Designing Instructional Material Chapter 9

1. Tieka WilkinsTieka Wilkins

2. 
 Throughout this lesson many directions will be given
to assist developing pedagogical methods. The
following will display arrangements and measures
that will lead to a successful excerise.
Background

3. 
 To discuss and describe the following:
• Types of Instructional Materials
• The Designer’s role in materials development and
instructional delivery
• Name and describe the components of an
instructional package
• Categories of criteria
• The delivery system and media selections
Objectives

4. 
 What are instructional materials?
 Instructional materials are tools used to assist
instructors and students for guidance during
assignments. These forms of communication play
major roles that determine whether a learner will
succeed or fail in learning a certain matter. If one
form of instructional material does not work, there’s
more!
Instructional Materials

5. 
Types of Instructional
Materials
Technology
Textbooks
Worksheets
Audio Samples
Presentation

6. 
 At times, the designer has to play many roles:
Designer’s Role
 A Facilitator (the
designer) is in charge of
preparing and
executing the diagrams
that are used for lessons

7. 
 An Active
Agent, (the
instructor)
distributes
the
information.
Designer’s Role con’t

8. 
 An active agent If one
has to perform both
roles, they are
responsible for
selecting and
delivering the practice.
Designer’s Role con’t

9. 
 The following items builds up a package:
• Instructional Material
• Assessments
• Course Management
Components of an Instructional
Package

10. 
 Meaningful items that contains useful information
for learners to complete objectives.
Instructional Material

11. 
 An evaluation or judgement use to measure the
knowledge ability of the learner based on the
information given.
Assessments

12. 
 A set of tools that the instructor uses to create
content that is posted online without having to
program any technology.
Course Management
System

13. 
 These groups are designed to create test based on the
objective.
o Goal-Centered
o Learner-Centered
o Learning-Centered
o Context-Centered
Categories of Criteria

14. 
 The achievement objective must be equal to the test
items. To sum it up, the content of the test must
match the performance behavior in order to make
the goal a success.
Goal-Centered

15. 
 The section is targets the learner, known as the
student. It strictly works on bettering the student’s
learning and success, verses providing information.
Learner-Centered

16. 
 The instructions to this category must be clearly
stated to avoid any misassumptions. This criteria can
be written most freely with the limitations of the
specific directions.
Learning-Centered

17. 
 The following should be created near-at-hand to the
required standards and performance setting as
possible.
Context-Centered

18. 
 There are three factors used when it comes to media
selection:
• Measure of assistance the teacher allows during the
lesson.
• The access of instructional material.
• Presentation and application of the basis.
Media Selections

19. 
 The delivery method is one of the most important
method for developing instruction material. The
planning process can change various times due to
the capability of the learner. Using the four
categories of criteria makes the instructor stay within
the guidelines. Using instructional strategies with
updated media makes new development easier
comprehend.
Summary

20. 
 sewheatt@aol.com
Tieka Wilkins