3. Objectives
Designers are also the Materials
Developer and the Instructor
When the Designer Is Not the
Instructor
The Delivery and Media Selection
Availability of Existing Instructional
Materials
Production and Implementation
Constraints
Amount of Instructor Facilitation
Components of instructional
package
Instructional Material
Assessment
Course Management Material
Instructional Material and
Formative Evaluation
Rapid Protoyping
Rough Draft
Learner Participation
References/ URL’s
4. Designers are also the Materials Developer
and the Instructor
The person who designs the instruction also develops materials and
teaches students.
They take on different teaching responsibilities based on the types
of materials prescribed in the instructional strategy.
Can be delivered independently of an instructor
5. When the Designer Is Not the Instructor
In a smaller ID setting:
one individual may be
responsible for more than
one function,
whereas in a larger setting,
multiple individuals may be
assigned to each function.
In ID teams, it is common
for the manager to be a
senior-level instructional
designer and for the
instructional designer also
to be a materials
developer,
6. The Delivery and Media Selection
Three 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 provided by the
instructor during instruction.
7. Availability of Existing Instructional
Materials
Existing materials are an attractive alternative to going through the
development and production process.
Oftentimes substituted for planned materials on a scale ranging
from a single motivational sequence in one lesson to an entire
course or curriculum.
8. Production and Implementation Constraints
Novice designers who have not worked with complex media often:
1. Severely underestimate the costs of hiring commercial production
2. Equally underestimate the expertise
3. Infrastructure
4. Time requirements for in-house production.
9. Amount of Instructor
Facilitation
Instructor facilitation is a particular feature of classroom instruction
favored by students and instructors alike, whether meeting face-to-
face or at a distance.
Different levels of classroom facilitation are provided by the
designer when he or she is also the instructor.
11. Instructional Material
Refers to any preexisting materials being incorporated,
as well as to those materials developed specifically for
the objectives.
12. Assessment
All instructional materials should be accompanied by
objective tests or by product or performance
assessments
13. Course Management Material
Course management support for the instructor consist of:
Automated class listing
Student tracking
Online testing
Project monitoring
Grade book
Variety of communication
Messaging mechanisms.
16. Rough Draft
The purpose for doing a rough draft of materials is to
create a quick low-cost version of your design.
17. Learner Participation
learner participation component is also:
formatted for web-based instruction
enabling learners to study independently. Learners
can print the pages containing the script,
locating and marking all instances of behavior directly
on the printed pages.
18. References/ URL’s
Carey, Lou, and James O. Carey. "Developing
Assessment Instruments."The Systematic Design of
Instruction. By Walter Dick. 8th ed. N.p.: n.p., n.d. 282-
251. Print
19. Change Agent, Reflective Practitioner,
Lifelong Learner
Reflective Practitioner: Understand their disciplines and how
learners learn. This understanding enables them to make
judgments about the knowledge level of students and to make
decisions about representing the content in ways that facilitate
the students’ intellectual growth
Change Agent: Collaborate with other members of the
professional community and take responsibility for school,
curricular, and instructional decisions which help create student-
centered learning communities.
Lifelong Learner: Continue to expand their repertoire of
knowledge and experience, update their skills, evaluate and
enhance their dispositions, and further their ability to refine and
adapt their decision making process to more diverse and
continuously changing educational settings.
