1.
CHAPTER 12
INSTRUCTIONAL MATERIALS

2.
IS THERE A DIFFERENCE BETWEEN
INSTRUCTIONAL METHODS AND
INSTRUCTIONAL MATERIALS

3.
INSTRUCTIONAL METHODS

4.
INSTRUCTIONAL MATERIALS

5.
Instructional Methods and Material are NOT the same and a
clear distinction should be made between them .
Instructional Methods are the way information is thought
Instructional Material include print and non print media
used to transmit information and the accompanying
hardware and software needed for delivery.

6.
INSTRUCTIONAL MATERIALS
 Definition: It is a vehicle by which information is communicated
 Purposes: to help the nurse educator deliver a message
creatively and clearly intended to supplement, rather than
replace, the act of teaching and the role of the teacher

7.
GENERAL PRINCIPLES OF EFFECTIVENESS
Media should:
Change behavior by influencing a gain in
cognitive, affective, and/or psychomotor
skills
Enhance learning—no one tool is better
than another
Complement the instructional methods

8.
Media should (cont’d):
Match available financial resources
Be appropriate for physical environment
Complement learners’ sensory abilities,
developmental stage, and educational level
Impart accurate, current, valid and
appropriate messages
Add diversity and information to learning
General Principles (cont’d)

9.
CHOOSING INSTRUCTIONAL MATERIALS
Three Major Variables to Consider when choosing instructional
material
1. Characteristics of the Learner
 Sensorimotor abilities
 Physical attributes
 Reading skills
 Motivational level
 Developmental stages
 Learning styles

10.
CHOOSING INSTRUCTIONAL MATERIAL
2. Characteristics of the Media
 Print
 Nonprint
 Models
 Audiovisual

11.
CHOOSING INSTRUCTIONAL MATERIAL
3. Characteristics of the Task
 Learning domain
 Complexity of behavior

12.
THREE MAJOR COMPONENTS OF
INSTRUCTIONAL MATERIALS
1. Delivery System
 Definition : both the software (physical form) and the
hardware used to present materials
 Examples
 Software (physical form) : Power Point slides , DVDs
 Hardware : computer, DVD players

13.
COMPONENTS (CONT’D)
2. Content
 Definition: actual information imparted to the learner
 Selection criteria for content
 Accuracy
 Appropriateness for skill determination
 Readability

14.
COMPONENTS (CONT’D)
3. Presentation
 Definition: Weston and Canston (1986) states that the
form of the message; in other words how information
is presented is the form most important for
selecting/developing instructional materials
 They describe the form of the message as occurring a
long a continuum from Concrete to Abstract
including ;

15.
COMPONENTS (CONT’D)
 Realia: most Concrete and accurate form of stimuli
used to deliver information e.g . An actual woman or
mannequin demonstrating breast-self examination
 Illusionary representations: Less concrete e.g. real life
visual and auditory media such as audiotapes on how
to discriminate between normal and abnormal lung
sound
 Symbolic representations: most abstract types of
message /stimuli used for instruction e.g. Audiotapes
,oral; presentation, graphs written text ,handout….

16.
TYPES OF INSTRUCTIONAL MATERIALS
Written (Printed) Materials

17.
Written (Printed) Materials
Advantages
 Available to learner in absence of teacher
 Widely acceptable, familiar
 Readily available
 Relatively cheap
 Convenient form
 Learner controls rate of reading
 Content easily altered to target specific audiences

18.
WRITTEN MATERIALS (CONT’D)
Disadvantages
 Most abstract form of reality
 Immediate feedback limited
 Proper reading level essential for full usefulness
 Less useful with low literate learners or visually or
cognitively impaired learners
 Inappropriate for illiterate learners

19.
WRITTEN MATERIALS
Example of Written Materials ; Commercially Prepared
materials
These materials includes material that prepared by companies that
may or may not produced in collaboration with health professionals
,which raises the questions of how factual the information may be.

20.
WRITTEN MATERIALS
 Factors to be considered when using Commercially Prepared
materials
 Who produced the item? Was there any input by healthcare professionals?
 Can the item be previewed?
 The price must be consistent with its educational value.

21.
WRITTEN MATERIALS
Example of Written Materials ;Instructor Composed
Material
Educators may choose to write their own instructional
material for the purpose of cost saving or the need to
tailor content to specific audience.

22.
Guidelines for writing Effective Instructor Composed Material
Fit your own institution’s policies, procedures and equipment.
Build in answers to those questions asked most frequently by
your patients.
Highlight points considered especially important by your
healthcare team.
Reinforce specific oral instructions and clarify difficult
concepts.

23.
EVALUATING PRINTED MATERIALS
Educator must consider :
Nature of the audience
Literacy level required
Linguistic variety available
Brevity and clarity
Layout and appearance
Opportunity for repetition
Concreteness and familiarity

24.
DEMONSTRATION MATERIALS

Demonstration materials includes many types of non-print media,
such as models and real equipment as well as displays, such as
posters ,diagrams, illustrations ,charts bulletin boards …..

25.
DEMONSTRATION MATERIALS
Advantages
Fast way to attract attention, make a point
Flexible
Portable
Reusable
Stimulate interest or ideas in observer
Can change or influence attitudes
Purchasable and/or can be made

26.
DEMONSTRATION MATERIALS
(CONT’D)
• Disadvantages
 Take up a lot of space
 Time-consuming to prepare—often reused, outdated
 May be overused
 Unsuitable for large audiences

27.
DEMONSTRATION MATERIALS
Models

28.
DEMONSTRATION MATERIALS

Models are usually three-dimensional instructional tools that allow
the learner to immediately apply knowledge and psychomotor
skills by observing ,examining ,manipulating handling ,assembling
and disassembling objects while the teacher provides feedback
(Rankin & Stealing 2001)

29.
DEMONSTRATION MATERIALS MODELS
Advantages
 Useful when real object is too small, too large, too
expensive, unavailable, or too complex
 Allows safe, hands-on practice
 More active involvement by the learner with
immediate feedback available
 Readily available

30.
DEMONSTRATION MATERIALS
MODELS (CONT’D)
 Disadvantages
 May not be suitable for learner with poor abstraction
abilities or for visually impaired
 Some models fragile, expensive, bulky, or difficult to
transport
 Cannot be observed or manipulated by more than a
few learners at a time

31.
DEMONSTRATION MATERIALS
Displays

32.
DEMONSTRATION MATERIALS

Displays such as chalkboards, boards, flipchart are two-
dimensional objects ,they are useful tools for a variety of teaching
purposes to clarify, reinforce or summarize information on
important topics and themes.

33.
DEMONSTRATION MATERIALS
Displays
Babcock and Miller (1994) suggested important guidelines
when using chalkboards and white marker boards as
follows;

Be sure that writing is legible and discernible

Step a side and face the audience after putting notations
on the boards to maintain contact with audience

Allow audience time to copy the message

Enlist a good note taker to capture a creative design or
record an idea before the board is erased

34.
DEMONSTRATION MATERIALS
Posters
Which poster is more helpful ….!!!

35.
DEMONSTRATION MATERIALS

Although they are a type of display material ,posters are being
addressed separately because they have become increasingly
unique, popular and important educational tools

36.
DEMONSTRATION MATERIALS
Posters
When using poster the educators must Consider:
 Color (opposite spectrum, one color should make up as 70% of the
display)
 Graphics should be easily interpreted
 White space and another background color
 Avoid unfamiliar words and symbols
 KISS principle (keep it small and simple)
 Keep learning objectives in mind for the focus of the display tool
 Be sure content is free from spelling and grammar mistake
 Balance Titles / Script

37.
AUDIOVISUAL MATERIALS
 Factors in selection
 Technical feasibility
 Economic feasibility
 Social/political acceptability
 Instructor familiarity

38.
AUDIOVISUAL MATERIALS

39.
AUDIOVISUAL MATERIALS

Technology software and hardware are exceptional aids because
many can influence all three domains of learning by promoting
cognitive development ,stimulating attitude change, and helps to
build psychomotor skills

40.
AUDIOVISUAL MATERIALS

Audiovisual materials can be categorized in to five major types ;

Projected Learning Resources

Audio Learning Resources

Video Learning Resources

Telecommunications Learning Resources

Computer Learning Resources

41.
PROJECTED LEARNING RESOURCES
 Projected Learning Resources such as;
 Power Points
 Overhead transparencies

42.
PROJECTED LEARNING RESOURCES
 Advantages
 Most effectively used with groups
 Especially beneficial with hearing-impaired, low-
literate learners
 Excellent media for use in teaching psychomotor
skills

43.
PROJECTED LEARNING RESOURCES (CONT’D)
 Disadvantages
 Lack of flexibility due to static content of some forms
 Some forms may be expensive
 Requires darkened room for some forms
 Requires special equipment for use

44.
AUDIO LEARNING RESOURCES
Audio Learning Resources includes CDs, Digital Sound
Files, Radio
Advantages
 Widely available
 May be especially beneficial to visually-impaired, low
literate learners
 May be listened to repeatedly
 Most forms practical, cheap, small, portable

45.
AUDIO LEARNING RESOURCES (CONT’D)
 Disadvantages
 Relies only on sense of hearing
 Some forms may be expensive
 Lack of opportunity for interaction between
instructor and learner

46.
VIDEO LEARNING RESOURCES
Video Learning Resources includes ; Digital Video Files,
DVDs, Webinars
 Advantages
 Widely used educational tool
 Inexpensive; uses visual, auditory senses
 Flexible for use with different audiences
 Powerful tool for role-modeling and demonstration
 Effective for teaching psychomotor skills

47.
VIDEO LEARNING RESOURCES (CONT’D)
 Disadvantages
 Viewing formats limited depending on use of VHS or
DVD
 Some commercial products may be expensive
 Some purchased materials may be too long or
inappropriate for audience

48.
TELECOMMUNICATIONS LEARNING
RESOURCES
Telecommunications Learning Resources includes
Television, Telephones
 Advantages
 Relatively inexpensive, widely available
 Disadvantages
 Complicated to set up interactive capability
 Expensive to broadcast via satellite

49.
COMPUTER LEARNING RESOURCES
In our technological society ,the computer has changed our
lives dramatically and has found widespread application in
industry, business, schools and homes
 Examples of Computer Learning Resources (See chapter
12 page 504)

50.
COMPUTER LEARNING RESOURCES
(CONT’D)

51.
COMPUTER LEARNING RESOURCES
 Advantages
 Interactive potential: quick feedback, retention
 Potential database is enormous
 Can individualize to suit different types of learners,
different pace of learning
 Time efficient

52.
COMPUTER LEARNING RESOURCES
(CONT’D)
 Disadvantages
 Primary learning efficacy: cognitive domain less
useful for attitude/behavior change or psychomotor
skill development
 Software and hardware expensive
 Must be purchased
 Limited use for most older adults, low-literate
learners, those with physical limitations

53.
EVALUATION CRITERIA FOR
SELECTING MATERIALS
 Considerations for Selecting Materials
 Learner characteristics
 Task(s) to be achieved
 Media available

54.
STATE OF THE EVIDENCE
 Performance is improved and learner satisfaction
increased with visual reinforcement.
 Distance learning is an increasingly viable option for
learners.

55.
LEARNING PYRAMID ; INFORMATION RETENTION BASED ON THE
LEVEL OF ACTIVE LEARNER INVOLVEMENT
Source : Adopted from National Training Laboratories. Institutes of Applied Behavioral Science

56.
SUMMARY
Instructional materials should be used to support learning
by complementing and supplementing your teaching, not
by substituting for it.