Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

20 – Instructional Strategies
be stored, such as DVD-ROM, CD-ROM, Internet, or
intranet. (Practical considerations for this and media
selection are presented in Chapter 21, Multimedia.)
A final storyboard must be created for the person
who transfers the material to the learning management
system. An accurate storyboard will reduce the number of
subsequent revisions needed. After you develop the media,
individual pieces can be incorporated into the system. After
this, you can begin the final formative evaluation.
The components of a complete instructional multimedia
package can also include:
• an easy-to-use student manual with directions,
strategies, learning outcomes, and summaries
• remedial and enrichment material
• an easy-to-use instructor’s manual
Summary
An instructional strategy should describe the instructional
materials’ components and the procedures used
with the materials needed for students to achieve the
learning outcomes. Your instructional strategy should
be based on your instructional analysis, the learning
outcomes, and other previous instructional design steps,
or on how others have solved similar problems. At the
end of this process, you should have a clear set of specifications
describing how the material will be taught. You
will use the instructional strategy as a framework for
further developing the instructional materials or evaluating
whether existing materials are suitable or need revision.
Consider strategies that go beyond basic teaching
methods. Remember that you can address a variety of
learning styles if you teach with a variety of different
methods and media. No single teaching method or medium
is perfect for all learners. As you proceed through
developing an instructional strategy, start specifying the
media that would most effectively teach the material.
Each learning domain classification is best taught
with different instructional strategies.
When teaching verbal information:
• Organize the material into small easily retrievable
chunks, based on the cluster analysis done earlier (see
Table 20.1).
• Link new information to knowledge the learner already
possesses.
• Use memory devices like forming images or using
mnemonics for new information.
• Use meaningful contexts and relevant cues.
• Have the learners generate examples in their minds,
do something with the information, or apply the
knowledge to the real world.
• Avoid rote repetition as a memorization aid.
• Provide visuals to increase learning and recall.
When teaching intellectual skills:
• Base the instructional strategy and sequencing on the
hierarchical analysis done earlier.
• Link new knowledge to previously learned knowledge.
• Use memory devices like forming images or mnemonics
for new information.
• Use examples and non-examples that are familiar to
the student.
• Use discovery-learning techniques.
• Use analogies that the learners know.
• Provide for practice and immediate feedback.
When teaching psychomotor skills:
• Base the instructional strategy on the procedural
analysis done earlier.
• Provide directions for completing all of the steps.
• Provide repeated practice and feedback for individual
steps, then groups of steps, and then the entire sequence.
• Remember that, in general, practice should become
less dependent on written or verbal directions.
• Consider visuals to enhance learning.
• Consider job aids, such as a list of steps, to reduce
memory requirements.
• Allow learners to interact with real objects or do the
real thing.
When teaching attitudes:
• Base the instructional strategy on the instructional
analysis done earlier.
• If you can, show a human model to which the students
can easily relate.
• Show realistic consequences to appropriate and inappropriate
choices.
• Consider using video.
• Remember that attitudes taught through computer
technology might not transfer to the real world.
• Note that it can be difficult to test whether the attitudes
taught have transferred to real situations.
Based on the subordinate skills analysis done earlier,
sequence the learning outcomes from lower to higherlevel
skills, easy to hard, simple to complex, specific to
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