Section III: Instructional environment, equipment, and materials
The development of the instructional materials is the implementation of the instructional design plan. The designers must consider how to accurately communicate the information to the learner in a manner they can understand. During the developmental process the focus should be on the problem and objectives to ensure the instruction supports the resolution of the problem. Developing instructional material gives the designer an opportunity to test the design plan. There are two types of cognitive loads, intrinsic cognitive load is function of the content and extraneous cognitive load can be increased or decreased through the design and layout of the instructional materials. There are three patterns to consider presentation to the class, self-paced and small group interaction materials. Developing the instructional materials gives the instructional designer an opportunity to test the design plan.
Group presentation or lecture method allows the instructor to tell, show, demonstrate, and dramatize the subject content. This can be used in a classroom, auditorium, or other locations. This can include the radio, amplified telephone, closed circuit television, transmission interactive distance learning. The designer can also include media materials, such as Power-Point slides, sound recordings, slides, video recordings or multimedia presentations with a single or in a multi-combination. We have decided to use media presentation such as presenting a Power-Point Presentation that will provide information about Tech SAVVY Academy curriculum. A power-point allows easy modifications if the content needs to be changed before or after the lecture. Although, there are limitations, incorporating interacting during the class can be effective to maintain learner’s attention. One of the main advantages is it provides an overview about the content that will be discussed through the presentation.
The second instructional method is Distance Education. This involves the separation of the lecturer and the student sometimes due to geographical locations or time constraints. The students in remote sites can hear, see and interact with the instructor as the material is presented in real time. This is dependent upon the location of the instruction is transmitted. Instructions offered using the Internet can take many forms, ranging from the Web pages to mailing lists to course management systems such as the Blackboards to virtual classrooms. The classrooms are created with software such as Adobe Connect. Students are able to interact in real time or asynchronously by posting to the bulletin boards or forums. There are many other Web sites that provide software and hosting services for instructions. Many campuses make uses of the Blackboard, allowing a blend of traditional and distance education delivery systems.
There are some strengths to this method such as students can attend a class without going to the campus, audiences can be miles apart, quality communications equipment at the host site can transmit professional-level, multimedia presentation. Students can also experience live instruction as it happens as well as interact with the instructor by asking questions or making comments as well as study and complete course activities anytime anywhere. However, there are weaknesses such as depending on the sophistication of the telecommunications system and other resources, the quality of the video, or audio transmission maybe inferior to seeing or hearing a presentation. The hardware requirements for some distance education delivery systems may prove too expensive for some organization. These are some of the constraints of using distance learning although it has been to be very effective in online teaching.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.
Section III: Instructional environment, equipment, and materials
The development of the instructional materials is the implementation of the instructional design plan. The designers must consider how to accurately communicate the information to the learner in a manner they can understand. During the developmental process the focus should be on the problem and objectives to ensure the instruction supports the resolution of the problem. Developing instructional material gives the designer an opportunity to test the design plan. There are two types of cognitive loads, intrinsic cognitive load is function of the content and extraneous cognitive load can be increased or decreased through the design and layout of the instructional materials. There are three patterns to consider presentation to the class, self-paced and small group interaction materials. Developing the instructional materials gives the instructional designer an opportunity to test the design plan.
Group presentation or lecture method allows the instructor to tell, show, demonstrate, and dramatize the subject content. This can be used in a classroom, auditorium, or other locations. This can include the radio, amplified telephone, closed circuit television, transmission interactive distance learning. The designer can also include media materials, such as Power-Point slides, sound recordings, slides, video recordings or multimedia presentations with a single or in a multi-combination. We have decided to use media presentation such as presenting a Power-Point Presentation that will provide information about Tech SAVVY Academy curriculum. A power-point allows easy modifications if the content needs to be changed before or after the lecture. Although, there are limitations, incorporating interacting during the class can be effective to maintain learner’s attention. One of the main advantages is it provides an overview about the content that will be discussed through the presentation.
The second instructional method is Distance Education. This involves the separation of the lecturer and the student sometimes due to geographical locations or time constraints. The students in remote sites can hear, see and interact with the instructor as the material is presented in real time. This is dependent upon the location of the instruction is transmitted. Instructions offered using the Internet can take many forms, ranging from the Web pages to mailing lists to course management systems such as the Blackboards to virtual classrooms. The classrooms are created with software such as Adobe Connect. Students are able to interact in real time or asynchronously by posting to the bulletin boards or forums. There are many other Web sites that provide software and hosting services for instructions. Many campuses make uses of the Blackboard, allowing a blend of traditional and distance education delivery systems.
There are some strengths to this method such as students can attend a class without going to the campus, audiences can be miles apart, quality communications equipment at the host site can transmit professional-level, multimedia presentation. Students can also experience live instruction as it happens as well as interact with the instructor by asking questions or making comments as well as study and complete course activities anytime anywhere. However, there are weaknesses such as depending on the sophistication of the telecommunications system and other resources, the quality of the video, or audio transmission maybe inferior to seeing or hearing a presentation. The hardware requirements for some distance education delivery systems may prove too expensive for some organization. These are some of the constraints of using distance learning although it has been to be very effective in online teaching.
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.