ED 711 (INSTRUCTIONAL MATERIALS DEVELOPMENT)

TOPIC: CHAPTER 7:DEVELOPING INSTRUCTIONAL MATERIALS

FOR FORMATIVE EVALUATION; ROUGH DRAFT MATERIALS;RAPID
PROTOTYPING;MATERIALS DEVELOPMENT TOOLS AND
RESOURCES; PRINTED MATERIALS;AND STILL PICTURES AND
GRAPHING

Prepared: YU, WELFREDO JR. L.

• In a typical classroom setting the teacher plans and performs functional activities
that we describe as being components of an instructional strategy. The teacheris
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.
• THE DESIGNER’S ROLE IN MATERIAL DEVELOPMENT AND
INSTRUCTIONAL DELIVERY
When the Designer is Also the Materials Developer and the teacher:
 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.
 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.
 THE DELIVERY SYSTEM AND MEDIA SECTION
There are three factors that often compromise the selections:
 Availability of existing instructional materials
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  Productions and implementation constraints
 Amount of facilitation that the instructor will provide during instruction
 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.
 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.
 AMOUNT OF INSTRUCTOR FACILITATION
 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.
 COMPONENTS OF AN INSTRUCTIONAL PACKAGE
 Instructional Materials
 Assessment
 Course Management Information
 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.
 ASSESSMENTS
 Materials should be accompanied by objectives tests or by product or
performance assessments
 Pretest & Posttest
 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
 EXISTING INSTRUCTIONAL 5 CATEGORIES OF CRITERIA
 Goal-Centered
 Learner-Centered

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  Learning-Centered
 Context-Centered
 Technical-Centered
 INSTRUCTIONAL MATERIALS AND FORMATIVE EVALUATION
 Rough Draft Materials
 Rapid Prototyping
 Materials Development Tools and Resources
 ROUGH DRAFT MATERIALS
 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.
 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.
 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.
 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
 PRINTED MATERIALS
 The print media are some of the oldest media in education, this category of
media are useful for informational or motivational purposes.
 They are used to convey verbal information through print. They form the most
widely used media in education and they include textbooks, periodicals
encyclopedia, newspapers, magazines, file records minutes, and so on.
 They provide good source for teacher to structure their lesson plans and
notes. There are legions of textbooks on all areas of subject discipline.
 Sometime, they carry the main responsibility of organizing instruction and
they can be used as basic instructional guide.
 Newspapers, magazines, documents, file record and so on, are also very
relevant for disciplines in the social science, art, and the pure sciences.
Information contained in them can be current.
 Almanac also provides useful source of medium for teachers in their
classroom. Print medium can be used to supplement other media with
maximum effect. Print can also incorporate several other media like pictures
and graphic materials, thus serving as multi-media.

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 STILL PICTURES
 They are non-projected, non-motion pictures in opaque form.
 They are photography representation of people, places or things, and can be
used to present information in all subject areas.
 They are readily available for teachers, in magazine, calendars, illustrations
from textbooks, newspaper, and so on.
 When still pictures are properly mounted on cardboard, with proper edges, as
individual pictures or in composite form, that is, combination of one or more
pictures to produce a single visual, they can be used to pass across wide
range of information.
 GRAPHING
 They are no-photographic, two-dimensional materials designed to
communicate a message to the learners.
 They may incorporate symbolic visual and verbal cues.
 Graphic media include drawings, charts graphs, posters, among others.
 Drawings are more finished and representational arrangement of lives to
represent persons, places, things, and concepts.
 Charts are abstract representations of abstract relationships, like tabular
charts, timeline, and classification charts.
 Graphs are visual representation of numerical data, like polar graphs, scatter
graph, line graph, and so on. Graphs are useful for teacher in subjects like
economics, geography, and mathematics.
 Posters are also source full graphic media using combination of
 lines, color and texts.
 Cartoons are line drawings that can be used to encourage students and
enliven instruction.
 Flip charts and well charts can be used as speaker support and key point
reference. They should be designed in away, to ensure that they are large
and short in content