Chapter 8 and 9 Summary

From Morrison, et al., Chapter 8 dives into designing the instructional message. The text points out effective instruction is developed carefully, with structure and presentation of materials that engage the learner and that signal important points. A question to consider - Should you use pictures with your instruction? This is actually something I struggle with when designing instruction, and sometimes too many pictures can look messy. The text also goes into preinstructional strategies, which occur after the sequence of information is established. At this stage, the designer can focus on how to present the information. The first strategy is a pretest, second a set of objectives, third is an overview, the fourth is similar to an overview but written at a higher level (possibly through a graphic). A well-defined topic has a set of steps that are easily identified. The preinstructional strategy of pretest is designed to be open-ended, to familiarize the learner with the instruction. The second strategy of Objectives are intended to be simple goals the learner can achieve. Overviews are a written summary of content. Advance Organizers can be text or graphic, also referred to as concept maps.
When designing messaging for text, there are three critical design elements to follow. One, signal typography to structure text (headings or bullets/list items), Two, coherence of structure. Three, match between content and learner's background.
The text examines the use of pictures and graphics in instruction. Pictures serve different functions: decoration, representation, organization, interpretation, and transformation. Pictures can be used depending upon availability and fair use laws, also consider the cost of reproducing if printing is involved.
Chapter 9 goes into developing instruction. The first part is to stay focused on the performance problem. The next part is to ensure the objectives support the resolution of the instructional problem. Then a learner analysis is conducted. The analysis should help the instructor the appropriate reading level and familiarity with content, and understanding the audience's background will help in selecting items for context. The heuristic approach is 'always learning something new'. The approach is to make the subject concrete, by readily creating a mental image to the learner. In text, use shorter words and active sentences. The third method is to use a lot of examples to support ideas. Successful instructions are dependent on the completeness and details. It is also important to control the step size, meaning break it down to enhance transfer. Use appropriate pacing, in text, use a number of examples and problem interactions presented with idea and maintain the pacing consistently. Use cues to make connections. As you complete objectives, the designer may want to use a transition to cue the learner of a change in idea. The text goes into the Learning Process, with working memory and long term memory, these two are tied to the learner's cognitive load, or how much information they can process. The intrinsic load is determined by interactivity and the extraneous load is determined by the design or layout of instruction. Reduce the extraneous by recognizing the intrinsic load. During the design and development of materials, the designer needs to find a means to reduce the cognitive load (ie simplify). The next part of the chapter focuses on content delivery. In a group presentation, the instructor presents the information to the group. There are pros and cons to this method. A strength is the lecturer maintains control, large numbers of learners can be served at one time, while on the other hand, learning becomes passive rather than active. There are specific situations where lectures are appropriate and well served, as an introduction, to create interest, or to review. There are several effective ways to lecture: note-taking, handouts, active interaction. Distance Education is another method of delivery. Its strengths are students can complete activities anytime, anywhere, although interactions may be constrained based on communication capabilities. Self-paced learning is growing in popularity. Sequence of steps is important. Learner's mastery is checked before moving on to the next step. Lack of self-discipline can interfere with self-learning. In small-group teaching/learning, individuals can discuss materials, which promotes active learning, These can be in the form of discussion, guided design, case study, role playing, simulation, games, all of which promote cooperative learning.
Reflection on how you are designing your materials - what have you done well and what could you do differently?
With the materials, especially the powerpoint, we have had to redesign it several times already. The concept was not well-defined to begin with. However, it has been going well collaborating with the other team mates. I think I could design with more effectively if I had a clear idea on exactly what we are attempting to instruct: we have gone between three different subjects and now have decided to go with the most simple idea. This is good because it is easier to design materials when the idea is straightforward. Sometimes, and this happens at work as well, I design and re-design after feedback. It is not the most efficient, when a plan can be rolled out at first, approved, and then executed. This way I would not have to make so many changes.