1. Module 6:
Designing Instructional Material and Visual Aids
Overview of Instructional Material
Course Title: Designing and Delivering Successful Training Programs

2. • Devices that helps learners to
comprehend information
• Forms of communication of
information
• Documents that support
teaching and learning
2
What are Instructional Material?

3. • Attendance sheets
• Handouts
• Presentations
• Media/Technology (e.g. videos, podcasts,
computer, software tools)
• Simulations
• Job Aids
• Graphic Organizers
• Charts/Flip Chart
• Posters
• Instructional guides
• Checklists
• Case studies
• Assessment Rubrics
• Quizzes
• Post-tests
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What are Instructional Material?

4. DEVELOPMENT
PHASE
SEARCH
SELECT MODIFY
CREATE
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When are Instructional Material Created
or Selected?

5. • Also called training material or learning tools
• Assist:
▫ trainers in showing, transmitting,
demonstrating, explaining content
▫ trainees in acquiring knowledge
and skills during and beyond the
training program/session.
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Why are Instructional Material Created?

6. • Stimulate learners’ interest
• Engage learners with content
• Clarify concepts/relationships
• Model behaviors or tasks
• Improve retention of knowledge and skills
• Encourage application of knowledge and skills
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Advantages of Instructional Material

7. It is important to first look for existing materials,
which can be used or adapted to fit the needs of a
specific training course.
▫ Example 1: Use part of a video that involves
demonstration of a process or procedure, such as
computer/software skills.
▫ Example 2: Use a graphic organizer but modify it
to fit the contents of your training course.
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Using Existing Material

8. • In groups of 3, identify three
examples of existing materials you
have used or adapted in the past
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Activity

9. 1. Multimedia Principle
2. Spatial Contiguity Principle
3. Temporal Contiguity Principle
4. Modality Principle
5. Redundancy Principle
6. Coherence Principle
7. Personalization Principle
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Principles of Design by Clark and Meyer (2003)

10. • People learn better from words and
pictures than from words alone.
▫ Include both
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Words Images
The Multimedia Principle

11. People learn better when
corresponding words and pictures
are presented near rather than far
from each other on the page or
screen.
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The Spatial Contiguity Principle

12. • Place corresponding words and graphics
near each other.
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This is an apple
This is an apple
YES NO
The Spatial Contiguity Principle

13. People learn better when
corresponding words and
pictures are presented
simultaneously rather
than successively.
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The Temporal Continuity Principle

14. • Present words and corresponding
images on same screen.
14
This is an apple
YES
This is an apple
Screen 2Screen 1
NO
The Temporal Continuity Principle

15. People learn better from
animation and narration,
than from animation and
on-screen text.
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The Modality Principle

16. • Present words as audio narration rather
than on-screen text.
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The Modality Principle

17. People learn better from
animation and narration than
from animation, narration,
and on on-screen text.
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The Redundancy Principle

18. • Avoid presenting words as narration and
identical text in the presence of graphics.
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narration
animation
text
Animation
&
Narration
YES NO
The Redundancy Principle

19. People learn better when
extraneous words, pictures,
and sounds are excluded
rather than included.
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The Coherence Principle

20. • Do not include extraneous words, pictures,
and sounds.
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Extraneous:
words
pictures
sounds
The Coherence Principle

21. People learn better when the
words are in conversational style
rather than formal style.
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The Personalization Principle

22. PRINCIPLES
OF DESIGN
BALANCE
PROPORTION
RHYTHMEMPHASIS
UNITY
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indicates visual equilibrium
indicates the size and
scale between objects
or parts of a whole
indicates coherence
and consistency
indicates the point of
focus or interruption
indicates that all the
other principles work
together to achieve a
common result

23. 23

24. 24

25. • Do you have interactive activities for the “participative” learners?
• Do you have independent learning for the “reflective” learners?
• Do you think about presenting your content so that the “specific”
learners don’t become frustrated by information that is not organized?
• Do you allow learning to occur through “big picture” thinking or by
giving general instruction for the participants that like to create their
own framework or structure to the content?
• Do you tie the learning to the participants’ needs? And if you’re not
clear what they are, give them time to make the application
themselves?
• Do you provide auditory, visual, and kinesthetic opportunities
throughout the training?
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Tips for Selecting or Creating Instructional
Material