Chapter 9

1. By Angelita Brooks
Developing Instructional Materials

2. Background
Developing instructional materials can be challenging as a teacher. Teachers who
focuses on developing instructional materials, offering advice to their students about
judging and justifying instructional materials they have prepared. Once a student
have decided what components of an instructional package should be used, they are
ready to prepare and format the material. The choice of format depends on the
purpose of instruction, the performance objectives, who will use the instructional
materials and why, how and where they are to be used, and what medium will be
used for delivery of the instructional message.

3. Objectives
The Designer’s Role in Materials Development and
Instructional Delivery
The Delivery System and Media Selections
Components of an Instructional Package
Existing Instructional Materials
Instructional Materials and Formative Evaluation

4.  Once the instructional strategy has been
completed, it is time for the designer to
create the instructional materials.
 Instructional material is printed or other
mediated instruction used for student to
achieve instructional goals.

5.  All instructional material should be accompanied by
objective tests or by product or performance
assessments. These may include a pretest and/or
posttest.

6.  Assessing overall curriculum needs
 Analyzing learners background knowledge and instructional
needs
 Determining course goals
 Determining course objectives and the sequence in which to
address them
 Developing and implementing instructional content, teaching
strategies, and assessments
 Conducting formative and summative course evaluations

7.  Instruction is generally delivered in one or the
methods
• Designed to be delivered independently of the
instructor
• Material selected and adapted to their
instructional strategy
• Instructor personally deliver instruction

8. The Delivery System and Media
Selections
The delivery system refers to the systems necessary to allow a particular instructional
system to operate as it was intended and where it was intended. Examples include:
•Classroom
•Correspondence
•Television broadcasting
•Videotaping
•Videoconference
•Computer-based
•Web-based
•Mobile
Once the delivery system is specified, media are chosen for instructional deliver and
activities. Dick, Carey, and Carey (2005) define media constitutes the physical elements in
the learning environment with which learners interact in order to learn something

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

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

11. Components of an Instructional Package
The three major components of an instructional package:
•Instructional Materials: They contain the content – either written, mediated or facilitated by
an instructor (the content includes materials for the major objectives, the terminal objective,
and any materials for enhancing memory and transfer). Instructional materials refer to any
preexisting materials that are being incorporated, as well as to those that will be specifically
developed for the objectives. The materials may also include information that the learners will
use to guide their progress through the instruction.
•Assessments: All instructional material should be accompanied by objective tests or by
product or performance assessments. These may include a pretest and/or a posttest.
•Course Management Information: There is often a general description of the total package,
typically called the instructor’s manual, which provides the instructor with an overview of the
materials. It might include the following:
tests and other information considered important for implementing the course.
student guidance templates
automated class listing
student tracking
online testing

12.  There is often a general description of the total package, typically
called the instructor’s manual, which provides the instructor with an
overview of the materials. It might include the following:
 tests and other information considered important for implementing the course.
 student guidance templates
 automated class listing
 student tracking
 online testing
 project monitoring
 grade book
 a variety of communication and messaging mechanisms


13.  5 Categories of Criteria
1. Goal-Centered
2. Learner Centered
3. Learning-Centered
4. Context-Centered
5. Technical Centered

14.  These methods include active learning, in which students solve
problems, answer questions, formulate questions of their own,
discuss, explain, debate, or brainstorm during class; cooperative
learning, in which students work in teams on problems and
projects under conditions that assure both positive
interdependence and individual accountability; and inductive
teaching and learning, in which students are first presented with
challenges (questions or problems) and learn the course material
in the context of addressing the challenges. Inductive methods
include inquiry-based learning, case-based instruction, problem-
based learning, project-based learning, discovery learning,
and just-in-time teaching.

15.  Formative evaluation is also useful in analyzing learning
materials, student learning and achievements, and teacher
effectiveness . . . Formative evaluation is primarily a building
process which accumulates a series of components of new
materials, skills, and problems into an ultimate meaningful
whole. - Wally Guyot (1978)

16.  The purpose of doing a rough draft of materials is to create a
quick low-cost version of your design to have something to
guide production and to take formative evaluations.

17.  Rapid Prototyping
• Rapid prototyping is the process of using prototype
approximations of a software design in order to test
whether the application meets the design specifications.

18.  http://www.nadasisland.com/isd/index.blog?topic_id=1112757
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Student-Centered.html
http://www.nwlink.com/~donclark/hrd/isd/types_of_evaluations.html

19. As a lifelong learner, my goal will be to motivate my
students. To ensure that I am effective in my career, I will be a
facilitator, and provide my students with instructional
materials to assist them with in the classroom. In today’s world
of technology, teachers should places emphasis on students as
active participants in the process of finding, organizing,
analyzing, and applying information to solve problems. As
students grow they should become part of a learning
community to ensure they are able to collaborate information
from a variety of sources, including peers, teachers,
productions, and designs.

20. Angelita Brooks