The document discusses several key points about instructional design and materials development: 1) It emphasizes that the design of instruction, not the delivery medium, most impacts student learning and attitudes. 2) New technologies continue to change best practices, and research in this area is ongoing. 3) Instructional materials include content for students to achieve objectives, assessments, and course management information like an instructor's manual. 4) Existing materials should be evaluated for fit with objectives and learners before being adapted or replaced.

1. Terrell McCall
10.2.19

2.  Research since the early 1980’s confirms that the choice of media for
delivering instruction does not make a difference in how much
students learn or in their attitudes about what they are learning;
rather, it is the design of the instructional experience that makes
the difference.
 The explosion is advances in technology in just the past few years
effects how we think about best practices in managing the delivery
of instruction, and it ensures continued research in this area for
years to come.

3.  The person who designs the
instruction also develops
materials and teaches
students.
 Professionals in all fields
routinely design, develop, and
present their own workshops
and in-service training.

4.  Instructors continuously select and adapt materials to suit their
instructional needs.
 Some available materials may be instructor dependent.
 The intended delivery mode for instruction is a very important
consideration in the development of materials based on the planned
instructional strategy.

5.  Instructors may not be required to change any material.
 If an instructor plans 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.
 As the instructional designer, you make decisions about the
intended delivery system and media formats you plan to use.

6.  When the designer is neither
the developer nor the
instructor, a premium is
placed on precision
specifications and working in a
team environment requiring
communication and
collaboration skills.
 The instructional designer
should adopt the planning
tools with which materials
developers in particular shop
are comfortable

7.  Availability of Existing Instructional
Materials:
 Existing materials could be
substituted for planned materials
 Production and Implementation
Constraints:
 Media formats and delivery systems
that look expensive ARE expensive
 Amount of Instructor Facilitation:
 Adoption of new technology are
attempts to replicate features of old
technology
 Replicate features of classroom
experience for students

8.  Instructional Materials:
 Contains content that a student will use to achieve objectives
 Assessments:
 Instructional materials should be accompanied by objective tests,
by product or performance assessment
 Course Management Information:
 Instructor’s manual

9.  Determine whether there are existing materials that fit your
objectives
 Examine existing materials to determine whether they meet your
needs
 Sharable Content Object Reference Model (SCORM)
 Set of e-learning standards for interchangeability of learning
objects
 5 Categories of Criteria

10.  The first steps of adoption for a new
technology are usually attempts to
replicated things that already exist.

11.  Instructional Materials
 Assessments
 Course Management
Information

12.  The material contains content-
whether written, mediated, or
facilitated by an instructor-
that a student uses to achieve
the goals.
 All materials should be
accompanied by product or
performance assessments
 There often exists an original
package called the
instruction's manual.

13.  Sharable Content Object Reference Model (SCORM): a set of e-
learning standards for interchangeability of learning objects.
 A learning object is what generally might be called a lesson or
module.

14.  Goal centered criteria focus on the content of instruction, and your
instructional analysis documents provide a basis for determining the
acceptability of the content in various instructional materials.
 Your learner analysis documentation should provide the foundation
for consideration of the appropriateness of instruction.

15.  Focus on content of instruction
 Specific criteria
 Congruence between content
in materials and terminal
and performance objectives
 Adequacy of content
coverage and completeness
 Authority
 Accuracy
 Currency
 Objectivity

16.  Determine whether existing materials are adequate as is
 Materials may need to be adapted or enhanced prior to use
 Materials can be evaluated to determine whether they include:
 Preinstructional materials
 Correct content sequencing
 Student participation and congruent practice exercises
 Adequate learner guidance for moving students from one
component to the next

17.  Materials should also be judged for their technical adequacy,
according to criteria related to :
 Delivery system and media formats
 Packaging
 Graphic design and typography
 Durability
 Legibility
 Audio and video quality
 Interface design, navigation, and functionality

18.  Materials Development Tools and Resources:
 Requires artistic and technical skills
 Readers are referred to references and recommended readings
 Websites

19.  Materials for developing instruction:
 .Instructional Goal
 Analysis
 Performance Objectives
 Sample test items
 Characteristics of the target learners

20.  Terrell McCall
 tmccall4701@myasu.alasu.edu