Discussion 5

Instructional aids are devices that assist an instructor in the teaching-learning process. In
addition to helping students remember important information, instructional aids have other
advantages. When properly used, they help gain and hold the attention of students.
Learning effectiveness relates the most effective way to present your content, which can be
translated as the easiest way for the students to learn it. It is about determining the best
way for the trainee to learn based on what content needs to be learned and what the trainee
will be doing with the new knowledge after the learning is done. (Piskurich, 2005).
When completing my teaching degree, the overhead projector (OHP) was the one the most
outdated piece of equipment used but to the students in this particular course, it was the
most effective instructional aid when compared to the traditional marker-board and the
overused PowerPoint. What I found that was most valuable using transparencies that the
instructors were able to easily communicate with the class since the equipment was placed
at the front of the room. The instructors were able to maintain eye contact with the class.
The light source of the projector allowed us to see clearly to write notes down – when I was
in a class where PowerPoint was being used, it was difficult to see to write notes since the
room had to be darken to allow us to see the projection. The instructor was able to write on
a blank transparency as the lesson progressed, much like a chalk or marker board. One
instructor was able to add transparencies in an overlay onto the original to show emerging
As suggested by Piskurich (2005), in considering the use of media the instructional designer
should consider how they will achieve the following, before selecting a particular type of
media as an instructional aid. These considerations are to:
 gain trainees’ attention
 help the establish the desired mindset
 help trainees recall prior knowledge
 set expectations
 establish relevance
 make trainees comfortable
Although the OHP and PowerPoint proved very effective in the face-to-face situation, I did
had some difficulty in finding these methods of presenting information online to be very
effective. As an online student, I had a particular course were presentations were the main
course content, other than the reading materials. I did not benefit very much from viewing a
PowerPoint show without a narrator/instructor guiding me through the information provided,
since the majority of it was in point form and did nothing much to fully break down or
explain the content in the book and other reading material.
Based on Morrison, Ross, & Kemp (2007) Chapter 9 readings, it would have been more
beneficial to the students if when the ID had developed/created thier instructional materials,
that they would have tried them out, make any necessary revisions, before implementing
instruction. I believe that this way the ID would have noticed that without narration or
additional guidance the presentations were not as effective online and they were face-toface with a presenter.

& Ragan. CA: Pfeiffer.).. Instructional design (3rd ed. M. E. J. Designing effective instruction (5th ed. M.). Ross. G. R.Morrison. T. & Kemp. J. S. (2006). . Hoboken. Rapid Instructional Design: Learning ID Fast and Right (2nd ed. Smith. Inc.). (2005). (2007). San Francisco. NJ: Wiley JosseyBass Education. San Francisco: John Wiley and Sons. P. G. Piskurich.. L.