SUBTOPICS TO COVERED:

 General Principles
 Choosing Instructional
Materials
 Three Major Components of
Instructional Materials
 Types of Instructional
Materials
 Evaluation Criteria for
Selecting Materials
 GENERAL PRINCIPLES
• The teacher must be familiar with media content
before a tool is used.
• Print and nonprint materials do change learner
behavior by influencing a gain in cognitive, affective,
or psychomotor skills.
• No one tool is better than another in enhancing
learning. The suitability of any particular medium
depends on many variables.
• The choice of media should be consistent with subject
content and match the tasks to be learned to assist
the learner in accomplishing predetermined
behavioral objectives.
• The instructional materials should reinforce and supplement
not substitute for the educator’s teaching efforts.
• Instructional aids should be appropriate for the physical
considerations and the learning environment, such as the
size and seating of the audience, acoustics, space, lighting,
and display hardware (delivery mechanisms) available.
• Media should complement the sensory abilities,
developmental stages, and educational level of the intended
audience.
• The message imparted by instructional materials must be
accurate, valid, authoritative, up-to-date, appropriate,
unbiased, and free of any unintended messages.
• The media should contribute meaningfully to the learning
situation by adding diversity and additional information.
 CHOOSING INSTRUCTIONAL
MATERIALS

• Involves skill in the designing of and planning for

instruction.
• Educator must know how to select and use the
available instructional materials.
• Knowledge of the diversity of Instructional Tools.
• Instructional Materials for Health promotion, Illness
prevention, Health Maintenance and Restoration
for ill persons.

Characteristics of the
learner
• “ Know your Audience”
Choose media that best suit
their needs.
Educators must consider the
ff:
• Learners perceptual
abilities
• Physical Abilities
• Motivational levels
• Developmental Stage
• Learning Styles
LMAT : Learner, Media And Task
Characteristics of the
Task
Characteristics of the Media
• Educator has the opportunity
to choose from wide variety of
media.
( Print and Non-print) • Define by the
predetermined behavioral
• The tools selected are the objectives.
form through which the insert
information will be • Depend on the identification
communicated. of the learning domain.
• No single medium is most
effective.

• Physical form of the materials and the
hardware used to present the materials
• independent of the content of the
message
When selecting media:
• Is the information presented accurately?
• Is the medium chosen appropriate to convey
particular content
Is the readability of the materials appropriate
for the audience to accomplish a given task?
• Variables that affect the way in which the content or Realia- the most concrete form of stimuli that can
message to be learned is delivered, Frantz (1980). be used to deliver information
• The form of the message is the most important
consideration for selecting or developing
instructional materials, a consideration that is
frequently ignored, Weston and Cranston (1986)
influenced by:
• Size of the intended audience
• Pacing or flexibility needed for delivery
• Sensory aspects most suitable to the
audience.
• Also called as “Message”
• Actual information that is
communicated to the learner
Form of the message as occurring along a
continuum:
Illusionary Representations- less concrete and
more abstract
Symbolic Representations- the most abstract
types of messages
Types of Instructional
Materials
 Written Materials
 Demonstration
Materials
 Audiovisual Materials
 PURPOSE

To communicate messages
to learners by stimulating
the visual senses
and combining it
with the senses of touch,
sometimes even of smell
and taste. EXAMPLES
• Posters
• Diagrams • MODELS
• Illustrations  Replicas
• Charts NON-PRINT
MEDIA  Analogues
• Bulletin, flannel,
 Symbols
chalk/white
boards
DISPLAYS • REAL
• Photographs
• Drawings EQUIPMENT
 ADVANTAGES DISADVANTAGES
reality through active static, easily dated
engagement content

helps cognition and time-consuming

psychomotor skills
potential for overuse
effective imagery
NOT for simultaneous
impacts emotional
use with large audiences
domain
NOT for learners who:
relatively inexpensive visually-impaired or
with poor abstraction
opportunity of
abilities
repetition
 Handouts, leaflets, books, pamphlets, brochures, and instruction sheets.
SELF – COMPOSED Cost saving or the need to tailor content to specific
MATERIALS audiences.

GUIDELINES:
In writing patient education materials
 Content is accurate and up-to-date.  Write in active voice
 Logical, step-by-step fashion  Use second person “you”
 The information succinctly discusses the  Build in reviews at the end of written
what, how, and when materials
 KISS RULE  Proper format (adequate spacing, correct
 Avoid medical jargon capitalization)
 ADVANTAGES DISADVANTAGES

•Promote cognitive -non paper educational or

development, promotional that might on
stimulating attitude overhead screen or monitor
change, and helping to •Technical feasibility on the audiovisual arena.
build psychomotor • Economic feasibility - is electronic media
skills. •Social/political possessing both a sound and
•increase retention of acceptability a visual component
information combining
what we hear with what
we see
 Projected learning process Audio Learning Resources VIDEO LEARNING PROCESS

-best known of all audiovisual

formats, includes slides, over-head it has been a useful tool for the
transparencies, and computer blind or for those with serious Effective use of video oas an
outputs and video that can be visual or motor impairment. educational tool
projected on screen

DISADVANTAGE
ADVANTAGES DISADVANTAGES ADVANTAGES
•Lack of
•Good for •Requires darker •Cheap,small
understanding ADVANTAGES DISADVANTAGE
teaching skills room and portable
between •Material may
•Effective in •Requires special •Beneficial for
instructor and • Widely used be too long or
groups specially equipment for visual impaired
listener educational inappropriate
in hearing use •Maybe listen
•Relies only on tool
impaired repeatedly
sense of • Inexpensive
hearing
Ex: slides,overhead Ex:radio,compact
transparenciesd disc,audiotapes
 Telecommunications
Learning Resource COMPUTER LEARNING RESOURCES
Telecommunications is a means by which use to improve teaching and learning with the
information can be transmitted via use of computer
electrical energy for teaching purposes
Ex:televisions and telephones

Advantages
•TV program distribution is relatively
inexpensiveto wide audiences ADVANTAGES
Telephone is relatively inexpensive, • Interactive potential promotes quick feedback
widely available complicated to set up • retention of learning
interactive capability expensive to • Potential database enormous time efficient
broadcast via satellite Disadvantages
telecommunications technology. • Both software and hardware are expensive,
DISADVANTAGES
•Complicated to set up interactive
capability •Expensive to broadcast via
satellite
•Always consider the learner, task, and
the media available

•Discenza (1993)
- selection of material to use is based
on its ability to meet the objective
-Evaluation of media involves evaluating
the ff:
• content
• instructional design
• technical production
• packaging