INSTRUCTIONAL MATERIALS: PRINCIPLES, DESIGN, UTILIZATION AND EVALUTION EDU 555 Curriculum and Instruction Encik Muhamad Furkan Mat Salleh

Introduction This lecture will consists of the following: Instructional Materials: Principles, Design and Utilization ADDIE Model (for instructional material design) 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: 10% of what we read 20% of what we hear 30% of what we see 50% of what we see and hear 80% of what we say 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 Analysis stage involves: Design of the course Identify the audience Identify goal and objectives Identify content Conducting needs analysis Identify Environment and Delivery Identify Instructional Strategies Identify 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 Designing phase involves: Identifying instructional design strategy Selecting appropriate delivery method Determining learning/training structure and duration Establishing an evaluation methodology Developing storyboards and media

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)

Creating the prototype Development Development stage involves: Creating the prototype Developing the learning/training materials Build content, assignments, assessments Build course structure

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 Implementation stage involves: Overview of course Expectations Initiate instruction Interaction Ask for feedback early on (formative evaluation)

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.

Collecting training evaluation data Evaluation stage involves: Collecting training evaluation data Reviewing training effectiveness Assessing project performance Reporting performance results

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 Learners S – State Objectives S – Select Methods, Media, and Materials U - Utilize Media and Materials R – Require Learner Participation E – Evaluate and Revise

Analyze Learners General characteristics – background, etc Specific entry competencies – prerequisite knowledge and skill – entry test or pre-assessment measure 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 Learners 2) 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 Objectives Why it is important?? We must know our objectives in order to make appropriate selection of method and media To help assure proper evaluation – whether students achieved an objectives Learning and teaching become objective oriented

State Objective What are your objectives? What skills, knowledge and attitudes are you trying to develop? What resources and strategies will you see in your instruction? How will you structure the content of your learning materials?

State Objectives ABCDs 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: Deciding on the appropriate method Choosing a media format that is suitable for carrying out the method Selecting, modifying or designing specific materials within that media format

Select Methods, Media and Materials Deciding on the appropriate teaching methods – lecture?? Simulation? Discussion?? 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 Selecting available materials Selection 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 Selecting available materials Selection 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 available WARNING: 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 Materials 3) Prepare the environment - location - situation 4) Prepare the learners Proper 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 Revise 1) 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 Revise 2) 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?