiarity

19. ADVANTAGES AND DISADVANTAGES OF PRINTED
MATERIALS
Advantages Disadvantages
Always available
Rate of reading is
controllable by the reader
Complex concepts can be
explained both fully and
adequately
Procedural steps can be
outlined
Verbal instruction can be
reinforced
Learners is able to refer
back instructions given in
print
Impersonal
Limited feedback: absence
of instructor lessens
opportunity to clear up
misinterpretation
Passive tool
Highly complex materials
may be overwhelming to the
learner
Literacy skill of the learner
may limit effectiveness

20. DEMONSTRATION MATERIALS
 Displays
 Models
Advantages Disadvantages
Brings the learner closer to
reality through active
engagement
Useful for cognitive
reinforcement and
psychomotor skill
development
Effective use of imagery may
impact affective domain
Many forms are relatively
inexpensive
Opportunity for repetition
Content may be static, easily
dated
Can be time-consuming to
make
Potential for overuse
Not suitable for simultaneous
use with large audiences
Not suitable for visually
impaired learners or for
learners with poor
abstraction abilities

21. AUDIOVISUAL MATERIALS
•Audiotapes
•Radio
•Compact discs
Advantages And Disadvantages Of Audio Learning Resources
Advantages Disadvantages
Widely available
May be especially beneficial
for visually-impaired, low-
literacy patients
May be listened to
repeatedly
Most forms very practical,
cheap, small, and portable
Relies only on sense of
hearing
Some forms may be
expensive
Lack of opportunity for
interaction between
instructor and learner

22. VIDEO LEARNING RESOURCES
•Television
•Telephones
Advantages and Disadvantages of Telecommunications Learning
Resources
Advantages Disadvantages
TV program
distribution is
relatively inexpensive
to wide audiences
Telephone is relatively
inexpensive, widely
available
Complicated to set up
interactive capability
Expensive to
broadcast via satellite

23. Computer Learning Resources
Advantages Disadvantages
Interactive potential promotes
quick feedback, retention of
learning
Potential database enormous
Instruction can be individualized
to suit different types of
learners or different paces for
learning
Time- efficient
Primarily promotes learning in
cognitive domain, less useful in
changing attitudes and
behaviors or promoting
psychomotor skill development
Both software and hardware are
expensive, therefore less
accessible to a wide audience
Must be purchased- too complex
and time-consuming for
educators to prepare
Limited use for many elderly,
low literacy learners and those
with physical limitations

24. COMPONENTS OF INSTRUCTIONAL
MATERIALS
•Delivery system
Both the physical form of the materials
and the hardware used to present the
materials.
•Content
the message, is the actual information
that is communicated to the learner.
•Presentation
variables that affect the way in which
the content or message to be learned is
delivered.

25. •REALIA
Most concrete form of stimuli that can be
used to deliver information.
•ILLUSIONARY REPRESENTATIONS
They are less concrete and more abstract.
Ex. Missing from this category of instructional
methods.
•SYMBOLIC REPRESENTATIONS
Numbers and words, symbols written and
spoken that are used to convey ideas or
represent objects, are the most common
instruction, yet are the most abstract types
of messages.

26. Evaluati
on
Criteria

27. A. Content
• Is the content valid?
• Relevant?
• Currant?
• Is the purpose of the program stated?
• Are instructional objectives given?
Yes No
B. Instructional Design
• Are the ideas and information presented logically?
• Is the format of the program appropriate for the audience?
• Does the instructor actively engage the learner?
• Is there evidence of formative evaluation?
• Is summative evaluation material provided?
C. Technical production
Is the visual material sharply focused and clear?
Is the image composition clear and uncluttered?
Is the text legible at maximum viewing distance?
Is the audio clear and intelligible?
Is there any distracting background noise?
Is the pace of the narration appropriate for the audience?
D. Packaging
Is the material available in a format for which equipment is available?
Is descriptive information provided?
Is a user’s guide provided?
Has the instructional material won any awards?

28. TECHNOLOGY IN
EDUCATION
Strategies For Using
Technology In Healthcare
Education

29. World Wide Web
The Internet
E-mail
Electronic Discussion Groups
Mailing Lists
Usenet

30. Internet
Is a huge global network of
computers established to allow the
transfer of information from one
computer to another.

31. E-mail
A television commercial for a
popular web site was created.

32. Electronic Discussion Groups
All share a common feature- the ability
to connect people asynchronously from
various locations via computer.
For the nurse, electronic discussion
groups can serve as either a vehicle for
teaching or a learning resource to share with
clients and other healthcare professionals.

33. Mailing Lists
One of the most common means
of setting up an electronic discussion
group.
People communicate with one
another by sharing e-mail messages.
Ex. Listserv

34. Usenet
Another mechanism for facilitating
online discussion.
A global discussion system made up of
a cooperative network of computers that
distribute ad archive messages posted to
topic-specific electronic discussion groups
called newsgroups.

35. Other Forms Of Online
Discussion
Online forums
Message boards
Bulletin boards
 are systems that provide a way
for people to post messages for
others to read and respond to.