Developing Instruction Materials

Question 1

Use concrete text through use of concrete words, shorter words and active sentences:

Answer 1

For example, active and simple sentences increase readability and comprehension. For example, “the pointer should be aimed at the 2 o’clock position” is more difficult to comprehend than
“Move the pointer to the 2 o’clock position.”

Question 2

Control the “step size” of instruction means:

Answer 2

Use consistent terminology throughout instruction.
Authors may typically write for readers that are familiar with their presentation and introduce jumps or transitions that maybe difficult to follow without background information. For example, do not refer to mesh screen in step 1 and filter in step 4. Also, provide references for learning and contextual cues which make new information easier to understand. A small step for one group may be a large step for another group.

Question 3

Use appropriate “Pacing:”

Answer 3

Pacing refers the application of instructional materials. Pacing is the function of a number of examples, problems, interactions or exercises presented with an idea. Designers can control pacing of the instruction by varying the number of examples and problems with instruction. For example, a unit defines the concept of a “rectangle”and then the concept of a “square” is introduced. To reduce pacing, several examples of a rectangle can be added after it is defined. For novel or difficult material, a slower pacing can provide the learner with adequate time and support to develop understanding.

Question 4

Use consistent terms throughout a unit to aid learner understanding:

Answer 4

For example, referring to a covering as a “port cover” in one paragraph and the same object later as the “lower access” can lead to confusion. Instructional designers should strive to use consistent terms to reduce cognitive load and confusion of the learner.

Question 5

Use “cues” in instruction for essential processes:

Answer 5

Example, when working on electrical equipment, the instruction should cue the learner to turn-off electrical power as the first step.

Question 6

“Transitions” can help:

Answer 6

Reduce the step size or jump from one idea to the next idea. It can also be used to alert the learner the instruction is moving to a new area. For example, “Now that you have completed the installation of the Ethernet card and installed the software, we are now ready to modify the operating system so that we can share a folder and a printer connected to a computer.”

Question 7

Use “concrete”words:

Answer 7

Use words in instruction that create mental images for the learner. For example: the word truth is considered abstract because it dies not bring an image to mind. The word house, is concrete, because the mind will conjure an image of a house.

Question 8

Three broad area in which instruction takes place:

Answer 8

1. Presentation
2. Self-paced study
3. Interaction

Question 9

The theory of ____________is built on Skinner’s view that learning is a behavioral change.

Answer 9

Operant conditioning

Question 10

Behavior is the result of an individual’s response to events taking place in one’s environment. These are_________which elicit _________in the learner.

Answer 10

stimuli (messages) and responses (learning)

Question 11

_______________is operant conditioning.

Answer 11

Behaviorism

Question 12

Following successful responses, the learner has a feeling of accomplishment and satisfaction. Some type of reward, verbal approval or grade maybe received which serves as__________

Answer 12

Reinforcement

Question 13

The five domains of learning:

Answer 13

1. Knowledge - recalling information
2. Comprehension - interpreting information
3. Application - applying information
4. Synthesis - bringing information together to form a new whole
5. Evaluation - making judgement against criteria