This document discusses several theories of instructional materials development. It describes instructional design as the systematic development of instruction to ensure quality learning based on analysis of needs and goals. Several theories are covered, including behaviorist theories that focus on reinforcement, cognitive theories like Gagne's conditions of learning, humanist theories emphasizing personal development, and social/situated learning theories involving observation and modeling. Cybernetic theories view learning as involving error detection and feedback. Common instructional design models including the ADDIE model of analysis, design, development, implementation, and evaluation phases and the rapid prototyping and situated instruction models.

1. Design
Theories of
Instructional
Materials
Development
Jilliene Samantha C. Napil
University of Mindanao
BEEd- SpEd

2. Instructional Material
-> LEARNING

3. The Theories
for
Instructional
Materials
Design

4. Instructional Design
Theory
• Instructional Design is the systematic development of
instructional specifications using learning and
instructional theory to ensure the quality of
instruction. It is the entire process of analysis of
learning needs and goals and the development of a
delivery system to meet those needs. It includes
development of instructional materials and activities;
and try out and evaluation of all instruction and
learner activities.

5. Behaviorist Theories
• The hallmark of these theories is that one does not have to
delve into the invisible workings of the mind to understand
learning.
• Kearsley (1994) summarized three key principles that
dominated the behaviourist learning which includes:
– Behaviour that is positively reinforced will reoccur; intermittent
reinforcement is particularly effective.
– Information should be presented in smll amounts so that responses
can be reinforced (shaping).
– Reinforcements will generalize across similar stimuli (stimulus
generalization) producing secondary conditioning.

6. Cognitive Theories
• Cognitive learning theories have their origins with the Gestalt
Psychologist and their interest in perception of forms,
shapes and procedures.
• One influential cognitive theory is Gagne’s Conditions of
Learning. In which he came up to 5 major categories:
– Intellectual Skills
– Cognitive Strategies
– Verbal Information
– Attitudes
– Motor Skills

7. Humanist Theories
• Humanists are more concerned with
education’s role in the development of the
person as a person.

8. Social /Situated Learning
Theories
• The social learning theory of Bandura
emphasizes the importance of observing and
modeling the behaviors, attitudes, and
emotional reactions of others.
• The most common (and pervasive) examples
of social learning situations are television
commercials.

9. Cybernetic Theories
• These systems typically rely on error detection and
correction (through feedback) and provided a model
for a different view of learning, the cybernetic
orientation.
– Cybernetic orientation views the learner as an element in
a larger human-machine or a human-computer system.

10. Instructional Systems
Design Model

13. Analysis Phase
• Basis for all other phases in the instructional design
process.
• To identify barriers or constraints:
– define the problems
– Identify the audiences
– identify the cause of the problems
– determine possible solutions.

14. Design Phase
• How will the content be organized?
• How will it be presented to learners?
• What delivery format will be used?
• What types of activities and exercises will be
included?
• How will learners' accomplishments be measured?

15. Development Phase
• Focus on generating the course documents and materials
used by faculty, trainers and participants during the delivery
of the course.
• Outputs of this phase include competency-based learning
guides and checklists, pre- and midcourse
questionnaires,computer based learning/traning, web page,
trainer’s notes, presentation plans, assignment sheets, case
studies, etc.

16. Implementation Phase
• The implementation phase of the instructional design
process refers to the actual delivery of the instruction
as designed.
• Competency-based as part of mastery learning
• Inservice and preservice delivery
• Group-based, computer-based

17. Evaluation Phase
• The systematic collection, processing, analysis and
interpretation of data to determine whether education or
training has met its objectives and to identify aspects of the
process that should be strengthened.
• Types of evaluation include participant reaction, participant
learning, on-the-job performance and effect of training.

18. Rapid Prototyping Model

19. Situated Instruction Model
Assess
Situation
Define and Develop
Authentic Activities
Define Sequence
Develop Scaffolding
Develop Instruction
Package
Evaluation
Stakeholder SMEs Users
Stakeholders
Users