This document discusses instructional design and media selection. It provides an agenda for an instructional design course that includes updating students on assignments, discussing learner motivation theories, and media selection. The document outlines an assignment for students to create an instructional blueprint applying their instructional design model. It provides grading criteria, discusses applying instructional design models and theories to the blueprint, and considers issues to examine when selecting media. Checklists are presented to help instructional designers evaluate the effectiveness of media in supporting instructional goals and learner interaction.

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Instructional Design
ID Process Theory:
Learner Motivation
Media Selection
(EDER 673 L.91 )
From Calgary
Asst. Professor
Eugene G. Kowch
Beginning Week:
March 13 to 20th, 2003
(A synchronous meeting
using
Vclass Real-Time
AudioConference Technology
&
WebCT Course Spaces
&
The World Wide Web
Check your connection speed…

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Agenda Feb 27
• Update: Where we are in the course
• Housekeeping
– Posting your ID Model for Peer Review & Feedback by March 15
– Details on the next assignment
• “The Proper Study of Educational Technology” (Heinich) Discussion
• Learner Motivation: Seeing the “Views” from Several Theorists
– Dick & Carey / Rossett / Magliaro / Smith and Ragan / Reigeluth
– (from EDER 673 WebCT, WWW, & Vclass Materials)
• Media Selection:
– (from EDER 673 WebCT, WWW and Vclass Materials)
– Other optional resources (Views) on job analysis, content analysis and competency
analysis

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Applying your Model:
The Blueprint
Assignment
• Value of the Instructional Design Blueprint: 20%
• Conceive and set out a 30 minute lesson
using your ID model and others!
• Use the peer review feedback from your (Posted) ID model
• The blueprint should cover roughly 30 minutes to one hour of instruction. (that's
coverage.. you don't have to create the actual instructional event,just map out the
design for it).
• Your blueprint needs to have enough depth to reveal "consistency" between your
learning or performance goals, objectives, instruction, and
assessment/evaluation. It should also be long enough to reveal a good balance
between teacher activity and learner activity. The blueprint need not be "scripted;"
however, it must indicate the main ideas that will be covered, what will be done, and
how it will be done. Remember that one of the course foci is that you are making
informed, thoughtful, instructional decisions. Evidence of this is important, and you
get to provide evidence here. If you are referencing certain theorists, cite them in the
text, ie: (Dick and Carey, 1990) but do not create a reference list.

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I. Approach: State your “ism” and why you chose that approach (1/2 page max).
II. Introduction: Purpose: Model Application: Beneficiary.
III. Audience: Who is the intended audience for this report?
IV. The Performance Problem: Explain the gap you will fill by your designed instruction.
Explain how you know that gap exists. (hint: Give an idea of what your needs analysis
found or might have found that led you to the instruction goals and learning outcomes
that you have set for your prospective learners.
V. Learners: Provide a description of the learners for whom this instruction is intended.
VI. Objectives: State the learning outcomes that you desire from this 30 minute
instructional module.
VII. Scope and Sequence: Describe the decision making process you went through to
select the instruction content you used, and describe the decision making process
you used to sequence that content the way you have.
VIII. Indicate optimal and minimal requirements for media and technology used in
this learning event.
IX. Indicate the instructional flow: Delivery/Evaluation/Feedback systems
X. Conclusion. State why this blueprint will accomplish your instruction and learner
goals.
- prepare a short 5 minute PowerPoint slide presentation to share your Blueprint in VClass use – and you will lead the session. You
will present the project as a pitch to your fellow design team.
Applying your Model:
The Blueprint Assignment
Format

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Grading Method for this project:
Format: did the student follow the requested blueprint format? 10%
Content:
ID Model Application: did the student include and explain how
the instructional blueprint uses the student's personal ID model? 30%
Is the peformance problem clearly identified? 10%
Clarity & Coherence: is the report clear and legible/logical? 20%
Scholarly / Theoretical basis: Are key models and theories cited? 10%
Conclusion: Does the conclusion explain the blueprint to someone who
might contract the designer for exactly this instruction? 20%
total: 100%
Applying your Model:
The Blueprint Assignment
Grading

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Update: EDER 673
History of ID
ID Terminology
Instructional Design
Philosophies
Learners and
Learning Theories
Context based designs
ID Models: A peek
Needs Analysis
Task Analysis
Ordering Content
(elaboration)
Media Selection
Motivation
Evaluation
SMCR/Feedback
Communication
Model

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Instructional Media: Media Selection
Kowch adapted from Reiser & Gagne (1983) in Dick & Carey, 1996 (4th Ed.)
Attitude?
Self Instruction?
Readers?
Motor Practice
Needed?
Attitude or Verbal
Information?
Teach a skill
(mental/motor)
Computer Based
Text/interactive TV/IP
Portable Equip.+
Training Device)
Video/
VConf
Teach Verbal Info?
Will Visuals Help
Recall?
Audio or
Printed Text
Video / Film / IP
Vidfilm, Motion
Picture, Prented
Text/Slides
Training Aids
Possible Media
Portable Equip.
Training device
Computer
Programmed Text
Interactive TV
Videoconference / IP / N
Videotape
Audio / Phone / IP
Chart / PPT / IP / Overhead
Instructor
yes
yes
no
no
no
no
no
yes

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Discussion:
1. What types of media do you like to use ?
2. What media would be useful in your design project?
3. What kind of “instructional messages” does each carry?
4. Is “The Media the Message?”
1. K-12
2. K-12+
3. Training Scenarios
Instructional Media: Media Selection
from Shambaugh & Magliaro, 1997
Think
about the
types of Media
you will use in your
Blueprint Design

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Instructional Media: Media Selection
from Shambaugh & Magliaro, 1997
• Instructional Technology Designers should view technology (and
media) as a means to engage learners in problem solving (not as a
product or thing).
• Technology and media can be a cognitive aid
• Cognitive artifacts are mental tools which can help us understand
something.
• This slide set is both media and a cognitive artifact. It is a mental tool to
help you understand the theories and principles of instructional design
(media selection).

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Instructional Media: Media Selection
from Shambaugh & Magliaro, 1997
Media Issues in NEEDS ASSESSMENT
• Focus on content, context and learner relationships
1. Match the media to the intent
• Case: Students will conduct a needs analysis in the field.
2. Choose media suitable for instructional content
• Case: Students will learn the music scale.
3. Choose media appropriate for learners
– Case: ESL students will learn to use Windows
4. Choose media achievable within the reality of the setting
– Case: Drill Push will learn basic negotiation skills

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Instructional Media: Media Selection
from Shambaugh & Magliaro, 1997
Media Issues in DESIGN
1. Create a media sequencing plan for large designs and identify
the possible uses of the media.
– Case: Course on CPR: Will media assist? How?
2. Will your instruction sequence change depending on your
choice of media?
• Case: Course on Outdoor Ed: Will Online Virtual River Models alter
when you study Kayaking on Rivers (in spring or…)
3. Decide on acquiring, adapting, or developing media
materials.
– Case: Course on Building Security: Will system simulators / protocol
learning depend on $$$ for simulations (video, locks… realism…and if
so, can the client afford the hardware and long term support?
4. Do these materials add to the learning outcome achievement
possibility (are they relevant?)
• Could learners gain the outcomes as effectively without this
technology? With more effective technology?

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Instructional Media: Media Selection
from Shambaugh & Magliaro, 1997
Media Issues in (program) EVALUATION
First, ask yourself three questions when evaluating a (designed) program’s
media component.
1. Do the materials support the intent of the program (outcomes and
instructional strategies)?
• Case: Course on Distance Education: Taught face to face with overheads.
• Inquiry Method for A Formative Evaluation: Interview content experts, tech
quality experts and learners.
• Inquiry Method for a Summative Evaluation: Use external experts for a review.
Ask about the appeal of the materials to the learners, and ask designers, teachers
and other users / tech support about the efficiency of the media.
2. Is the technical quality of the media adequate?
– Case: Course: Grade 2 Reader Rabbit language arts: Students cannot yet
navigate the Windows Finder to start the program, and the children worry that
“Dr. Watson” keeps appearing 30% of the time…
– Inquiry Method for Formative and Summative Evaluation: (As in 1).
3. Do these materials add to the learning outcome achievement
effectiveness (are they relevant?)
• Could learners gain the outcomes as effectively without this technology?
With more effective technology?

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Instructional Media: Media Selection
From Norman (1993)
• A Checklist for the Instructional Designer.
• Ask yourself : Did the the materials you chose:
 Provide a high intensity of interaction and feedback?
 Have specific goals and established procedures?
 Motivate?
 Provide a continual feeling of challenge - a “just right” feeling?
 Provide a sense of engagement, making the task seem
realistic?
 Provide the right tools that fit the learner and the task so well
that they aid and do not distract from learning achievement?
 Avoid distractions and disruptions that intevene and destroy the
subjective experience?
Norman, D. A. (1993). Things that make us smart: Defending human attributes in the age of the machine.
Reading, MA: Addison-Wesley

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Developing Instructional Media
• As a designer, you have three choices when it comes to “making your
own” media for your instructional environment:
1. Select what’s available by these criteria:
1. Learner characteristics
2. The nature of the objectives
3. The instructional strategy (ie: case based, problem based, situational, distance, etc..)
4. Cost / budget / support implications.
2. Modify what you have. Issues are:
1. Copyright/currency/relevance/tech support over time?
2. Cost / budget / support implications.
3. Design your own. Issues are:
1. Match materials to meet the needs of the instructional objectives
2. Materials must suit the audience
3. Estimate the cost and do a budget check
4. Is technical expertise needed? Is there organizational support?
5. Will this mean new facilities? Fixed vs. Variable cost projections…
6. Determine the time needed to learn and use these (new) materials.

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• Adieu for this week, EDER 673 !
Instructional Design
(iD)
Next Week (March 6- March 13)
Evaluation In The Design Process:
Readings due for Next Class (March 20, 2003):
1.Evaluation: A General View. In G. Anglin (Ed.), Instructional Technology: Past, Present and Future (pp.384-393).
http://www.ucalgary.ca/~ekowch/673/673home.html
Eugene G. Kowch
Assistant Professor of Educational Technology