Instructional System Development (ISD) Series — selecting content, methods and media, then organising them for effective learning.
The design process follows the definition and analysis phases of instructional system development.
It involves the systematic selection of instructional content, appropriate teaching methods, and delivery media.
Content selection must account for learner characteristics, individual differences in learning styles and aptitudes, and societal needs.
Learning experiences are then sequenced, arranged and presented to ensure effective knowledge transfer.
The instructor maintains primary control over the teaching–learning process. These methods suit large audiences and are effective for driving cognitive learning outcomes.
Relies largely on the oral communication of instructional messages.
Practical illustration of the concepts being taught.
Guided conversation controlled by the instructor to achieve specific cognitive goals.
Control shifts to the students, encouraging active participation and the liberation of creative energies. These approaches provide high levels of concept formation and realism.
Unstructured discussions, case studies, role-playing and games.
Simulations, management training exercises and practical tutorials.
Correspondence courses and independent study.
Highly potent for driving attitudinal changes and developing practical problem-solving skills.
Class size directly impacts the frequency of interaction between the teacher and individual students.
As group size increases, individual interaction opportunities decrease and distracting environmental stimuli increase.
Teacher-centred methods are generally required to manage these environments.
Instructional opportunities are evenly distributed, so all students — regardless of entry behaviour — can actively participate.
Essential for teaching practical skills and facilitating learner-centred methods, ensuring everyone receives feedback.
Natural and human-made items — plants, machines, tools and equipment — that provide realistic experiences.
Audio systems (radio, tape recorders), visual media (2-D charts, projected slides, 3-D models) and combined systems (television, video).
Text-based resources: books, journals, manuals, procedural guides and handouts.
Selection depends entirely on the learning task, learner characteristics and the specific instructional objectives.
Teaching practical skills requires real objects; oral communication alone cannot teach a learner to operate a machine.
Media must match the audience's capabilities: printed books are useless for an illiterate audience, whereas literacy-free media such as radio and television reach them effectively.
Media should provide equal access to meaningful experiences based on the instructional goal.