The sixth step in the Dick and Carey model is: developing instructional strategy. Dick and Carey use the term Instructional Strategy to describe the process of sequencing and organizing content, specifying learning activities, and deciding how to deliver the content and activities. An instructional strategy can perform several functions:
- as a prescription to develop instructional materials.
- as a set of criteria to evaluate existing materials.
- as a set of criteria and a prescription to revise existing materials.
- as a framework from which to plan class lecture notes, interactive group exercises, and homework assignments.
After reading Chapter 9, I think its important to answer the following questions regarding the development of one's instructional materials:
Selection of the Delivery System
The media that transports the various instructional and support material are specified in this step. While the major medium for delivering the learning platform is normally determined in the Analysis Phase, such as a classroom, elearning or performance support tool; this step decides how the activities and content should be delivered. Examples of Delivery Systems are:
- Are existing materials available that will match up with the instructional strategy?
- What materials or products to use to develop them? Will one use any special software or equipment?
- As instructional designer, what is my role be in the development of the instruction? Do I need to seek outside help?
- As instructional designer, what will my role be in the delivery of the instruction? Also, how much guidance will I need to provide as an instructor?
- Considering your required materials, what types of rough draft versions could be produce to try out before developing a full-blown materials?
Selection of the Delivery System
The media that transports the various instructional and support material are specified in this step. While the major medium for delivering the learning platform is normally determined in the Analysis Phase, such as a classroom, elearning or performance support tool; this step decides how the activities and content should be delivered. Examples of Delivery Systems are:
- Instructor-Led Instruction
- Distance Education
- Computer-based Instruction
- Self-Instructional Materials
Media Selection for Domains of Learning
Different types of media should be chosen based on the type of learning your objectives fall in to. Verbal information requires less elaborative feedback, so there is less need for interactive media. Motor skills eventually require a performance of some sort from the learners, so the instruction should include the actual physical environment or the actual equipment that will be used for the assessment. When teaching attitudes it is best to have a model of some kind who chooses to exhibit the desired attitude. In this case visual media, such as a video, can be used. Keep in mind that a single lesson or course may involve instruction in several domains, so you may end up selecting several different forms of media.
Other Considerations in Choosing Media
When deciding on media to use you should of course make sure that the media you select will be available in the learning environment. If you design your instruction to require a certain type of media then it’s up to you to make sure that it will be available when the time comes. If you can’t do this then you should limit your selections to those which can reasonably be expected to be available. You need to make sure that learners will be able to access the materials in the medium you select.
- Will the materials be needed at home? If so, can you give them out?
- Will students need to access a computer lab or learning center to get at the materials? If so, what hours will it be accessible?
Media Selection for Learner Characteristics
Intellectual skills, Verbal Information, Psychomotor Skills, Attitudes.
CONTENT SEQUENCING AND CLUSTERING
Content Sequencing is the first step in developing an instructional strategy. First, one need to identify a teaching sequence and manageable grouping of content. The instructional sequence for a goal would logically be sequenced from the left, or the beginning point, and proceed to the right.
1. The age level of your learners
2. The complexity of the material
3. The type of learning taking place
4. Whether the activity can be varied,
5. The amount of time required to include all the events
Clustering Instruction deals with the size of the cluster of material you will provide in your instruction. There are five factors to consider when Determining Information
1. The age of the learners
2. The complexity of the material
3. The type of learning taking place
4. Whether the activity can be varied
5. The amount of time required to include all events.
Domains of Learning
REFLECTION
This chapter taught about change and flexibility or being adaptive. I think as a student of instructional design, adaptable is key to developing an instructional strategy, especially in regard to the media and delivery systems. We live in time of ever changing technology. We must prepared to transition from old methods to new methods (VHS to DVD) and from new methods to newer methods (DVD to web-based technology). I've been asking the question, does the type of media really important? After reading and participating in our recent media vs method debate, I'm convinced that there are certain aspects of the media and its delivery that somehow contributes to this old debate. These are some of the questions I've been thinking about:
As a campus librarian, I am reflecting on my future role as ID. My question is:
Overall, I see a role for librarians as liaison, this is part of the technology leadership principle of new librarianship. This is not necessarily an additional role so much as it is a more authoritative role in the broader educational institution. Classroom faculty are already seeking advice from librarians on technology and related resources (at least in my own experience). The difference is that with the addition of ID skills, librarians can confidently and successfully steer classroom faculty toward appropriate technology tools and instructional strategies. Just imagine how this benefits information literacy when technology tools are integrated that fully support information literacy.
Essentially, when we teach information literacy in the context of a digital environment, we are also teaching digital literacy
This chapter taught about change and flexibility or being adaptive. I think as a student of instructional design, adaptable is key to developing an instructional strategy, especially in regard to the media and delivery systems. We live in time of ever changing technology. We must prepared to transition from old methods to new methods (VHS to DVD) and from new methods to newer methods (DVD to web-based technology). I've been asking the question, does the type of media really important? After reading and participating in our recent media vs method debate, I'm convinced that there are certain aspects of the media and its delivery that somehow contributes to this old debate. These are some of the questions I've been thinking about:
- Does medium itself does not make a significant difference in how much students learn?
- Does designing instruction under an imposed delivery system limit the media formats available?
- Technology has been a great tool for education. What is the advantage of digital age?
- How can we transform our medium and delivery system using digital technology?
- Can we transform student engagement/learner participation using this technology?
As a campus librarian, I am reflecting on my future role as ID. My question is:
- What new roles can be formed by having more instructional designer skills in libraries?
Overall, I see a role for librarians as liaison, this is part of the technology leadership principle of new librarianship. This is not necessarily an additional role so much as it is a more authoritative role in the broader educational institution. Classroom faculty are already seeking advice from librarians on technology and related resources (at least in my own experience). The difference is that with the addition of ID skills, librarians can confidently and successfully steer classroom faculty toward appropriate technology tools and instructional strategies. Just imagine how this benefits information literacy when technology tools are integrated that fully support information literacy.
Essentially, when we teach information literacy in the context of a digital environment, we are also teaching digital literacy
EXTENDED KNOWLEDGE
After reading this chapter, I'm drawn to really making sure we plan an instructional strategy well so we can affect learning. Learning is not about 'transfer of knowledge' but about creating insights from experience and from looking back at those experiences.
After reading this chapter, I'm drawn to really making sure we plan an instructional strategy well so we can affect learning. Learning is not about 'transfer of knowledge' but about creating insights from experience and from looking back at those experiences.
Embracing Digital Learning