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- 4. Theoretical – • Typesof Instructional materials • Their characteristics/ advantages/ disadvantages • Principles for preparation Practical – • Demonstration for preparation • Hands on training in detail
- 5. Contd Instruction – Adeliberately arranged set of external events that are designed to support internal learning process. Instructional Materials – Instructional materials are printed or other media intended to convey events of instruction. Instructional Media – The physical means by which instructional message is communicated.
- 6. Traditional Instructional Media– • Chalk board (black board) • White board • Flannel board • Flip chart • Epidiascope • Real objects (specimen) • Models • Simulators Contd
- 7. Modern Instructional Media– • Digital presenter • Visualizer • Smart Board • Modern white board • 3D printed models • Simulator • Augmented reality • Virtual reality Contd
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- 9. Instruction – aplanned process that facilitates learning. Instructional design – is the process of using our knowledge of how pupil learn to develop effective instructional strategies that meet the needs of the learners & the desired learning outcomes. Steps – 1. Assess the situation (need assessment) 2. State the goal (objectives) 3. Select appropriate medium/ media 4. Implementation 5. Evaluation & revision
- 10. Elements of instruction– Instructional design theories – • Gagnes nine steps of instructional design • John Keller’s ARCS model • Merrill’s component display theory • Reigeluth’s elaboration theory • Constructivism theory Contd Strategies – • Organizational strategies • Delivery strategies • Management strategies
- 11. Definition – Thephysical means by which an instructional message is communicated (printed text, audio with tape, instructor talking etc.) Elements – Advantages – Disadvantages – • Learning objectives • Instructional method • Learner characteristics • Teacher characteristics Basis of selection – • Course characteristics • Media characteristics • Practical issues (cost, physical environment, time, alternative options, qualified staff, electricity, hardware, software, alternate media, copyright etc.)
- 12. 3. Search for& review existing media/ materials 4. Adapt existing media/ materials, if necessary 5. If new media/ materials need to be developed – 6. Conduct formative evaluation 7. Implement/ apply 8. Evaluate/ revise • Determine format, script, visuals etc. • Draft materials & media • Check for clarity & flow of ideas
- 13. Fundamental criteria foreffectiveness of teaching/ learning material (Audio-visual aids) are audibility & visibility. Classification: • Purely auditory • Purely visual o Require projection o Doesn’t require projection • Audio-visual • Computer mediated materials Basic Principles: • Relevance • Linkage • Simplicity • Emphasis • Consistency in pattern and style
- 14. • Characteristics: • Includeall necessary information • Leave out unnecessary information • Have information in the right order • Describe all situations in decision-making • Avoid vague instructions • Advantages: • Disadvantages:
- 15. • Importance: • Aidteaching process • Aid learning process • Expose to virtual object • Conceptualization • Bridges the experimental gap • Achievement of instructional goals Factors Affecting Media Selection: • Students • Objective • Environment • Resources • Practicability
- 16. Definition – aninstructional tool that complements a teaching session resulting in improved understanding of information & test performance. Purpose – • As a class outline or lesson summary • As a guide to the student through a lecture • To relieve students of taking notes • To prepare students for a discussion • Guide students to further reading • Supply additional information not readily available elsewhere
- 17. Types – • Incompletehandout • Handout as class outline • Handout as instruction sheet • Thought stimulating handout • Handout as a guide to further reading Contd
- 18. OHP is asmall machine designed to project an image onto a small screen or whiteboard. OHP has been useful tool since 1930s. Types • Hand written o Permanent ink o Water soluble ink • Photocopied • Computer printed Masking & Overlay Storage Principles of OHP transparency preparation Organized Aesthetically sound Simple Interesting Short O A S I S
- 19. Disadvantages • Requires equipment& electricity • Must know the operation of the equipment • Room & audience size limitations • Image quality – poor • May blind the participants • Group of transparencies may be out of order, dropped, scratched etc. Contd Advantages • Simple to prepare, operate & update • Daylight projection is possible • Can project written & diagrammatic information • Control presentation by masking & overlaying • Maintain constant eye contact with participants • Suitable for both small & large group • Materials like X-ray, MRI, CT scan etc. can be shown
- 20. Guidelines • Be consistent •Don’t distract • Don’t overboard Fonts – simple, legible, common, no variation, avoid ALL UPPERCASE • Sizes – 40 32 28 24 • Types – Use sans serif fonts like Arial, Verdana, Tahoma, Comic Avoid serif fonts like courier, Georgia, times new roman • Styles – Underline, Bold & Italic as necessary • Rule of 7 (rule of 6) • Rule of 10/ 20/ 30 • 8 feet rule
- 21. Guidelines Color – Usecolor to give emphasis a point, to reinforce the logic • Use black, blue, brown, green (avoid red, orange & yellow) • Maximum 5 color palette for an entire presentation • Same color for similar elements • Dark text on light background in well-lit room • Light text on dark background in dark room. Background – consistent throughout, Simple, Attractive, Light Animation – the way part of a slide appears (line, text, paragraph etc.) Transition – the way each slide appears Contd
- 22. Guidelines Tables/ Graphs –use graphs instead of tables as much as possible. Must have title under each graph and over each table Spelling/ grammar – proof read slides several times for - spelling mistakes, use of repeated words, grammatical errors Get someone else to check it Conclusions – Use an effective & strong closing – audience remember last words. • Summarize main points • Suggest future avenues of research • Keep all visuals simple Contd
- 23. • Presenter view •Screen off/ on • Pointer options – Laser pointer, Pen, Highlighter • Zooming Contd
- 24. Points to beconsidered while preparing text-based instructional materials – • Reading comprehension process • Variables in both reader & text • Design of the instructional materials Designing elements – • Structure & Organization • Readability & Legibility • Visual illustration
- 25. Structure & Organization Verbal cueing o Linguistic cueing Semantic – text Syntactic – grammer o Instructional design in nature Typographical cueing o Font o Space between lines (1.3/ 1.5), paragraphs (double), more space between sections than subsections. • Face (Arial, Verdana, Calibri etc.) • Styles (Bold, Italic, Underline) • Size (24201612) • Color (black, blue, brown etc.) Contd
- 26. Readability & Legibility Readability – interaction between reader & text. Depends on o Reader based factors o Text based factors Legibility – inter-relationship between the size of type, length of line, & space between the lines • Avoid fancy typefaces (sans serifs are always better) • Use 11-12 font size, with 1-2 inter line space • Keep the line length within 120mm, left aligned (not justified) • Avoid ALL UPPERCASE letters, use sentence case • Prior knowledge of the students • Knowledge of the language • Knowledge of the comprehension process • Number of words per sentence • How arguments are presented • Place of example Contd
- 27. Visual Illustrations -Picture & figures with words may enhance understanding & its retention. Properties of visual illustrations are – • The message is not the visual alone – it is the interaction between the visual stimulus & prior knowledge of the learner. • They are used for specific affective or cognitive purpose – provide visual explanation of verbal argument (visual memory > word memory). • It has cross-reference between the text & visual illustration. Contd Reader Text Verbal Visual
- 28. S= 1/2/4/8/15/30/60/125/250/500/1000/2000 A= 1.2/1.4/2/2.8/4/5.6/8/11/16/22normally 6 stops (7 slots i.e. 1.2 - 8 or 1.4 - 11 or 2 - 16 or 2.8 - 22) F= (f auto/manual) E= 25/50/64/100/200/400/800/1600/3200 (ISO/ASA/DIN) Shutter speed Aperture Focus Emulsion S A F E S 1 2 4 8 15 30 60 125 250 500 1000 2000 A 22 16 11 8 5.6 4 2.8 2 1.4 1.2 100 Depth of field (DOF)?
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- 30. Contd Long Shot ExtremeLong Shot Full Shot Medium Shot Close-up Shot Extreme Close-up
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- 32. Use of Photographyin Instructional Materials Contd Photo Editing – (with different layers, colors, filters)
- 33. Definition – visualmultimedia source that combines a sequence of images to form a moving picture. It usually have audio components that correspond with the pictures being shown on the screen. Types – • Educational videos • Promotional videos • Informational videos • Documentary films • Entertainment videos Benefits • Facilitating thinking and problem solving • Assisting with mastery learning • Inspiring and engaging students • Authentic learning opportunities
- 34. Advantages of Videosas educational medium: • Concept clarity • More interesting and engaging • Learn more efficiently • Retain and maintain interest for longer periods of time • Innovative and effective means • Demonstration-friendly • Create experiences. • It acts as a flexible teaching medium • Whenever required can visualize the video and topic will be revised and can also make notes Contd
- 35. Eight steps forusing a video clip in teaching 1. Pick a particular clip 2. Prepare specific guidelines 3. Introduce the video briefly 4. Play the clip 5. Stop the clip or replay clip for a specific in-class exercise 6. Set a time for reflection 7. Assign an active learning activity 8. Structure a discussion Contd
- 36. Tips for use •Keep the Video Short (2-4 minutes) • Watch the whole video first • Always preview the video • Make it available outside the classroom • Use videos your students want Approaches of use • Using only video and online learning (the Flipped classroom) • Blending video into the existing curriculum and course • Using video as a supplement for engagement or re-enforcements Contd
- 37. How to UseVideo – 3 main types or stages • Pre-viewing • Viewing • Post Viewing Steps of Making a Video • Pre-production o Planning - Educational questions, Technical questions,Administrative questions o Scripting • Production (recording) • Post-production o Editing o Reviewing Contd
- 38. It is amechanism for helping learners to take control of their own learning and develop the habits of life-long learning and self-assessment. Characteristics of study guide • Part of self-instructional package • Designed for students to use independently • Contains some of contents as core that comes from text books • Indicates what should be learned • Indicates how can be learned • Guide teachers to plan teaching & monitor the progress
- 39. How study guideis used • Have a quick look at all the pages of the guide • Read the guide prior to attend any learning session on particular topic • Read suggested reading list (text books, reference books, journals etc.) • Select the suitable learning materials • Make comments about the guide, course, method (feedback) • Plan the learning process & monitor overall progress by yourself • Make revision • Be familiar with the assessment system and get prepared accordingly • Assess yourself to check your understanding of the subject Contd
- 40. Components of studyguide • Topic • Objectives • Course outline • Teaching methods • Student’s comment on the guide • Self-assessment/ clinical problem discussion • Resources available • Revision • Suggested reading • Glossary Contd
- 41. Advantages of studyguide • Make the teaching-learning session student centered • More emphasis on students – their needs, interest, expectations • Student take responsibility for own learning • Students decide objectives • Select appropriate learning resources • Decide sequence & pace • Assess their own progress • Active learning • Teacher acts as a mentor • Study guide is a media Contd
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- 45. • Is asystem of instructional learning • The students & the teachers are physically separated • Learning takes place with technology • The system uses various combination of telecommunications, hardware & software
- 46. Contd Features – • Teacheris separated geographically from the student • Learning program is carefully planned & the learner is provided necessary advice & assistance • Work done by the student is reviewed by the teacher and remedial work prescribed if needed (two way communication) • The learner usually works on his own (occasionally small group can tackle the program)
- 47. Contd Types – • Type-I: Studying the printed material sent to the students • Type-II : Type-I is supplemented by regular & obligatory teaching- learning activities • Type-III : Type-I & Type-II are supplemented by teachers & demonstrations on radio & televisions • Type-IV : A programmed computer performs important teaching functions (tested by USAF)
- 48. Contd Role of teachers– • Manager of the student’s learning activity • Producer of learning resource material • Producer of assessment exercise Concerns – • Attitude of teachers • Attitude of learners • Cost
- 49. Poster • Any pieceof printed paper • Designed to be attached to a vertical surface • Typically includes both textual and graphic elements • Designed to be both eye-catching and informative Methods • Approach one (one piece method) • Approach two (panel method) Advantages & Disadvantages Publishing Software • Adobe InDesign • Adobe PageMaker • InPage • Corel Draw • MS Publisher • MS PowerPoint • QuarkXPress
- 50. Stages in posterproduction 1. Choosing content 2. Making a plan 3. Preparing the final poster 4. Showing the poster Contd Types of posters • Advertising • Political • Movie • Affirmation & motivational posters • Event • Travel • Educational • Black light • Research International standard poster size • Large – 24” x 36” • Medium – 18” x 24” • Small – 11” x 17”
- 51. Attributes of agood poster • Important information should be readable from about 10 feet away • Title is short and draws interest • Word count of about 300 to 800 words • Text is clear and to the point • Use of bullets, numbering, and headlines make it easy to read • Effective use of graphics, color and fonts • Consistent and clean layout • Includes acknowledgments, your name and institutional affiliation Contd
- 52. Choosing content (lessis often more) • Purpose – • Audience – • What to look • Place of display • Guidance Making a plan • Structure – grid system • Developing poster design
- 53. Preparing your finalposter – five main variables • Font style - two types • Type size – • Leading (line spacing) – 1.5 or 2 space • Alignment – left • Case – avoid upper case An effective poster is – • Focused – on a single message. • Graphic – lets graphs and images tell the story; uses text sparingly. • Ordered – keeps the sequence well-ordered and obvious. Contd Other factors • Color – small range, • Poster’s background – light • Diagrams – logical • Numerical data
- 54. Contd Showing the poster •Stand alone • Stand next to it – talking to people as they browse and answering questions about the poster. • Handouts (printing A4 paper, bullet points etc.) • Producing bullet-point summaries of panel posters