9' Developing Instructional Materials

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9. Developing Instructional Materials
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Background(241)

• 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.(237)
• We 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. (237)

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Concepts
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Concepts

• The delivery system and media selections three
  factors(238)
• Availability of existing instructional materials
  
• Existing materials could be substituted for
  planned materials on a scale ranging from a
  single motivational sequence in one lesson, to an
  entire course or curriculum.(238)
• Production and implementation constraints
• Media formats and delvery systems that look
  expensive are expensive
• Amount of instructor facilitation(239)
• The first steps in adoption of a new technology
  are usually attempts to replicate the features of
  the old technology classroom
• When discussion and feedback are provided by the
  instructor, initial materials development costs
  are lower however, per-student costs are high
  and the course cannot be scaled up in size
  without hiring additional instructors.

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Concepts

• Components of an instructional package
• Instructional materials
• contain the content -either written, mediated, or
  facilitated by an instructor (241)
• Assessment
• Pretest and Posttest that have been planned to
  be implemented.
• Course management information
• Instructors manual- how to use the instructional
  material, test, and so on.

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Concepts

• Selecting existing instructional materials
  criteria(242)
• Goal-centered
• congruence between the content in the materials
  and your terminal and performance objectives
• adequacy of content coverage and completeness
• authority
• accuracy
• currency
• objectivity

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Concepts

• Learner-centered appropriateness of if the
  existing materials for the target group
• Vocabulary and language
• developmental, motivation, and interest levels
• backgrounds and experiences
• special language or needs

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Concepts

• Learning-centered appropriateness of the
  materials in terms of instructional strategies
• Context centered Appropriateness of the
  materials for the instructional and performance
  context

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Concepts

• Designers role in materials development and
  instructional delivery
• the designer the materials developer the
  instructor
• Individualized instruction Their role in
  instructional delivery is passive, but their role
  as a facilitator is very active
• Instructors select and adapt materials to suit
  their instructional strategy more increased
  role in delivering instruction
• Heavily dependent on instructor
• designer ? the instructor
• The best way is to meet with and learn from the
  developer(250)
• Designer should conduct the on-site learner and
  context analyses themselves

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Concepts

• Developing instructional materials for formative
  evaluation
• Rough draft materials
• Rapid prototypes(253-4)
• Go light on the early analysis steps of an
  instructional design model
• Develop prototype instructional materials rapidly
  
• Use quick interactive cycles of formative
  evaluation
• Revise to shape the final form of the materials.
• Simultaneous design and development
• Material development tools and resources

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Concepts

• Beginning the development process(254)