Domain of Development refers to the process of translating the design specifications that are identified into physical form during the design phase (Seels & Richey, 1994).Before developing instructional material instructional designers apply principles, theories, and research related to print, audiovisual, computer-based, and integrated technologies in order to select the best media for the delivery of instruction (AECT, 2001). In the development phase, the tests, handouts, instructor guides, presentation slides and the instructional media necessary for instruction are developed. The selection of material, media and technologies the instructional designer utilize in this domain is centered on the achievement of the desired learning outcomes for specific settings of business training, education, and/or military.

The practitioners working in the development domain base their decision making on instructional models that are based on research and theories in the discipline of Instructional Technology. The models provide a conceptual and communication tool to visualize, direct, and manage processes for generating episodes of guided learning. “Instructional development can be practiced in a variety of settings and various models have been created that reflect this variation” (Gustafson, K. and Branch, R.1997). One model that Instructional Designers in the development domain rely heavily upon is the theory and practice of Reiser and Gange’s (1983) model for choosing instructional material for learning. Using this model, the designer answers questions about the skills to be taught. In general, selection of the media and materials to use for specific types of instruction are based on the following skills:

*Intellectual skills – require response and feedback, use interactive media
*Verbal Information – less need for diagnostic feedback, lower need for interactive media.
*Motor skills – require execution of routine, use real objects or simulators
*Attitudes – require modeling, use visual rich media like TV

Another important theory influencing this domain is the Cognitive Load Theory (e.g. Sweller, 1988; 1994). This theory describes learning structures in terms of an information processing system involving long term memory. The long term memory stores all of our knowledge and skills on a more-or-less permanent basis. Information may only be stored in long-term memory after first being attended to, and processed by, the working memory. It is important to note that working memory is extremely limited in both capacity and duration and can hinder learning in some instances. instructional designers who use this theory to develop multimedia materials are sensitive to what is known about how people process information. Instructional designers when developing materials for the multimedia environment take into consideration the following five cognitive processes that the learner must engage in:

* Selecting relevant words for processing in the verbal working memory
* Selecting relevant images for processing in visual working memory
* Organizing selected words into a verbal mental model
* Organizing selected images into a visual mental model, and
* Integrating verbal and visual representations as well as prior knowledge

There are several contesting and complementary theories in the cognitive psychology domain. Mayer's cognitive theory of multimedia learning outlines that learners have dual information processing channels of visual and verbal conduits to guide the educational development pathways (1997). The auditory narration flows into the verbal system whereas animation is directed into the visual system. Linda Lohr states in her book Creating Graphics for Learning and Performance that there are three cogintively based principles of design: figure ground, hierarchy and gestalt as well as a process for creating visuals based upon these principles.(2003)


The Domain of Development is ever changing and impacted by new and emerging technologies. Clearly the oldest technology is print material based on mechanical principles followed by audio-visual materials, as well as computer applications. Today, the digital age in which we live, gives rise to the integration of old forms of technologies with the new. The Domain of Development includes four major subcategories, which are described below.
  
Print Technologies

The two components of print technology are text and visual materials. The manner in which both print and visual information is organized can contribute to the types of learning that will occur. At the most basic level is the use of sequentially organized textbooks using text and images. Print technologies have the advantage of allowing the user to reorganize, restructure, and control the pace of learning. Some examples of print technologies include materials in hard copy form such as books (static materials), photographs, pamphlets, and pictures produced by mechanical or photographic processes .

Audiovisual Technologies

“Audiovisual technologies are ways to produce or deliver materials by using mechanical devices or electronic machines to present auditory and visual messages” (Seels & Richey, 1994, p. 38). Most audiovisual instruction uses a sophisticated combination of audio and visual cues and information. Audiovisual technologies are usually easy to use and understand because they tend to be linear in nature. Instructional technologists who work in this sub domain create instructional products using technology resources such as CD-ROMs, laser discs, Web pages, digital technologies, iPODs, MP3 players, and other emerging technology resources (AECT, 2001).   An example of a new audiovisual tool that engages the learner is the SMART Board interactive whiteboard. The SMART Board combines the simplicity of a whiteboard with the power of a computer. The touch-sensitive display connects to a computer and digital projector to show the computer image to the audience. The display also includes pens and an eraser that use "digital" ink to write on the whiteboard.

Computer-based Technologies

Computer based technologies are ways to produce and deliver materials using Web based microprocessor resources. Information is stored electronically in the form of digital data. Computer based technologies use screen displays to present information to students. Computer based instruction delivers material through tutorials, drill and practice, games and simulations. Students who use computer-based technologies interact during the learning process, which in turn makes them responsible for their own learning. Examples include computer-based instruction (CBI), computer-assisted instruction (CAI), computer-managed instruction (CMI), telecommunications, electronic communication, and global resource/reference access (AECT, 2001). Two examples of current computer-based instruction authoring systems are:  Macromedia Authorware and SumTotal ToolBook. In addition, Macromedia Dreamweaver MX 2004 is a comprehensive tool for developing and maintaining web pages. Dreamweaver is an HTML editor which was originally targeted at professional web designers but is now used in the educational and home environments. Various software programs allow the developer to build an interactive learning environment for the learner. Different forms of media such as audio, images, video, simulations, and animations can be used in this computer based learning environment. Designers can include interactive evaluations into the program, which provide immediate feedback to the learner in the form of immediate scoring, scaffolding, and remediation.

Integrated Technologies

“Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994, p. 40). Integrated media, also known as hybrid media, commonly refers to hypertext materials or web sites, which allows the learner to move dynamically through the content. Integrated technologies encompass two main types of delivery systems: telecommunications system used for conferencing, and multimedia systems based on digitized information. Integrated technologies have the advantage of offering control features, which can allow for interactivity and the advantage of combining realistic visuals with test and sound. Their greatest capability is the integration of words and imagery from many sources controlled by the computer. Examples include hypermedia authoring and telecommunications tools such as electronic mail and the World Wide Web as well as WebCT, a course management software (CMS) system, used to deliver online courses to students at a distance (AECT, 2001).

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