The document outlines the process of developing a prototype instructional resource to demonstrate how to design a reading activity for language learners. It begins by explaining the benefits of prototyping instructional resources before finalizing them. It then describes the author's action plan to create a video or slideshow showing the steps to design a reading activity. The proposed prototype includes an introduction, script, choice of media/software, editing the parts together, publication, and embedding in a learning management system. Potential challenges are developing the media themselves if assistance is unavailable and students having trouble viewing embedded media. The author explains they will create the media independently if needed and host it externally to ensure students can view it.

1. RUNNING HEAD: An Instructional Design Prototype 1
An Instructional Resource Prototype
Antecedents
 Instructional resources can be costly in time and effort to develop. Creating rough
drafts or prototypes of instructional resources will help any teacher or instructor
evaluate and revise the resources before one commits the time and effort to make a
final version that can be used as part of a current or future course.
 In addition, a prototype allows us to review and revise our own resources, making
sure each single resource is supporting the desired learning objectives and goals of
the course one gets to be teaching.
 In this Assignment, from the instructor’s point of view, I want to show how I
developed a prototype for one instructional resource from my Action Plan (which is
posted right here by as Blog Post #157) and that is reproduced too at the end.
 I wanted to analyze how that resource supported my learning objectives for the
online course I was –at that point- developing. This can give you a rough idea of
how the ADDIE model for producing instructional material.
 Then, I explored how to mitigate implementation challenges that could arise for my
instructional resource.

2. Putting Language Teaching Pieces Together 2
Prof. Jonathan Acuña-Solano
The Actual Plan
In my action plan for my Materials Design course at the university level, it was
indeed essential to visually provide learners with some sort of aid for them to build their
own reading activities for their current or future EFL/ESL students. As someone who
constantly browses the web to try to spot new material and media to be used in my
courses, it is often difficult to find what I would simply call tailor-made ones. So, when
there is no such a thing still available on the web, it is our instructor’s task to create it to
give to our students for the understanding of the subject-matter and for them to
accomplish the learning outcome of a unit, week, or module in our course outline and
program.
In my action plan, I highlighted an instructional resource I do not think it really
exists. It is highlighted in red, and included here as well:
Instructional Resource
Video or slideshow to display how a reading
activity is designed

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Prof. Jonathan Acuña-Solano
What would a prototype media look like to help students understand how a reading
activity for language learners is designed?
Steps Parts Use
Intro and outro creation
Media introduction and
outro for course media
It will introduce the
institution, the course, and
the topic to be covered.
Video Sketch
Design on how the
information will be
displayed for the students
This will guide the creator
on what needs to be done
in each part of the video or
slideshow.
Script for the video
Instructor’s words and
highlights of things that
need to be explained
This is recorded with the
instructor’s voice where
s/he explains, e.g., how a
reading activity is created.
Choice of media and
software
Instructor’s decision on
how to display information
and which computer
programs are needed to
produce it
Instructor will decide which
the best way to display the
information is. Secondly,
s/he needs to decide which
program is the best one
for his/her educational
purpose.
Edition
All parts are produced and
need to be put together
Instructor needs to edit
and put the “puzzle”
together to create his final
cut for the media project.
Publishing
Instructor’s decision where
to host his/her final cut
Once the final cut has
been produced, it is the
instructor’s task to decide
where his/her production is
going to be uploaded.
Embedding
Instructor’s decision on
how his/her media is going
to be embedded in the
institution’s LMS
Instructor –based on
his/her chronogram
decides where and when
the new media is
embedded to be used as
the instructional resource.
If asked about the challenges in regards to this piece on instructional resource, I
must admit that it has to do with the students’ reaction towards it. Its success can only

4. Putting Language Teaching Pieces Together 4
Prof. Jonathan Acuña-Solano
be measured if the learning outcomes are produced, and depending on how well it is
achieved, then we can say that is good. If not, we need to start over again with the
analysis, based on the ADDIE model, to mitigate the misleading impact it can produce.
Doing something like this is indeed a challenge.
Action Plan for Materials Design
Creating an EFL Reading Exercise for A1+ Learners
Learning
Objective
Instructional
Strategy
Instructional
Resource
What needs to
be done to
develop this
resource
Who will do
this?
When do I
need this?
What
challenges
may prevent
me
from
developing
or
implementing
this resource?
How will I
address
these
challenges?
“Students
will design
an EFL
reading
activity
using an
activity
template
with 90%
accuracy.”
1. EFL
reading
template
and
theoretical
rationale
a) reading
template for
reading
activity
design
b) article or
media on
reading
tasks design
- a high
quality
template
needs to
be found
- a good
article on
pdf needs
to be
found
* the
teacher is
responsible
for this
From the
beginning
of the
course
- I may not
be able to
find an
appropriate
template
or/and
theory
article.
- I will
create the
template
myself.
- I will write
a short
article for
my
students.
2. Visual
explanation
of how to
structure a
reading
activity
a) Video or
slideshow
to display
how a
reading
activity is
designed
- a video
or
slideshow
needs to
be
produced
by the
instructor
* the
teacher
with some
help from
the IT
Department
From the
beginning
of the
course
- I may find
some
difficulty in
getting the
assistance
from IT.
- Sts could
have
trouble
watching
the
- Because I
have some
training on
video
production,
I will create
the video or
slideshow
myself.
- I will have
either the

5. Putting Language Teaching Pieces Together 5
Prof. Jonathan Acuña-Solano
embedded
video.
video or
slideshow
outside the
course LMS
and hosted
to allow
students
view the
media
produced for
them.
3. Visual
explanation
of how to
move
activities
onto a
google sites,
here used
as an
ePortfolio
a) video or
slideshow to
instruct sts
how to
upload,
embed, or
display
activities in
google sites
- a video
or
slideshow
needs to
be
identified
to be
embedded
in the
course
* the
teacher
From the
beginning
of the
course
- I may find
some
difficulty in
getting the
assistance
from IT.
- Sts could
have
trouble
watching
the
embedded
video.
- I will
depend on
myself first
of all in case
the IT
people are
too busy to
give a hand.
- Media will
be uploaded
on different
hosting
services to
prevent
trouble in
visualization.
Concluding Remarks
Basically what we have here is an attempt to help oneself find the suitable steps
to create instructional pieces that can facilitate student knowledge acquisition. As soon
as learners have gotten the information required, the next step is to find (a) way(s) to
help them develop their skills, so they can visualize how this skills can actually become a
competence they can exercise at work. By means of this, we have indeed helped students
learn something deeply.

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Prof. Jonathan Acuña-Solano