MIDTERM EXAMINATION

MSE TLE 215 – DEVELOPMENT AND UTILIZATION OF INTRUCTIONAL MATERIALS IN

TLE

Answer the following questions as called for:

1. Present in Venn Diagram and discuss the three basic types of instructional
materials.

Print materials
-print materials are time-
effective and cost-effective
Visual
-can be two- or three-dimensional
since teachers and students are quite
material
familiar with these print materials, Learning through
then using them don’t require an the sense of sight
intensive orientation/training. When Includes charts, realia,
teachers think that there’s a need to photographs
edit and revise, then it can be easily
done in print materials Use to transmit
information,
Includes textbooks, ideas and notes
pamphlets, to learners
study guides and
manuals Promotes
Learning through
the sense of sight Learning through information
the sense of sight retention

Audiovisual

are the combination of Auditory and visual materials

provide learning experiences which could not have

been provided more easily with traditional materials

Includes slides, tapes, films, filmstrips, television,

video and multimedia

2. Create / develop a meme that will integrate a metaphor about the:

a. Values and importance of Instructional Materials
 b. Reasons for use of instructional media

c. Roles of IM in the different modes of teaching/learning

3. Discuss the following terminologies:

a. Instructional materials
Instructional materials refer to the human and non-human materials
and facilities that can be used to ease, encourage, improved and promote
teaching and learning activities. They are whatever materials used in the
process of instruction. They are a broad range of resource which can be used
to facilitate effective instruction.
b. Instructional technology
Instructional technology is the theory and practice of using technology
for education. Encompassing the design, development, use, management,
and evaluation of technology in education, instructional technology can take
many forms. Anything from electronic whiteboards to online courses or even
virtual reality classrooms can be considered instructional technology.
c. Educational technology
Educational Technology or EdTech can be defined as the theory and
practice of design, development, utilization, management and evaluation of
processes and resources for learning
d. Instructional design
 Instructional Design is the process of using our knowledge of how people
learn to guide our choices of instructional sequences and strategies to meet
the needs of the learners and desired learning outcomes.
e. Instructional media
Instructional Media encompasses all the materials and physical means an
instructor might use to implement instruction and facilitate students'
achievement of instructional objectives. This may include computer labs,
classroom technology, Blackboard, and audio and video conferencing.
f. Human performance technology
Human performance technology is the study and ethical practice of
improving productivity in organizations by designing and developing effective
interventions that are results-oriented, comprehensive, and systemic”
(Pershing, 2006, p. 6). Instructional design and human performance
technology are similar in that they are rooted in general systems and
behavioral psychology theoretical bases.
4. What is a module? What is a CBLM?
A module can be defined as a unit, chapter, topic, or segment of instruction. It is a
standard unit or instructional section of your course that is a “self-contained”
chunk of instruction. A week is a common module length, but it can be shorter or
longer depending upon content and your teaching style while Competency-Based
Learning Material (CBLM) Package is simply a well-designed and carefully
developed learning materials that give trainees detailed instructions to guide them
through the learning process.
5. Enumerate the parts of CBLM and describe each.
a. Front Page- provides information about the title and area of the learning
material, action picture with logo about the topic, sector, qualification title, unit
of competency, module title and name of the school. This also includes the
Institutions logo, qualification and the module title, Date developed and revised,
the developer’s name, revision number and the page number which are all found
in its page footer
b. List of Competencies – this part includes the list of competencies with listed
competency number, unit of competency, module title and the code which must
appear as such in Training Regulation.
c. Module Contents – this page reflects the contents and the skills discussed in the
module particularly stated in the unit descriptor (TR) and curriculum guide.
This includes the qualification title, unit of competency, module title module
descriptor, learning outcome, assessment criteria Underpinning knowledge,
attitudes and skills are also included in this part.
d. Learning Outcome Summary
 Contents – these are the topics particularly stated in the Training
Regulations either as content, underpinning attitude, knowledge, or skill or
as deemed necessary to achieve the performance criteria by the
trainer/developer.
 Assessment criteria – these are the performance criteria identified in the TR
as measures to assess the competence of the trainee
  Condition – this is the list of workplace location, equipment, tools,
accessories and supplies, and training materials needed by the training to
attain competence in the particular LO.
 Assessment method – this is a list of expected assessment method or
instruments to measure learning
e. Learning Experiences - this page shows a table of all the activities the students
can undergo to attain the required competency. This page has the Learning
Outcome number and the learning activities and special about the information
sheet and the job sheet
 Information sheet, self-checks, task sheets, operation sheet, job sheet
performance criteria checklist and reference/further reading are also
included in the CBLM
6. Provide a sample Information Sheet for one sub-topic (as a part of your module
requirement)

7. What is a Video Clip?

Video clips(or movie clips) are short clips of video or movie, usually part of a
longer recording. The term is also more loosely used to mean any short video less
than the length of a traditional television program.

8. Give details on how to make a video clip.

First, come up with a concept.
Second, write a script.
Third, perform pre-production planning. batteries, make-up, wardrobe, etc.—that
need to be addressed before a shoot.
Fourth, shoot the video.
Fifth, edit the video. Editing software has gotten easier to use. However, for anything
more than basic editing, it's wise to get professional help. A good editor has a
critical eye and can help you produce an effective video.
9. What principles in IM development should be used when designing for their most
effective use? Justify your answer.
When designing an instructional material, we should always remember that
these materials should be according to the needs of the learner. The material should
be used to attain the objective of the lesson which is considered to be the most
essential need of the learner. Assessing or knowing the needs of the learner can
guide as in the proper development of the instructional material. Using material that
is base from the needs of the learners will help the teacher convey or deliver the
lesson to their student and learning will take place.
10. What is your stand on this statement, “the amount of information a student retains
is directly related to how the IM is presented? Justify your answer.
I agree with the mentioned statement above. Since instructional materials
provide the core learning and teaching experience for our students, they can learn
more and benefit from what we are teaching. Not only it can engage the learner to
learn but also retention of information will be much higher compared to teaching
and without the use of an instructional material. But this can only happen if we
carefully choose appropriate instructional material we are going to choose.
11. Comment on the statement: “Instructors are salesmen of ideas hence, the best
potential sales techniques that attract attention of potential clients are well worth
considering”
I agree with the idea stated. The role and goal of a teacher is to help students to
acquire knowledge, competence or values. To achieve this goal, careful planning and
lots of considerations must be put in mind. Appropriate teaching method must be
chosen properly and when deciding what teaching method to use teachers must
consider students’ background knowledge, environment and their learning goal.
Educators must think of a way on how teaching and learning will take place.
Educators uses instructional materials to assist them in achieving their goal that is
why it is also important to choose appropriate material to use in delivering a
concept or idea.
12. Trace the history or origins of Instructional Materials and Instructional Media.

13. Discuss the Models for instructional design/Strategies for developing instructional
materials in the 3 domains of learning:
a. ADDIE Model
The ADDIE design model is a widely popular, linear, but flexible process. The
name is an acronym that stands for analysis, design, development,
implementation, and evaluation with each word representing a different
phase of production. When following the ADDIE model, each step has a
specific outcome that leads directly to the next step. The ADDIE model also
relies on instructional theories such as behaviorism, constructivism, and
 cognitivism. Many current design models are spin-offs or variations of the
ADDIE model.
b. ASSURE Model
The ASSURE model is an instructional system or guideline that teachers can
use to develop lesson plans which integrate the use of technology and media
(Smaldino, Lowther & Russell, 2008). The ASSURE Model places the focus
on the learner and the overall outcome of accomplishing learning objectives.
Its main perspective is on how to integrate media (any kind of media) into
instruction in a method capable of producing the desired learning outcomes.
c. Dick and Carey Model
The systems approach by Dick and Carey helps instructional designers
develop curricula through a series of nine steps which work together toward
a defined instructional goal (Dick, Carey, & Carey, 2005). The Dick and
Carey systems approach considers components such as the instructor,
learners, materials, instructional activities, delivery system, and the learning
and performance environment. Unlike traditional models, the Dick and
Carey systems approach is portrayed as a curvilinear flow portrayed with
one-way arrows. The curvilinear design portrays an easier way instructional
design is practiced and developed (Branch, 1996).
d. Gagne’s 9 Events of Instruction
Gagne created a nine-step process called the events of instruction, which
correlate to and address the conditions of learning. Keeping these stages in
mind as you plan for a class session or online module can give your lesson
plans a strong foundation. Robert Gagné is known for his "Conditions of
Learning" which describes five levels of learning namely verbal information,
intellectual skills, cognitive strategies, motor skills and attitudes. Different
internal and external conditions are necessary for each type of learning. His
theory of instruction consists of a taxonomy of learning outcomes, conditions
of learning and nine events of instruction.
e. Kellars ARCS Model
Keller’s ARCS Model of motivation can be perceived as a problem solving
approach to learning that instructional designers can use to develop even
more engaging eLearning activities. Keller suggested that attention could be
obtained either by perceptual arousal or by inquiry arousal. In the case of
perceptual arousal, the learners' attention would be gained by surprise,
doubt or disbelief. For inquiry arousal, the learners' curiosity would be
stimulated by challenging problems that needed to be solved.
f. DALE’s Cone of Experience
Dale’s Cone of Experience is a model that incorporates several theories
related to instructional design and learning processes. During the 1960s,
Edgar Dale theorized that learners retain more information by what they “do”
as opposed to what is “heard”, “read” or “observed”. His research led to the
development of the Cone of Experience. Today, this “learning by doing” has
become known as “experiential learning” or “action learning”.
g. The Information Processing Model
The information processing theory is based on the idea that humans actively
process the information they receive from their senses, like a computer does.
 Learning is what is happening when our brains receive information, record
it, mold it and store it.

In information processing theory, as the student takes in information, that

information is first briefly stored as sensory storage; then moved to the short
term or working memory; and then either forgotten or transferred to the
long-term memory, as semantic memories (concepts and general
information), procedural memories (processes) and images. For learning to
occur, it's critical that information is transferred from the short-term
memory to the long-term memory, because if we have more than seven
pieces of information in our short-term memory at one time, we get an
overload (referred to as cognitive overload).
h. Kirkpatrick Four Level Model
The Kirkpatrick Model is probably the best-known model for analyzing and
evaluating the results of training and educational programs. It takes into
account any style of training, both informal or formal, to determine aptitude
based on four levels criteria.

Level 1 Reaction measures how participants react to the training (e.g.,

satisfaction?). Level 2 Learning analyzes if they truly understood the training
(e.g., increase in knowledge, skills or experience?). Level 3 Behavior looks at
if they are utilizing what they learned at work (e.g., change in behaviors?),
and Level 4 Results determines if the material had a positive impact on the
business / organization.
i. Instructional Design Project Life Cycle