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Module 6:Designing Instructional Material and Visual Aids
Overview of Instructional Material
Course Title: Designing and Delivering Successful Training Programs
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•Devices that helps learners to comprehend information
•Forms of communication of information
•Documents that support teaching and learning
What are Instructional Material?
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• Attendance sheets• Handouts• Presentations• Media/Technology (e.g. videos, podcasts,
computer, software tools)• Simulations• Job Aids• Graphic Organizers• Charts/Flip Chart• Posters• Instructional guides• Checklists• Case studies• Assessment Rubrics• Quizzes• Post-tests
What are Instructional Material?
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When are Instructional Material Created
or Selected?
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•Also called training material or learning tools
•Assist:
▫trainers in showing, transmitting,demonstrating, explaining content
▫trainees in acquiring knowledge and skills during and beyond thetraining program/session.
Why are Instructional Material Created?
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•Stimulate learners’ interest
•Engage learners with content
•Clarify concepts/relationships
•Model behaviors or tasks
• Improve retention of knowledge and skills
•Encourage application of knowledge and skills
Advantages of Instructional Material
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It is important to first look for existing materials, which can be used or adapted to fit the needs of a specific training course.
▫Example 1: Use part of a video that involves demonstration of a process or procedure, such as computer/software skills.
▫Example 2: Use a graphic organizer but modify it to fit the contents of your training course.
Using Existing Material
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•In groups of 3, identify three examples of existing materials you have used or adapted in the past
Activity
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1. Multimedia Principle
2. Spatial Contiguity Principle
3. Temporal Contiguity Principle
4. Modality Principle
5. Redundancy Principle
6. Coherence Principle
7. Personalization Principle
Principles of Design by Clark and Meyer (2003)
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•People learn better from words and pictures than from words alone.▫Include both
Words Images
The Multimedia Principle
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People learn better when corresponding words and pictures are presented near rather than far from each other on the page or screen.
The Spatial Contiguity Principle
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•Place corresponding words and graphics near each other.
This is an appleThis is an apple
YES NO
The Spatial Contiguity Principle
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People learn better when corresponding words and pictures are presented simultaneously rather than successively.
The Temporal Continuity Principle
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•Present words and corresponding images on same screen.
This is an apple
YES
This is an apple
Screen 2Screen 1
NO
The Temporal Continuity Principle
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People learn better from animation and narration, than from animation and on-screen text.
The Modality Principle
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•Present words as audio narration rather than on-screen text.
The Modality Principle
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People learn better from animation and narration than from animation, narration, and on on-screen text.
The Redundancy Principle
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•Avoid presenting words as narration and identical text in the presence of graphics.
Animation &
Narration
YES NO
The Redundancy Principle
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People learn better when extraneous words, pictures, and sounds are excluded rather than included.
The Coherence Principle
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•Do not include extraneous words, pictures, and sounds.
Extraneous: words
pictures sounds
The Coherence Principle
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People learn better when the words are in conversational style rather than formal style.
The Personalization Principle
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indicates visual equilibrium
indicates the size and scale between objects or parts of a whole
indicates coherence and consistency
indicates the point of focus or interruption
indicates that all the other principles work together to achieve a common result
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• Do you have interactive activities for the “participative” learners?
• Do you have independent learning for the “reflective” learners?
• Do you think about presenting your content so that the “specific” learners don’t become frustrated by information that is not organized?
• Do you allow learning to occur through “big picture” thinking or by giving general instruction for the participants that like to create their own framework or structure to the content?
• Do you tie the learning to the participants’ needs? And if you’re not clear what they are, give them time to make the application themselves?
• Do you provide auditory, visual, and kinesthetic opportunities throughout the training?
Tips for Selecting or Creating Instructional Material