This document discusses planning the instructional strategy and selecting delivery methods and media. It addresses sequencing content, choosing a delivery system based on the type of learning objectives, considering learner characteristics when selecting media, and clustering instructional content. Key factors in selecting media include the age and skills of learners, complexity of material, type of learning, ability to vary activities, and time required. The document also reflects on adapting to changing technologies and transforming student engagement through digital tools.

1. PLANNING LOGISTICS AND MANAGEMENT FOR THE INSTRUCTIONAL STRATEGY
JASMINE CRAWFORD

2. The sixthstepinthe Dickand Careymodel is:developing instructional strategy. DickandCareyuse the
termInstructional Strategytodescribe the processof sequencingandorganizingcontent,specifying
learningactivities,anddecidinghowtodeliverthe contentandactivities. Aninstructional strategycan
performseveral functions:
 as a prescriptiontodevelopinstructional materials.
 as a set of criteriato evaluate existingmaterials.
 as a set of criteriaand a prescriptiontorevise existingmaterials.
 as a frameworkfromwhichto planclasslecture notes,interactive groupexercises,and
homeworkassignments.
Thischapter describesthe logisticsandmanagementof instructiontooptimize the instructional
experience forlearners.instructional providersandsponsors.

4. Selectionof the DeliverySystem
The mediathat transportsthe variousinstructional andsupportmaterial are specifiedinthisstep.While
the major mediumfordeliveringthe learningplatformisnormallydeterminedinthe AnalysisPhase,
such as a classroom,elearningorperformance supporttool;thisstepdecideshow the activitiesand
contentshouldbe delivered. Examplesof DeliverySystemsare:
 Instructor-LedInstruction
 Distance Education
 Computer-basedInstruction
 Self-Instructional Materials
MediaSelectionforDomainsof Learning
Differenttypesof mediashouldbe chosenbasedonthe type of learningyourobjectivesfall into.Verbal
informationrequireslesselaborativefeedback,sothere islessneedforinteractive media. Motorskills
eventuallyrequire aperformance of some sortfromthe learners,sothe instructionshouldinclude the
actual physical environmentorthe actual equipmentthatwill be usedforthe assessment.When
teachingattitudesitisbesttohave a model of some kindwhochoosestoexhibitthe desired attitude.In
thiscase visual media,suchasa video,canbe used.Keepinmindthata single lessonorcourse may
involve instructioninseveral domains,soyoumayendup selectingseveral differentformsof media.
OtherConsiderationsinChoosingMedia
Whendecidingonmediatouse youshouldof course make sure thatthe mediayouselectwill be
available inthe learningenvironment.If youdesignyourinstructiontorequire acertaintype of media
thenit’sup to youto make sure that it will be availablewhenthe time comes.If youcan’tdo thisthen
youshouldlimityourselectionstothose whichcanreasonablybe expectedtobe available.Youneedto
make sure that learnerswill be able toaccessthe materialsinthe mediumyouselect.
 Will the materialsbe neededathome?If so,can you give themout?

5.  Will studentsneedtoaccessa computerlabor learningcentertogetat the materials?If so,
whathours will itbe accessible?
MediaSelectionforLearnerCharacteristics
Intellectual skills,Verbal Information,PsychomotorSkills,Attitudes.
CONTENTSEQUENCING ANDCLUSTERING
ContentSequencingisthe firststepindevelopinganinstructional strategy. First,one needtoidentifya
teachingsequence andmanageable groupingof content. The instructionalsequence foragoal would
logicallybe sequencedfromthe left,orthe beginningpoint,andproceedtothe right.
1. The age level of yourlearners
2. The complexityof the material
3. The type of learningtakingplace
4. Whetherthe activitycan be varied,
5. The amountof time requiredtoinclude all the events
ClusteringInstructiondealswiththe sizeof the clusterof material youwill provide inyourinstruction.
There are five factorstoconsiderwhenDeterminingInformation
1. The age of the learners
2. The complexityof the material
3. The type of learningtakingplace
4. Whetherthe activitycan be varied
5. The amountof time requiredtoinclude all events.

6. Domains of Learning

7. REFLECTION
Thischapter taughtabout change andflexibilityorbeingadaptive. I thinkas a studentof instructional
design,adaptable iskeytodevelopinganinstructionalstrategy,especiallyinregardtothe mediaand
deliverysystems. We live intime of everchangingtechnology.We mustpreparedtotransitionfromold
methodstonewmethods(VHStoDVD) and fromnew methodstonewermethods(DVDtoweb-based
technology). I've beenaskingthe question,doesthe type of mediareallyimportant? Afterreadingand
participatinginourrecentmediavsmethoddebate,I'mconvincedthatthere are certainaspectsof the
mediaandits deliverythatsomehowcontributestothisolddebate. These are some of the questions
I've beenthinkingabout:
 Doesmediumitselfdoesnot make asignificantdifference inhow muchstudentslearn?
 Doesdesigninginstructionunderanimposeddeliverysystem limitthe mediaformatsavailable?
 Technologyhasbeenagreat tool for education. Whatisthe advantage of digital age?
 How can we transformour mediumanddeliverysystemusingdigitaltechnology?
 Can we transformstudentengagement/learnerparticipation usingthistechnology?
As a campuslibrarian,Iam reflectingonmyfuture role asID. My questionis:
 What newrolescan be formedbyhavingmore instructional designerskillsinlibraries?
Overall,Isee a role forlibrariansasliaison,thisispartof the technologyleadershipprinciple of new
librarianship.Thisisnotnecessarilyanadditional role somuchasit isa more authoritative role inthe
broadereducational institution.Classroomfacultyare alreadyseekingadvice fromlibrarianson
technologyandrelatedresources(atleastinmyownexperience).The difference isthatwiththe
additionof IDskills,librarianscan confidentlyandsuccessfullysteerclassroomfacultytoward
appropriate technologytoolsandinstructionalstrategies.Justimagine how thisbenefitsinformation
literacywhentechnologytoolsare integratedthatfullysupportinformationliteracy.
Essentially,whenwe teachinformationliteracyinthe contextof adigital environment,we are also
teachingdigital literacy

8. EXTENDED KNOWLEDGE
Afterreadingthischapter,I'mdrawnto reallymakingsure we planan instructional strategywell sowe
can affectlearning. Learningisnotabout'transferof knowledge'butaboutcreatinginsightsfrom
experience andfromlookingbackatthose experiences.

9. Embracing Digital Learning