INSTRUCTIONAL MATERIALS:PRINCIPLES, DESIGN, UTILIZATION AND

EVALUTION

EDU 555Curriculum and Instruction

Encik Muhamad Furkan Mat Salleh

Introduction This lecture will consists of the

following:1. Instructional Materials:

Principles, Design and Utilization2. ADDIE Model

(for instructional material design)3. ASSURE Model

(for instructional material utilization)

Why Do We Need Instructional Materials??

Past studies have shown that information received by the brain comes through our senses in following proportion:1) Sight – 83%2) Hearing – 11%3) Smell – 3.5%4) Touch – 1.5%5) Taste – 1%

Why Do We Need Instructional Materials?? The result of a study shows sight (visual)

and sound (audio) consist 94% of how information are received and processed.

This shows the importance of using audiovisual materials or audiovisual aids (AVA) in teaching and learning.

Why Do We Need Instructional Materials??

Past studies also show we remember, on average:

1) 10% of what we read2) 20% of what we hear3) 30% of what we see4) 50% of what we see and hear5) 80% of what we say6) 90% of what we say and do

Why Do We Need Instructional Materials??Based on the result of one study: The use of AVA will help effective

learning by providing students the opportunity to see, hear and do

A related study on learning style also suggest the importance of using AVA i.e. the VAK Learning Style which suggests three main types of learners: visual, auditory or kinesthetic/tactile learners

ADDIE MODEL

Analysis, Design, Development, Implementation and Evaluation Model

ADDIE Model

The ADDIE Model is commonly used in the design of instructional materials or instructional design

This model is commonly used in classroom teaching and learning, as well as training sessions

This model involves 5 stages as follows:

ADDIE Model

Analysis

Design

Development

Implementation

Evaluation

Analysis

Design of the course

Identify the audience

Identify goal and objectives

Identify content

Conducting needs analysis

Analysis stage involves:

Identify Environment and DeliveryIdentify Instructional StrategiesIdentify Assessment Strategies

Evaluation Procedures

Identify Constraints

Analysis

Some of the questions that are addressed during the analysis phase:• Who are the audience and their

characteristics?• Identify the new behavioral outcome?• What types of learning constraints exist?• What are the delivery options?• What are the online pedagogical

considerations?• What is the timeline for project completion?

Design

Identifying instructional design strategy

Selecting appropriate delivery method

Determining learning/training structure and duration

Establishing an evaluation methodology

Developing storyboards and media

Designing phase involves:

Steps Used For The Design Phase

• Apply instructional strategies according to the intended behavioral outcomes by domain (cognitive, affective, psychomotor).

• Create storyboards• Design the user interface and user

experience• Prototype creation• Apply visual design (graphic design)

Development

Creating the prototype

Developing the learning/training materialsBuild content, assignments, assessments

Build course structure

Development stage involves:

Development The actual creation (production) of the

content and learning materials are based on the Design phase.

Create materials, select a delivery method and design assessment / evaluation precedures.

Implementation

Overview of course

Expectations

Initiate instruction

Interaction

Ask for feedback early on (formative evaluation)

Implementation stage involves:

Implementation

• A procedure for training the facilitators and the learners is developed.

• The facilitators' training should cover the course curriculum, learning outcomes, method of delivery, and testing procedures.

• Ensures that the books, hands on equipment, tools, CD-ROMs and software are in place, and that the learning application or Web site is functional.

Evaluation

Collecting training evaluation data

Reviewing training effectiveness

Assessing project performance

Reporting performance results

Evaluation stage involves:

Evaluation• The evaluation phase consists of two parts i.e.

formative and summative.

• Formative evaluation is present in each stage of the ADDIE process.

• Summative evaluation consists of:– tests designed for domain specific criterion-related

referenced items– providing opportunities for feedback from the

users.

Evaluation

Some of the questions that are addressed during the evaluation phase:

• Did the learners achieve expected learning outcomes?

• What have they learned?• How can the course be made better?

ASSURE MODEL

ASSURE MODEL

This model is intended to as a guide to design instructional materials and assure effective use of media and materials in instruction

A – Analyze LearnersS – State ObjectivesS – Select Methods, Media, and MaterialsU - Utilize Media and MaterialsR – Require Learner ParticipationE – Evaluate and Revise

Analyze Learners1. General characteristics – background, etc2. Specific entry competencies – prerequisite

knowledge and skill – entry test or pre-assessment measure

3. Learning Styles

Analyze Learners

1) Who are they?-what they already know-what are their learning characteristics-what they need or want to learn- why they need it- in what environment will they apply the learning

Analyze Learners2) What knowledge, skills and attitudes need to

be taught??3) How much content do you need in your

instruction??- set the scope of the content to be covered time required and topic areas

State ObjectivesWhy it is important??1. We must know our objectives in order to

make appropriate selection of method and media

2. To help assure proper evaluation – whether students achieved an objectives

3. Learning and teaching become objective oriented

State Objective1) What are your objectives?2) What skills, knowledge and attitudes are

you trying to develop?3) What resources and strategies will you see

in your instruction?4) How will you structure the content of your

learning materials?

State ObjectivesABCDs of well stated objectives Audience Behaviour Conditions Degree

REMEMBER:Objectives are not intended to limit what students learn but rather to provide a minimum level of expected achievement

Select Methods, Media and Materials

3 steps:1) Deciding on the appropriate method2) Choosing a media format that is suitable for

carrying out the method3) Selecting, modifying or designing specific

materials within that media format

Select Methods, Media and Materials

1) Deciding on the appropriate teaching methods – lecture?? Simulation? Discussion??

2) Choosing a media format- the physical form in which a message is incorporated and displayed

Select Methods, Media and Materials

2) Choosing a media format media format include flip charts, slides,

audio, film, video, computer each has different strengths and

limitations Consider instructional setting or

situation, learner variables, nature of the objectives

Select Methods, Media and Materials

2) Selecting, modifying or designing specific materials within that media format

a) Selecting available materials- ‘off the shelf’: ready made and available- how to make an appropriate choice from

available materials??- involving the Media Specialist- surveying the sources

Select Methods, Media and Materials

a) Selecting available materialsSelection criteria:- does it match the curriculum?- Is it accurate and current?- does it contain clear and concise language?- will it arouse motivation and maintain interest?-is it of good technical quality?

Select Methods, Media and Materials

a) Selecting available materialsSelection criteria:- is there evidence of its effectiveness?-is it free from objectionable bias and advertising?- is a user guide or other documentation included?

Select Methods, Media and Materials

b) Modifying available materials-if we cannot locate entirely suitable materials off the shelf, we might be modify what is availableWARNING: do not violate copyright laws and restrictions

Select Methods, Media and Materials

c) Designing new materials

Consider:- Objectives- Audience- Cost- Technical expertise –

to design and produce the materials

- Equipment – to produce or use the materials

- Facilities – available or not??

- Time – do have a time to design new materials??

Utilize Media and Materials Involved in teaching students how to make

use of learning materials Follow the 5 Ps:1) Preview the materials

- to avoid embarrassment- to avoid sensitive content

2) Prepare the materials-determine in what sequence the materials will be used

Utilize Media and Materials3) Prepare the environment

- location- situation

4) Prepare the learnersProper warm-up:-overview of the lesson, rationale of the lesson

5) Provide the learning experience- showmanship-teacher centred or students centred??

Require Learner Participation Some media formats can attract students to

participate more than others

Evaluate and Revise1) Evaluation of learner achievement

- whether the students are learned what supposed to be learned?- method of evaluation depending on the nature of the objectives

- By both teachers and students - Provide the basis for improvement and

development of the materials (instruction)

Evaluate and Revise2) Evaluation of Media and Methods

- were the instructional media and method effective?? - could they be improved? - through: class discussion, interviews and observation of student behavior

Evaluate and Revise

Revision- Sit back and look at the results of our evaluation data gathering- where are there discrepancies between what we intended to happen and what did happen?- how did the students react to our materials?- are we satisfied with the materials?