Developing Instructional Materials
Activities related to preparing
instructional materials can include:
- Develop a working outline of course goals and
- Identify existing institutional resources. including
materials, instructional designers, and computer programers
- Research off the shelf materials have been developed by
others to determine if their approach could be useful in your project
- Don't recreat the wheel if you can buy, lease, or existing
materials or programs
- Explore the possibility of adapting a concept without
infringe on anyone's copy protected design.
- Design and/or develop training materials and job aids from
"scratch" is a very time consuming and expensive process.
- Offer your own copy protected materials for sale to
recovery developmental costs.
Common types of instructional
materials can include any combination of the following:
- Leader's Guides
- Participant Handouts and Workbooks
- Overhead Transparencies
- 35mm Slides
- Power Point Presentations
- Computer or Web Based Training Programs
- Instructional Videos
- Instructional DVDs and CDs
does an Instruction
Teachers who dump content into a PowerPoint slide presentation is not
an instructional designer. Any Subject Matter Expert can just compose
the text and import it into the software and the students are the
recipients of the content.
The role of an Instructional Designer
(ID) is to add bring a creative perspective to the
process of learning. The goal is to discover who the audience is and
what they want to learn from the presentation. The designer brings to
the table ideas on how keep their attention focused on the information
by presenting it in such a way that help them learn, retain, and apply
the knowledge to their individual needs. The ID is constantly looking
for new and engaging activities to make the learning responsive and
applicable to real life skills.
The goals of every designer is to
engage the learner and facilitate the presentor/faculty
member being comfortable with their knowledgeable about technological
hardware and software. The designer should avoid promoting "technology"
until the institution has the funds to purchase, train, and provide
staff support to take advantage of developing and delivering subject
matter to individuals and groups:
Introduce the use of
computer technology and the benefits
for the teacher and student.
Role playing -
Students assume the role of a
teacher/presenter and discuss how and why technologies can better
facilitate teaching and learning.
provides individuals with an opportunity to
share and collaborate on achieving improved teaching practices.
experiences of staff and faculty members, who have
developed, and incorporated technology into their
classes, use web based approaches to
communicating information with students.
faculty, or staff members,
cross section of disciplines, to establish criteria on how to
incorporate technologies into
their classes, or work processes.
Share samples of
faculty and students to create projects
using specific technologies.
Discuss team approaches
to developing subject matter
enhances the process of designing instructional material.
Discuss the use of
student collaboration to research a
problem and devise a solution to solve or mitigate it.
How do we accomplish the goals of an ID?
Expected Outcomes of E-Learning
Instructional Design Course
Work with Subject Matter
Experts to identify what students
need to learn
Ensure content matches those
Revise and rewrite content
to shape it for learning needs
Structure content and
activities for student learning
Create media to support learning (e.g., visual aids for face-to-face,
various multimedia for e-learning and online)
(note that this does not only mean
materials created for one format to
format (usually this is
adapting materials from face-to-face to
Upon completion of this course,
students will be able to:
Analyze and evaluate
exemplary models of course design
(blended and fully online) using case studies and actual courses.
Demonstrate skills as the
designer of e-learning
experiences and establish strategies for building a design team.
Understand how online
students differ in their approaches
learning and the barriers that impede learning and adapt
meet the diverse needs of students, including those with disabilities
design theory and research, universal
usability concepts, and analyze learning styles in the development of
learning objects, social networking
and synchronous technologies in the design of course content and
Design an e-learning
unit/modules based on quality online
course design principles using a learning management system.
The following internet
links have been
gleaned from personal communications
public institutions and athletic
have a web presence with information concerning team
materials are copy protected.
The limited use of the
materials for education purposes is allowed providing
credit is given
for the source of the materials.