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Ch. 9 powerpoint apt 501
- 2. Background An instructor is often the motivator, the content presenter, the leader of practice activities and evaluator. Instructional events are carried out by the instructor with a group of students and are now presented to the individual student through instructional materials. It is recommended that you produce self-instructional materials in your first attempt at instructional design. These materials should allow the student to learn new information and skills without any help from the instructor. Learning components such as motivation, content, practice, and feedback should be built into the instructional materials.
- 3. Objectives Describe a designer’s role Describe media selections and delivery systems Name and describe the components of an instructional package List the five categories of criteria for judging the appropriateness of existing instructional material Name appropriate rough draft materials for various final media
- 4. Designer’s Role in Materials Development & Instructional Theory When the Designer is also the Materials Developer and the Instructor When the Designer is Not the Instructor
- 5. When the Designer is also the Materials Developer and the Instructor Person who designs instruction also develops materials and teaches students Take on different teaching responsibilities based on types of materials During instruction, task is to monitor and guide progress of students through materials Materials will have to include all the learning components in the strategy
- 6. When the Designer is Not the Instructor A premium is placed on precision specifications and communication and collaboration skills are required Meet with and learn from developer Designer-instructor has good understanding of interests and motivations of learners Designer can depend on careful learner and context analyses
- 7. The Delivery System and Media Selections Delivery system is specified and instructional strategy has been developed 3 Factors often cause compromise in selections of media and delivery system: 1. Availability of existing instructional materials 2. Production and implementation constraints 3. The amount of facilitation that the instructor will provide during instuction
- 8. 3 Factors that Often Cause Compromise 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
- 9. Components of an Instructional Package 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
- 10. Existing Instructional Materials 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
- 11. 5 Categories of Criteria Goal-Centered Lerner-Centered Learning-Centered Context-Centered Technical
- 12. Goal-Centered Criteria for Evaluating Existing Materials 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
- 13. Learner-Centered Criteria for Evaluating Existing Materials Should provide the foundation for appropriate materials for target group Specific criteria Vocabulary and language levels Developmental, motivation, and interest levels Backgrounds and experiences Special language or other needs
- 14. Learning-Centered Criteria for Evaluating Existing Materials 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
- 15. Context-Centered Criteria for Evaluating Existing Materials Provide the foundation for judging whether existing materials can be adopted as is Or adapted for your settings Criteria include: Authenticity of materials for your contexts learners Feasibility of the materials for your setting and budget
- 16. Technical Criteria for Evaluating Existing Materials 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
- 17. Instructional Materials and Formative Evaluation Rough Draft Materials Product is developed in alternate, simpler, less-expensive media formats Create a quick low-cost version of your design Take into formative evaluation Rapid Prototyping “doing it several times” Relies on information gathered during tryouts to ensure success of final product
- 18. Instructional Materials and Formative Evaluation Materials Development Tools and Resources: Requires artistic and technical skills Readers are referred to references and recommended readings Websites
- 19. Reflective Practitioner Reflective practitioners solve problems using a balanced analysis of practical situations. They use their beliefs and attitudes about teaching and learning in a disciplined way. This leads to responsible teaching and learning. A reflective practitioner examines knowledge about their students. This helps to maximize the teaching process.