THE DEVELOPMENT PHASE JEFFRIES_ID560
Developing Instructional Material
Modifying Existing Instructional Materials
Essential Competency
Conduct Research
Preparing a Working Outline
Achieve the objectives established for the learning experience
Ensure that the outline covers what is unique to meet the organization's unique need
Who are the learners? Where are the learners functioning?
When are the learners functioning?
(Rothwell, p. 190)
a.) Support the content analysis
b.) Cost-Benefit of existing materials
c.) Validate
d.) Integrate existing instructional materials
(Rothwell, p. 189)
Begin by identifying knowledgeable people such as experience workers
(Rothwell, p. 191)
Built-In Credibility In House Experts Existing Work Related Materials Conducting Cost Benefit Analysis
Steps in Selecting and Designing
Learning Activities
Media Requirements Specified
Who should use it?
What is the justification?
How will media relate to objectives? Where will learners use it?
(Rothwell, p. 197)
Successful instructional materials share important attributes
Prepare tailor-made instructional materials
Select or prepare learning activities
(Rothwell, p. 198)
Traditional Components 1.) Learner directions or guide sheets 2.) Instructional material 3.) Tests 4.) Instructor directions or guide sheets
(Rothwell, p. 199)
Individual Learning Activities -Group Learning Theories
(Rothwell, p. 206&208)
-Action Maze -In Basket Exercise -Role Play -Simulation -CIT
(Rothwell, p. 210-212)
Designing Learning Assessment
Performance Measurements
Deciding on the Purpose
Deciding How To Measure
1.) Ensure economical choice of instructional content
2.) Performance measurements provide a basis for learner accountability
3.) Performance measurements can help link up learner achievement
(Rothwell, p. 216)
1.) Participant Reaction: How much do participants enjoy what they are learning?
2.) Participant learning: How well are participants meeting performance objectives
3.) On-the-Job Performance change: how much change is evident on the job, based on what participants have learned
4.) Organizational impact: How has the organization been affected by the results of an instructional experience
(Rothwell, p. 217)
Three major sources of information
1.) Performance Objectives; what to measure
2.) Learner (worker) performance: improve individual performance
3.) Stakeholder preferences: people who have vested interest
(Rothwell, p. 218)
1.) Learner Involvement: how much learner involvement is desired or feasible?
2.) Management Involvement: How much management involvement is desired or feasible?
3.) Time required: How much time is available for measurement?
4.) Cost: How much is the organization willing to spend to measure performance?
5.) Relevant quantifiable data: How important is it for instructional designers to devise quantifiable measurements directly linked to on-the-job performance?
(Rothwell, p. 220)
1.) Reliability – refers to the consistency of measures
2.) Validity – refers to how accurately a measure responds to real world
3.) Credibility – refers to the trustworthiness of the assessment or evaluation method or tool.
(Rothwell, p. 228&229)
Generate Content
Select or Develop Media
Developing Guidance for the Students
Develop Guidance for the Teacher
Conduct Formative Revisions
Objective is to generate learning plans
Content should be strategically introduced during the teaching and learning sessions.
(Branch, p. 85)
Guided Practice: Instructor Leading Peers
Independent Practice: Student exhibits knowledge
Feedback: Determine Student Progress
Assessment: Test new knowledge and skills
(Branch, p. 87)
Debriefs and Summaries
Media should be chosen to support an instructional event.
Known to Unknown
Easy to Difficult
Simple to Complex
Concrete to Abtract
(Branch, p. 97)
Three common types of learning styles:
1.) Auditory - hearing information
2.) Visual - Examples such as pictures, real objects
3.) Kinesthetic - Move and be part of the learning environment.
(Branch, p. 98&99)
Choose media that enables the learners to fulfill the performance objectives.
(Branch, p. 100)
Providing guidance for navigating the instructional strategies enhances the learning experience.
(Branch, p. 111)
Three common types of guiding:
1.) Organization - Title Page through Appendix
2.) Format- Module Presentation
3.) Quality - Clarity, Accuracy, Consistency
(Branch, p. 113-115)
Is the writing clear?
Is the grammar usage correct?
Are modules consistent in layout and design?
Instructors are the vehicles that define the quality of the instruction.
(Branch, p. 118)
Layout and design enhance the ability of the teacher to facilitate the instruction.
(Branch, p. 118)
Instructional Strategies
Conduct a Pilot Test
Formative Evaluation - Collecting Data used to revise instruction before implementation
Summative Evaluation - Collecting Data
(Branch, p. 122)
Formative Evaluation determines the potential effectiveness of learning resources under development and to identify any learning resources or parts that need to be revised.
(Branch, p. 122)
Phases of Formative Evaluation
1.) One-to-One Trial: remove obvious errors
2.) Small Group Trial: Determine effectiveness of the revised instruction
3.) Field Trial: Determine whether instruction can be utilized in intended context.
(Branch, p. 124)
Students who participate in a Pilot Test are expected to meet all the objectives in the instruction.
They receive credit and are not expected to repeat the course.
(Branch, p. 128)
Should represent the exact same group of students for which the course was designed
Developing Learning Resources
Managing Outcomes
Choosing instruction and media that achieves the Performance Objectives
The guidance involved in selecting and preparing learning
activities.
Custom instructional materials based on formative revisions
Similarities