If you recall from my blog post on the ADDIE Model, the development phase is where you start to see your analysis and design come to life. This phase may be handled by a specialized team of designers who actually create your training materials, it is not necessarily done by the instructional designer. This is when the instructional strategies start to take shape, presentations are built, and support materials are developed.
In order for the development of your instructional materials to be effective it is really important that your analysis and design phases be thoroughly thought out and planned since they ultimately determine what you are going to develop. The analysis helps to determine your objectives; your objectives tell you what the student will be able to do once complete with the training. So, written properly, the objectives guide the instructional designer in their development of the instructional strategy, content and assessments; done poorly and the instructional designer will struggle to develop effective training. The assessments determine whether or not the instruction and training materials were effective, so if you know what you are assessing and how, you can use that information to determine the most effective form of instructional material.
In order for the development of your instructional materials to be effective it is really important that your analysis and design phases be thoroughly thought out and planned since they ultimately determine what you are going to develop. The analysis helps to determine your objectives; your objectives tell you what the student will be able to do once complete with the training. So, written properly, the objectives guide the instructional designer in their development of the instructional strategy, content and assessments; done poorly and the instructional designer will struggle to develop effective training. The assessments determine whether or not the instruction and training materials were effective, so if you know what you are assessing and how, you can use that information to determine the most effective form of instructional material.
Example: Objective: Given a baby CPR manikin, the student will be able to demonstrate infant CPR with 100% accuracy without assistance from any training aides. Assessment: I would have the student perform a live performance demonstration showing they know how to properly perform infant CPR and they would be evaluated by a certified CPR instructor using a grading rubric. Instructional Materials: For the instructional materials, I would either arrange for a certified CPR instructor to lecture and demonstrate the proper form or use an instructionally sound video demonstration (depending on my budget, instructor availability, and frequency of the course). Handout materials would also be provided with graphic representations of proper form and written instructions for how to properly perform infant CPR. The students would be allowed time to practice CPR on the manikin and the instructor would be available for feedback and corrective actions if they witness improper form or steps being used. At the completion of the class, each student would perform the final assessment demonstration in order to successfully complete the learning objective stated earlier. |
Because my objective is clearly stating what the students will be able to do after completion of the training I can determine the most effective way to teach the materials in order to ensure the student is successful in completing the objective. Simply providing the student with a written handout and no visuals is not the most effective way to present the materials to the student, for the example provided. Some students may be able to complete the assessment successfully, but chances are the majority of your students will fail. As instructional designers our goal is effectively design and present the materials to ensure success in the students. Ultimately your instructional materials help to support your instruction, so understanding the different types of instructional materials that can be utilized is key. Let your objectives and assessments drive your focus for the instructional materials to be used, they all have to agree with one another.
Dick, Carey, & Carey (2015), provide the following examples of instructional materials one may use:
Dick, Carey, & Carey (2015), provide the following examples of instructional materials one may use:
- Illustrated text
- Laminated booklet
- Activity centers and learning centers
- Presentation graphics program such as PowerPoint
- Video
- Multimedia computer-based instruction (e.g. Articulate, Director, IpusPro, ToolBook, Captivate)
- Web-based and multimedia web-based instruction
References
14 Bloom's Taxonomy Posters for Teachers. Retrieved from: http://www.teachthought.com/learning/14-brilliant-blooms-taxonomy-posters-for-teachers/
Dick, W., Carey, L., Carey, J., (2015). The systematic design of instruction (8th Ed). Boston: Pearson
Kelly, M., How to avoid common mistakes when writing learning objectives Retrieved from: http://712educators.about.com/od/curriculumandlessonplans/tp/How-To-Avoid-Common-Mistakes-When-Writing-Learning-Objectives.htm
Veronin, M. A., & Patry, R. (2002). Instructional Objectives: What They Are, What They Aren't. Pharmacy Education, 1(4), 207-213.http://www.sbaycpr.com/infant-cpr/
14 Bloom's Taxonomy Posters for Teachers. Retrieved from: http://www.teachthought.com/learning/14-brilliant-blooms-taxonomy-posters-for-teachers/
Dick, W., Carey, L., Carey, J., (2015). The systematic design of instruction (8th Ed). Boston: Pearson
Kelly, M., How to avoid common mistakes when writing learning objectives Retrieved from: http://712educators.about.com/od/curriculumandlessonplans/tp/How-To-Avoid-Common-Mistakes-When-Writing-Learning-Objectives.htm
Veronin, M. A., & Patry, R. (2002). Instructional Objectives: What They Are, What They Aren't. Pharmacy Education, 1(4), 207-213.http://www.sbaycpr.com/infant-cpr/