Chapter 9

1. Developing Instructional Materials
PRESENTED BY JAMES HENDERSON

2. Background
In a typical classroom setting the instructor plans and performs functional activities that we describe as being
components of an instructional strategy. The instructor is often the motivator, the content presenter, the ledger of
practice activities, and the evaluator. The hallmark of individualized instruction is that many of the instruction
events typically carried out by the instructor with a group of students are now presented to the individual
student through instructional materials. The authors recommend that you produce self-instructional materials in
your first attempt at instructional design, that is, the materials should permit the student to learn the new
information and skills without any intervention from an instructor or fellow students.

3. Objectives
 Describe factors that may cause revisions in media selections and delivery systems for given instruction.
 Name and describe the components of an instructional package.
 List four categories of criteria for judging the appropriateness of existing instructional materials.
 Describe the designer’s role in materials development and instructional delivery.
 Name appropriate rough draft materials for various final media.
 Given an instructional strategy, describe the procedures for developing instructional materials.
 Develop instructional material based on a given instructional strategy.

4. The Designer’s Role in Material
Development and Instructional Delivery
When the Designer is Also the Materials Developer and the Instructor
 The instructional setting usually creates a one stop shop where the designer is
also the developer and teacher of the instruction.
 An example of this the teacher or professor that do the lesson plans, syllabi,
materials and instruction and professionals in all fields routinely design, develop,
and present their own workshops and in-service training.
Take out different teaching responsibilities based on the types of material that
were prescribed in the instructional strategy.

5. The Designer’s Role in Materials Development
• When the Designer is Not the Instructor.
• Large companies sometimes utilize an instructional designer that works with a
team to do the design, development and implementation.
• Teams exist in instructional design consulting firms, personnel training and
development companies.

6. There are three factors that often compromise the selections:
1. Availability of existing instructional materials
2. Productions and implementation constraints
3. Amount of facilitation that the instructor will provide during
instruction
THE DELIVERY SYSTEM AND
MEDIA SECTION

7. The Delivery System and Media Selections
Availability of Existing Instructional Materials
Existing materials can be an alternative to the developing and producing new
materials.
They also be substituted for planned materials.
An example would be pre-recorded workshop on workplace bullying that can be
copied and distributed.

8. Production and Implementation Constraints
Media formats and delivery systems can be very expensive, but
utilizing techniques to reduce costs general does not affect learning.
Costs associated with duplication and distribution can be costly as
well. However, there are methods of such as PowerPoint or web
streaming that can defray some of the costs.

9.  New delivery systems are attempting to recreate the face to face instruction
experience in a method that only requires instructor facilitation
 An example would the growing use of Blackboard in college and university
settings.
Amount of Instructor Facilitation

10. Components of an
Instruction Package
• Instructional Materials
• Assessment
• Course Management Information

11. Instructional
Materials
• Must contain content that a student will use
to achieve the objectives
• Included major objectives and terminal
objectives
• Instructional materials refer to any
preexisting materials that are being
incorporated , as well as to those materials
that will be specifically developed for the
objectives.

12. Assessments
• Materials should be accompanied by
objectives tests or by product or
performance assessments
• Pretest & Posttest

13. Course Management
Information
• A general description of the total package,
typically called an instructor’s manual, that
provides an overview of the materials and
shows how they might be incorporated in an
overall learning sequence.
• Might also include tests and other
information that you judge to be important

14. Existing Instructional
Materials
5 Categories of Criteria
1. Goal-Centered
2. Learner-Centered
3. Learning-Centered
4. Context-Centered
5. Technical-Centered

15. Instructional
Materials and
Formative Evaluation Rough Draft Materials
Rapid Prototyping
Materials Development
Tools and Resources

16. Rough Draft
Development
 Material production requires a
skill set. Tools and resources
are used to provide instruction
such as how-to guides, etc.
 This media is updated rather
frequently to included new
developments that make the
instructions easier as the
technology advances.

17. Rapid Prototyping The thought of “doing it
several times” for the sake
of formative evaluation is
daunting, but this is
exactly what happens in an
instructional materials
development.

18. Materials
Developments Tools
and Resources  Material production requires a skill
set. Tools and resources are used to
provide instruction such as how-to
guides, etc.
 This media is updated rather
frequently to included new
developments that make the
instructions easier as the technology
advances.

19. Life Long Learner I know first hand how difficult it can be
to development instructional materials.
You have to take into consideration how
you are going to development,
production and execute the deliverance
of the content

20. James Henderson
James.henderson178@gmail.com