Preparation and evaluation of instruction materials

PREPARATION AND EVALUATION OF INSTRUCTIONAL MATERIALS

• PRINCIPLES IN MATERIAL DESIGN (NUNAN, 1988)

• DESIGN, DEVELOPMENT AND DISSEMINATION OF MATERIALS

• MA. ELENA OBLINO ABAINZA

PRINCIPLES IN MATERIAL DESIGNS

Why ID?

Designing effective instructional materials is one way of improving the quality of educational opportunities.

The common concern of instructional designers is the facilitation of successful learning experiences from which learners can demonstrate their newly acquired knowledge, skills and attitudes.

What is an ISD ?

Instructional design refers to the systematic process of translating principles of learning and instruction into plans or specifications for instructional materials or activities

Who is an instructional designer ?

Instructional designers use established learning theories and principles as problem solving procedures (models) to guide them in making decisions about their designs. (Smith and Ragan, 1999)

Basic Elements of ID

1. Determining the needs of the learners and examining the learning context and environment

2. Determining the outcomes of the learning program or course and formulating the learning objectives

3. Developing appropriate and meaningful assessment criteria and procedures

4. Establishing the most effective approach(es) to delivering the instruction

Basic Elements of ID

5. Testing and evaluating the effectiveness

of the instructional system (both the instruction itself and the performance

of the learner)6. Implementing, adjusting and

maintaining the instructional system

How we learn?

Taste1%

Touch2%

Smell4%Hear10%

See83%

Taste Touch Smell Hear See

THREE (3) PHASES OF CURRICULUM DEVELOPMENT

PHASE 1Curriculum Planning Identify learner needs Set goals and objectives Write materials Write tests

Learning Objects

The term learning object generally refers to a reusable component at the page, lesson, or, perhaps, course level.

What kind of material?

Easy to createEasy to offerEasy to access

Reusable


PHASE 2Curriculum Implementation Instruct learners Monitor and adapt instruction Write supplementary materials


PHASE 3Curriculum Evaluation Test learners Evaluate curriculum Plan changes in the curriculum

Authentic Versus Created Materials

Authentic materialsRefer to the use in teaching of texts

that were not specially prepared for pedagogic purposes.

Created materialsRefer to textbooks and other

specially developed instructional resources.

DESIGN, DEVELOPMENT AND DISSEMINATION OF MATERIALS

Design Phase Accumulated experiences – the writer reviews

or surveys existing materials which can give useful information about the demands and the needs in the field.

Rationale for the design – identifies the shortcomings of existing materials to ensure that such short comings are not repeated in the present material.

Conceptual Framework – combines major and minor concepts regarding language learning, language teaching theories, and materials design principles upon which the material is anchored.

Detailed writing of the specification for the new materials – the specification includes:

Goals of the materials What are the goals of the instruction?

(Where are we going?) Subject matter, language content to

be covered, and the skills to be acquired through the content


Techniques and modes of presentation, practice, use and management associated with the learning of the content What is the instructional strategy and the

instructional medium? (How will we get there?)


Format of the materials including how learning units are divided

Technical details for the writing of the materials

Developmental Phase

Writing the experimental materials Internal evaluation of materials Controlled tryout

Dissemination Phase

Extensive use of the new IM Field evaluation of the IM How will we evaluate and revise the

instructional materials for future improvement? (How will we know when we have arrived?)

Education

Preparation and evaluation of instruction materials