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

2. 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)

3. 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%

4. 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.

5. 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

6. 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

7. ADDIE MODEL
Analysis, Design, Development, Implementation and Evaluation Model

8. 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:

9. ADDIE Model
Analysis
Design
Development
Implementation
Evaluation

10. 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

11. 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?

12. 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

13. 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)

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

15. 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.

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

17. 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.

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

19. 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.

20. 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?

21. ASSURE MODEL

22. 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

23. Analyze Learners General characteristics – background, etc
Specific entry competencies – prerequisite knowledge and skill – entry test or pre-assessment measure
Learning Styles

24. 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

25. 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

26. 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

27. 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?

28. 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

29. 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

30. 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

31. 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

32. 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

33. 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?

34. 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?

35. 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

36. 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??

37. 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

38. 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??

39. Require Learner Participation
Some media formats can attract students to participate more than others

40. 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)

41. 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

42. 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?