Discuss the Theories of Materials Development

7 Instructional Design Theories &

Models To Consider
Learning various Instructional Design theories will help you develop more meaningful eLearning courses. You'll have
a firm grasp on how the human mind absorbs, assimilates, and retains information. Thus, you will able to create
eLearning experiences that offer real-world value. Here are 7 top Instructional Design theories that you may want to
think about for your upcoming eLearning course design.

1. Situated Cognition Theory

The Situated Cognition Theory was first published in 1989, but its principles are still just as applicable today.
Essentially, the theory is based on the concept that you cannot separate knowing from doing. It also stresses how
important it is for people to apply the things they learn within a clear context. It also stipulates that learning is a social
endeavor that gives people the opportunity to expand their knowledge through discussions and group problem-
solving tasks.

2. Sociocultural Learning Theory

The original work detailing the Sociocultural Learning Theory was written in the early 1930s. Due to political turmoil
under Stalin and translation issues, it took a long time for it to become widely known. The theory revolves around
three critical elements. These are culture, language, and the zone of proximal development. It suggests that our
environment plays a crucial part in a learner's development. For example, peers have the power to influence how a
learner thinks or feels about a particular subject.

3. The ADDIE Model

This acronym stands for Analyze, Design, Develop, Implement, and Evaluate. The ADDIE model was first designed in
the 1975 by the U.S. Army by the Centre for Educational Technology at Florida State University. It is comprised of the
five factors listed above, which helps Instructional Design professionals tackle eLearning projects in stages. ADDIE
tackles eLearning development rather than learning behaviors. It allows Instructional Designers to delve into the
needs, learning objectives, and desired outcomes so as to create more personalized eLearning resources.

4. Merrill's Principles Of Instruction

Merill's theory is based on the different ways that learning can be facilitated. Each phase in the learning process has
an important role to play. There are four core phases of learning: demonstration, activation of previous knowledge,
application, integration into real world challenges. The approach is task-centered. This theory also involves
"scaffolding", whereby learners are gradually introduced to more complex ideas and concepts as the lesson
progresses.
5. Individualized Instruction
As the name implies, the Individualized Instruction Theory revolves around the individual and how they learn. If you
are learning something and catch on quickly, you can keep going. However, if you are not connecting with the
material, the theory allows you to go at your own pace. It also accounts for learners who respond better to different
learning preferences. Individualized Instruction centers on 4 key principles:
• Learners should be able to complete the work autonomously. As a result, they have the opportunity to focus on
their own strengths and areas for improvement.
• Each lesson should be followed by an assessment to gauge learner progress.
• Written learning materials are preferred over presentations.
• Facilitators support learners and add a level of social interactivity to the experience.

6. Bloom’s Taxonomy Of Learning

Objectives
This well-known theory was first developed in the 1950s. While some contemporary theories focused on pure
memorization of facts, Bloom focused on the cognitive domain. This portion of the theory moves up a hierarchy of
processes starting at the most basic. These specific processes include: Remembering, Understanding, Applying,
Analyzing, Evaluating, and Creating. The committee which was overseen by Bloom also stipulated that there are 3
essential domains to consider: cognitive, affective, and psychomotor.

7. The SAM Model

This Instructional Design model allows the Instructional Designer to make changes by performing small steps and
multiple iterations. You begin with the short Preparation Phase, where information on the eLearning project is
gathered. Then you move to the Iterative Design and Iterative Development where the design is created and
reviewed. This process allows for more flexible designs with rapid changes as the eLearning project moves forward.

How To Find The Right Instructional

Design Theory For Your eLearning Course
Design
Ideally, the Instructional Design theory you choose must align with the needs of your online learners and your client's
learning objectives. The subject matter also plays a pivotal role in the process. For example, a corporate eLearning
project that calls for problem-based training may require Merrill's Principles of
Instruction. Individualized Instruction, on the other hand, is great for personalized learning paths that rely on self-
paced studies. The key is to identify your client's expectations and needs beforehand so that you can narrow down
the list of potential Instructional Design theories, then determine which one supports the learning behaviors and
desired outcomes.
Enumerate the basis for selecting appropriate
materials and resources for English learners

Instructional materials are essential tools in the English language classroom. They allow students to interact with
words, images, and ideas in ways that develop their abilities in multiple literacies such as reading, listening, viewing,
thinking, speaking, writing, and technology.

Getting Material Right

As English learners grow and develop academically and linguistically, they rely mostly on the materials and resources
provided by the teacher. ELLs (English language learners) may cling to teacher-provided material because they can
review it later on at a comfortable pace.
For instance, some students may be hesitant to ask vocabulary or language-related questions in class for fear of
appearing slow or behind by their classmates. When students can review materials with a dictionary and other
reference materials on their own terms, however, they may be better able to understand and absorb the content.
There are many components surrounding selecting appropriate materials and resources for English learners. These
elements include:

CRITERIA FOR SELECTING APPROPRIATE EDUCATIONAL MATERIALS

1. Appropriateness
2. Authenticity
3. Interest
4. Organization and Balance
5. Cost

1. The appropriateness of materials must be judged from the students’ perspective rather than the teachers’
perspective.
2. Authentic materials provide resources for ELT teachers and offer them the opportunity to expose learners to
materials produced for real life and out of classroom contexts. The focus is on the message and means and context
are often used to help to communicate it. If teachers use authentic texts sensibly, they provide learners with
alternatives to learn real English usage.
3. In choosing educational materials, the teacher should ask the students about themselves-- who they are, what
they are about, what they are interested in, and who they want to become. Not just for the purpose of building
personal relationships, but to improve instructional connections to the students. The stronger the information or skill
connects to the daily life of the student, the stronger the probability of it moving from working to long-term memory.
4. The point of seeking balance among learning styles when designing instruction is to avoid heavily favoring any
category of a learning style dimension. In balanced instruction, students are taught sometimes in ways that match
their preferences and sometimes in ways that don’t. When that approach is taken, the students are not too
uncomfortable to learn, as some would be if they were never taught in the ways they prefer. At the same time, they’re
all sometimes taught against their preferences, which helps them build important skills they might never develop if
they were only taught as they prefer.
5. Cost of educational materials should also be considered. It will be achievement for a teacher, if he can bring a
situation where he uses low cost- no cost teaching material and his student comes forward with a new idea to create
of his own for the next one.
Demonstrate an appreciation of availability of language materials in meaningful learning.
• Teaching for appreciation requires ensuring that what is taught is worth learning, explaining the value of this
content and modeling its applications, and scaffolding learning by engaging students in activities that allow them to
experience its valued affordances.
• Students’ perspectives and ideas related to classroom learning seem to be mostly ignored in schools. Not only
does this issue result in both teachers and students struggling in the process of teaching and learning, but students
also fail to appreciate the intrinsic value of the curriculum content. It is therefore important to explore the significance
of student engagement on their appreciation of learning as well as any positive effects that it might have on their
success.