Instructional Design -- 4: Choose Teaching Strategies and Instructional Media

4: Choose Teaching Strategies and Instructional Media

Instructional Media

Matching the instructional media to teaching methods is a critical part of the design process. As we have worked through this step by step process, you can see that media is one of the final things to be considered in designing instruction. And yet, many of you are charged with using a particular medium for eLearning. How do we match media to methods?

The matrix below lists learning outcomes matched to the teaching strategies we discussed in the previous page and now includes the media characteristics necessary to facilitate the intended learning outcomes. Notice that we define what kinds of characteristics the instructional medium (or media if you use more than one) must have in order to support your strategies.

Learning Outcomes	Sample Objectives	Sample Strategies	Media Characteristics
Discrimination	Given a sample of a sonnet as a reference, the learner discriminates between sonnets and other poetic forms in a set of sample poems by indicating which poem is the sonnet.	Students are given a sonnet structure and asked to diagram the form. Focus on the distinctive features of the sonnet (such as the final couplet). The structure is presented as text and practice. Demonstration.	The medium must present verbal information (text/graphics and/or sound), and should provide interactive feedback. Real objects or simulations are helpful.Audio and graphic images (including video) may be needed for non-readers.
Concrete Concepts	Given a set of 8 recordings of blood pressure readings, the learner identifies when to write down the diastolic reading by correctly noting the pressure at the appropriate aural cue.	Students hear many different recordings of blood pressure readings and see the mercury rise to the point of no sound and drop to the final sounds for appropriate readings. Demonstration.	The medium must present verbal and auditory information (text/graphics and sound), and should provide interactive feedback. Real objects or simulations are helpful.Audio and graphic images (including video) may be needed for non-readers.
Defined Concepts	When asked to identify differences in tools, the learner classifies a random set of tools into rachets, flat tools, and impact tools and labels them appropriately.	Students have several examples of tools. Distinctive features are identified for each type. Demonstration.	The medium must present verbal information (text/graphics and/or sound), and should provide interactive feedback. Real objects or simulations are helpful. Audio and graphic images (including video) may be needed for non-readers.
Rules	Given two types of t-test (one and two-tailed)and specific problems, the learner applies the correct test with 100% accuracy.	Students must run t-tests on data in a variety of situations. Demonstration.	The medium must present verbal information (text/graphics and/or sound), and should provide interactive feedback. Real objects or simulations are helpful. Audio and graphic images (including video) may be needed for non-readers.
Higher Order Rules (problem solving)	Given the dimensions of a site, a limited budget, and building needs; the learner generates a design for a daycare center and explains his or her reasons for choosing the design.	Students must have an understanding of the correct calculations and measurements demonstrated by correctly practicing on smaller forms. Demonstration.	The medium must present verbal information (text/graphics and/or sound), and should provide interactive feedback. Real objects or simulations are helpful. Audio and graphic images (including video) may be needed for non-readers.
Cognitive Strategies	When asked to recall the developmental theory of Jean Piaget, the learner adopts a key-word mnemonic technique for memorizing the major elements of Piaget's developmental theory.	Demonstrate the power of mnemonic memory strategies, rehersal strategies, method of Loci, etc. Show examples of each.	The medium must present verbal information (text/graphics and/or sound), and should provide interactive feedback. Real objects or simulations are helpful. Audio and graphic images (including video) may be needed for non-readers.
Verbal Information	Given a verbal question, the learner can state at least two causes for World War II.	Present facts about the war from many perspectives.	The medium must present verbal information and elaborations. Audio and graphic images (including video) may be needed for non-readers.
Motor Skills	Using a standard keyboard and mouse, the learner designs a personal web site that includes at least two graphics, a resume, and relevant examples of lesson plans.	Demonstrate web site development using an html editor (software). Discuss layout, graphics and formats, copyright issues, linking, and content.	The medium must provide direct practice of skills with informative feedback.
Attitudes	When confronted with a "flame" during an email discussion, the learner will choose to ignore the flame or will temper a response rather than continue to argue.	Propose several scenarios that allow students to compare reactions and motivations of speaker and listener. Demonstration.	The medium must present realistic examples of human behavior models and the desired message.

Once you understand the media characteristics needed to support teaching strategies, you might ask yourself a series of questions to help determine exactly which instructional medium is right for your objectives. For example, you will note that intellectual skills and cognitive strategies have the same requirements for media characteristics: interactive feedback. As an eLearning designer, you would want to consider using something that allows synchronous (or real time) chat, such as an interactive chat room or web conferencing, synchronous white board use (statistics cries out for this!), or asynchronous interactive practice modules (that do not require real time connection to you) that allow learners to practice and get immediate feedback. Motor skills require direct practice with materials, however, you might consider creating realistic simulations. A great example that has been around a long time are flight and driving simulators. Web-based or disc-based simulators might be a solution for your course.

This matrix is meant to be an aid to you as you design your eLearning courses. Obviously, you will refine the design as you work with your students (consider learner characteristics) and update the learning objectives and assessments (goals and objectives and the assessment elements). Designing instruction, like good teaching, is an iterative process of re-evaluating and refining materials, strategies, and goals.

The next step in the process is "implementing the design." Translation: TEACHING.

Previous: Teaching Strategies

Next: Step 5

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