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Domain of Development
Once the design process is completed, instructional development begins. This is the process of converting the analysis and design into its physical form (Seels and Richey, 1994).
An instructional designer should begin working with a development team with skills in management, content, technical, and instructional expertise. Instructional designers often work with this team to create storyboards, flow charts to have a clear understanding of what the final product should look like. Once the materials are created a formative evaluation should begin. The formative evaluation will ensure that the materials developed are user-friendly and effective. These evaluations may be conducted in one-on-one evaluations, focus groups, or field tests. Revisions must be made to the materials based on the results of the evaluations.
An instructional designer will use theory and analysis to determine what type of media is most appropriate to use for the desired learning outcome and instructional settings. According to Mayer, the design of media must be responsive to what is known about the way people process information (Mayer, 2001). Based on Sweller’s Cognitive Load theory (Sweller, Chandler, Tierney & Cooper, 1990) , when designing and developing instructional materials information should be formatted so that the learner can organize information into the long-term memory. Constructivist learning according to Jonassen (Jonassen, 1993) requires the materials for learners be presented within a context that is similar to a real-life situation. It also maintains that the materials developed include the tools that learners need to complete tasks.
Instructional development of multimedia components is divided into four sub domains: print technologies, audio-visual technologies, computer-based technologies, and integrated technologies.
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Table 2 – Development Sub-Domains
Sub-Domain |
Types |
Development Tips |
Example Models used for Decision-Making |
Print Technologies – static materials such as text, graphic, and photographic representations |
Manuals, Textbooks, Job Aids, Posters, Diagrams, Photographs |
- Be sure that text is linear.
- Provide one-way communication.
- Use static visuals.
- Focus on the learner.
- Provide information that can be reorganized by the learner.
|
Mayer’s SOI Model for Constructivist Learning |
Audiovisual Technologies – using electronic machines to deliver sound and visual media
|
Audio Recordings, Videotapes, Videodiscs, DVD, Slideshows |
- Keep storyboards linear.
- Use dynamic visuals if possible.
- Create physical representations of real and abstract ideas.
- Consider cognitive and behavioral psychology.
|
Mayer’s Cognitive Theory for Multimedia Learning |
Computer-based Technologies – storing and delivering information within a computer
|
Self-Instructional Software CD or DVD, Online Tutorials |
- Consider both linear and non-linear presentation.
- Choose learner-centered or instructor-centered.
- Use symbols, graphics, and text.
- Consider cognitive science.
- Use high amounts of interaction.
|
Mayer’s Cognitive Theory for Multimedia Learning
Jonassen’s Constructivist Learning Environment
Rapid Prototyping
|
Integrated Technologies – combining several types of media into a computer base
.
|
Online Courses, Hypermedia, WebQuest |
- Consider linear, non-linear, or random presentation.
- Focus on the learner.
- Present information according to learner relevance.
- Apply cognitive science and constructivism.
- Integrate various forms of media.
- Allow for: different levels of learner control, high levels of interactivity, and audio, video, and graphic environments (AECT, 2001)
|
Jonassen’s Constructivist Learning Environment |
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