1. Selection of Instructional Methods and Media

2. Instructional Methods
In design phase, the most important task is selecting the instructional method
Definition – procedure or process used to attain an objective

3. Instructional Methods
Examples
Lecture, Demonstration, Self-study, Computer-Based Training (CBT), or On-The-Job Training (OJT)
Responsibility for Selection
Instructional Developer has overall responsibility or design team selects most effective, cost-efficient method

4. Instructional Methods
Presentation Methods
Lecture
Demonstration
Exhibit
Indirect Discourse
Assigned Reading
Teaching Interview

5. Instructional Methods
Student Verbal Interaction
Questioning
Programmed Questioning
Student Query
Seminar
Discussion
Knowledge Application
Performance
Case Study

6. Selection Considerations
Several Factors Should be Considered…
Constraints
Geographical spread of target audience
Availability of students and/or instructors
Facility and Equipment Availability
Development time

7. Selection Considerations
Several Factors Should be Considered…
Cost-Effectiveness
Trained personnel requirements
Content stability
Amount of practice required

8. Selection Considerations
Instructional Considerations
Task criticality
Learning difficulty
Instructional fidelity (degree in which training should represent actual performance)
Interaction level

9. Media Selection
Selecting appropriate media insures that the information is presented in the most effective and efficient means possible
Definition – Media are means, instruments, or materials used to communicate information

10. Media Selection Examples of types of Media:
Classroom Instructor with classroom aids
Multimedia
Print
Peer or Group
Training devices and simulators

11. Media Characteristics
Printed Media
+ Include common types of materials
+ Wide variety of application
+ Simple types are quick to prepare
Sophisticated types are more expensive
- Requires suitable reading ability

12. Media Characteristics Cont’d
Overhead Transparencies
+ Information presented in systematic, developmental sequences
+ Simple to operate, speed controlled by instructor
+ Limited planning
+ Easy preparation
+ Useful with large groups

13. Media Characteristics Cont’d
Overhead Transparencies
Requires special equipment and skills for advanced preparation
- Large, compared with other projectors

14. Media Characteristics, Cont’d
Audiotape Recordings
+ Easy to prepare with regular tape recorders
+ Provides applications in most subjects
+ Equipment is compact, portable, easy to use
+ Flexible and adaptable
+ Duplication easy and economical

15. Media Characteristics, Cont’d
Audiotape Recordings
Tendency for overuse
Fixed rate of information flow
Low fidelity of small portable recorders

16. Media Characteristics, Cont’d
35-mm Slide Series
+ Requires only filming (processing, mounting done in)
+ Colorful, realistic results
+ Prepared with any 35-mm camera
+ Easily revised, updated, handled, stored and rearranged
+ Tray storage and remote control
+ Can be combined with tape narration
+ Group or individual use

17. Media Characteristics, Cont’d
35-mm Slide Series
Requires some photography skill and special equipment for close-up and copying
Can get out of sequence and be projected incorrectly if slides are handled incorrectly

18. Media Characteristics, Cont’d
Multimedia Presentations
+ Demands attention; strong emotional impact
+ Compress large amounts of information into short presentation
+ More effective communications in certain situations

19. Media Characteristics, Cont’d
Multimedia Presentations
Requires additional equipment, complex setup, careful coordination
Equipment and production costs high for complex programs

20. Media Characteristics, Cont’d
PowerPoint Presentations
+ Can be used with various media equipment (overhead, computer)
- Requires additional equipment, setup, planning, preparation and use

21. Media Characteristics, Cont’d
Video and Film
+ Useful in describing motion, showing relationships, impact to topic
+ Allows instant replay
+ Video tape reusable
+ Special filming techniques (animation, time-lapse)
+ Combines still and motion on videodisc
+ Standardized film projector available anywhere

22. Media Characteristics, Cont’d
Video and Film
High cost for studio production equipment
Fine detail resolution limited
Incompatibility of some video format
Value of investment reduced as videotape replaces film

23. Media Characteristics, Cont’d
Interactive Courseware (ICW)
+ Presents text and graphics
+ Interaction with students
+ Maintains records of responses
+ Adapts to needs of learner
+ controls other media hardware
+ Can interface with computer and video

24. Media Characteristics, Cont’d
Interactive Courseware (ICW)
Requires computer programming skills
Requires essential hardware and software to develop
Incompatibility of hardware and software amoung different systems

25. Media Selection by Learning Outcomes Intellectual Skills
Exclude:
Media having no interactive feature
Printed discourse for nonreaders
Select:
Media providing feedback to learner responses
Audio and visual features for nonreaders

26. Media Selection by Learning Outcomes Cognitive Strategies
Media providing feedback to learner responses
Audio and visual features for nonreader
Exclude:
Media with no interactive feature
Printed discourse for nonreader

27. Media Selection by Learning Outcomes Verbal Information
Exclude:
Only real equipment or simulator with no verbal accompaniments
Complex prose for nonreader
Select:
Media able to present verbal messages and elaborations
Auto and pictorial for nonreader

28. Media Selection by Learning Outcomes Attitudes
Exclude:
Only real equipment or simulator with no verb accompaniments
Complex prose for nonreader
Select:
Media that is able to present realistic pictures of human model and model’s message

29. Media Selection by Learning Outcomes Motor Skills
Exclude:
Media having nor provision for learner response or feed back
Select:
Media making possible direct practice of skill with no information feedback

30. Media Selection Guidelines
Should determine effectiveness and efficiency of instructional system:
Design in relation to system constraints and instructional objectives
Instructional strategy planned on types of learning involved
Extent and impact of cost-effectiveness
Availability of work hours, know-how, funds, delivery resources