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