Developing Instructional Materials

1. Developing Instructional Materials
LaSheena Nation

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

3. Objectives

Describe the designers role in material development and instructional delivery.

Name and describe the components of an instructional package.

List four categories of criteria for judging the appropriateness of existing
instructional materials.

Name appropriate rough draft materials for various media files

Given an instructional strategy, describe the procedures for developing instructional
materials. Develop instructional materials based on a given instructional strategy.

Develop instructional materials based on a given instructional strategy.

4. The Designer's Role in Material
Development and Instructional Delivery

The designer of the instruction is typically the developer of materials.

When designers are also developers and instructors they will take on different
teaching responsibilities based on the type of materials that were prescribed in the
instructional strategy.

On the other hand, when instructors select and adapt materials to suit their
instructional strategy, it is probable that the instructor will have an increased role in
delivering instruction.

A traditional model is which the instructor personally delivers all instruction
according to the instructional strategy that has been developed.

Instructors can continuously update and improve instruction as changes occur.

Decides what delivery and media formats will be used in planning instructional
strategy.

5. The Delivery System and Media Selections

Availability of existing instructional materials
− Existing materials could be substituted for planned materials on a scale
ranging from a single motivational sequence in one lesson, to an entire
course or curriculum.

Production and Implementations constraints
− Media formats and delivery systems that look expensive are expensive.

Amount of instructor facilitation
− The first steps in adoption of a new technology are usually to replicate
the features of the old technology classroom.
− When discussion and feedback are provided to the instructor, initial
materials develop cost are lower, however, per-student cost are high
and the course cannot be scaled up in size without hiring additional
instructors.

6. Strategies for Developing Media

7. Components of an Instructional Package

Instructional Materials
− Contain the content, either written, mediated or facilitated by an
instructor.

Assessment
− Pre-test and post-test that have been planned to be implemented.

Course Management Information
− Instructors manual includes how to use the instructional material, test,
and so on.

8. Instructional Materials

Instructional materials refer to preexisting materials that are being incorporated, as
well as to those that will be specifically developed for the objectives.

Instructional materials include content which includes materials for the major
objectives, the terminal objectives, and any materials for enhancing memory and
transfer

Instructional materials may also include information that the learners will use to
guide their progress through the instruction.

9. Selecting Existing Instructional Materials

Goal Centered Criteria
− Focuses on the content of instruction and your instructional analysis
documents will provide the basis for determining the acceptability of
the content in various instructional materials.

Congruence between the content in the materials and your
terminal and performance objectives

Adequacy of content coverage and completeness

Authority

Accuracy

Current

Objectivity

10. Selecting Existing Instructional Materials

Learner Centered Criteria
− Provides the foundation for consideration of the appropriateness of
instructional materials for your target group.

Vocabulary and language levels

Developmental, motivation, and interest levels

Background and experiences

Special language and other needs
− Helps determine whether existing materials are adequate as they are or
needs to be adapted or enhanced.

Pre instructional materials

Content sequencing and presentation is complete, current, and
tailored for all learners

Participation and practice elements

Assessments

Enhancement memory and transfer

Learner guidance

11. Selecting Existing Instructional Materials

Context Centered Criteria
− Provides foundation for judging whether existing materials can be
adopted as is or adapted for your setting

Authenticity of materials

Feasibility

12. Selecting Existing Instructional Materials

Technical Criteria
− Judged for technical adequacy

Delivery system and media formats

Packaging

Graphic design and typography

Durability

Legibility

Audio and video quality

Interface design, navigation and functionality **(when appropriate)

13. Instructional Materials and Formative
Evaluation

Rough Draft Materials
− A quick low cost version of your design to have something to guide
final production and to take into formative evaluation and try out.

Rapid Prototyping
− Usage of interactive computer-based and web-based multimedia

Material Development Tools and Resources

14. The Materials Development Process

15. Steps in the Development of Instruction

Review instructional strategy for each objective in each lesson

Review your analysis of learning context

Decide on the components of the package of instructional materials

Survey the literature

Consider how you may adapt or adopt available materials

Determine if new materials need to be designed, if so review your analysis of
learners, if not begin organizing and adapting available materials.

Plan and write your instructional materials

Review each completed lesson or learning session

Write accompanying instructions to guide students through lessons

Using rough draft, evaluate activities

You may develop materials for the instructors manual as you go

16. Steps to Consider

17. Strategies for Developing Content

Provide contextual elements to help link prior knowledge.

Develop materials so that the instructor is not built into the process. Permitting
flexibility and encourages development

Decide on your instructional strategy

Think about the budget

Think about delivery systems and media selections

18. Instructional Elements

Look for materials that engage the learner in interpersonal activities.
− Peer-sharing
− Group activities
− Interpersonal Interactions
− Leadership activities
− Questions, surveys and test

19. Summary

Pre instructional activities, including objectives and review materials as well as
motivational materials and activities.

Content that must be presented to students to enable them to achieve your
objectives, including examples and non examples of information, concepts skills
that need to be learned.

Participation activities that enable students to practice or to try put the concept of
skills for themselves and feedback on students' performance to enable
reconsideration of their ideas or adjustments of their techniques.

Assessments of learners' mastery of new information and skills

Activities that enhance memory and transfer

20. Contact Information
LaSheena Nation
lasheenanation32hhs@yahoo.com