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This study was carried out in Udi Education Zone of Enugu State to investigate the design of instructional materials for teaching in secondary schools. The study adopted ex-post facto research design. The population comprised 1528 teachers from the education zone. Questionnaire was the instrument for data collection. Two research questions and one hypothesis guided the study. Mean and standard deviations were used to analyze the two research questions while t-test statistic was employed in testing the stated hypothesis. The findings indicated that instructional materials designed and used by the schools were of no quality, out-dated, cost effective and did not encourage intellectual development of the students. The findings also showed that the following criteria should form the basis for the designing of instructional materials for effective teaching and learning include materials that are durable, less costly, easily maintained and manipulated by students, appeal to students' interest and developed their intellectual capacities. The researcher recommended that government should make policies that should guide the design and production of instructional materials for use in schools. DOI:10.5901/ajis.2013.v2n6p153

The Instructional Media Production Project for Severely Handicapped Students, based at George Peabody College for Teachers of Vanderbilt University, Nashville, Tennessee, has developed a product selection and production process involving: (a) the construction of a product profile outline for each potential product; (b) review and recommendations on each potential product by an interdisciplinary Decision-Making Council; (c) approval of specific products by USED/OSE; and (d) product development by interdisciplinary production teams following a detailed product development lattice. Professional areas represented in both the Decision-Making Council and the product development teams include special education, educational technology, educational media production, technical media production, and educational products marketing.

While several professionals, organizations and departments may be a part of the instructional designing process usually faculty, instructional designers, and administrators are key stakeholders and collaborators. Although there are some studies related to the process of instructional designing, there is little by way of research that has investigated the stakeholders' perceptions of the key characteristics of effective collaboration within instructional designing projects. Thus, there is a gap in our understanding of the phenomenon of instructional designing project collaboration. This hermeneutic phenomenological study seeks to add to the literature by sharing the perceptions of seven stakeholders in different roles, who have collaborative instructional designing experiences within Midwestern higher education institutions. Practitioner and research implications are also discussed. The data revealed nine core characteristics perceived as crucial to effective collaboration within instructional design projects. These characteristics are discussed using the metaphor and associated acronym of CHAMELEON (Communication, Humility, Adaptability, Mentorship, Empathy, Looping, Engagement, Oscillation, Networking).

Decisions about instructional methods are becoming more complex, with options ranging from problem sets to experiential service-learning projects. However, instructors not trained in instructional design may make these important decisions based on convenience, comfort, or trends. Instead, this article draws on the knowledge management literature and specifically the knowledge-in-practice framework to develop a theoretical process for choosing instructional methods. This process classifies the underlying knowledge structure of learning objectives along the dimensions of tacitness and learnability, then matches the knowledge structure with instructional methods that will be the most appropriate fit for students working toward that learning objective. We propose that the integration of knowledge management with instructional design offers valuable insights into the process of choosing appropriate instructional methods, and our framework can help instructors determine which instructional methods are the best match for their learning objectives.

Cover -- Title Page -- Copyright -- Contents -- Preface to the Fifth Edition -- Acknowledgments -- About the International Board of Standards for Training, Performance, and Instruction -- Advance Organizer -- About This Book -- Part 1 Overview -- Chapter 1 An Overview of Instructional Design -- Instructional Design: An Emerging Profession -- Instructional Design: Focused on Establishing and Maintaining Efficient and Effective Human Performance -- Instructional Design: Guided by a Model of Human Performance -- Instructional Design: Carried Out Systematically -- Instructional Design: Based on Open Systems Theory -- Instructional Design: Oriented to Finding and Applying the Most Cost-Effective Solutions to Human Performance Problems -- Criticisms of Traditional Instructional Approaches -- Part 2 Planning and Analyzing for Instructional Design -- Chapter 2 Conducting a Needs Assessment -- Defining Terms -- Steps in Developing Needs Assessment -- Developing a Needs Assessment Plan: A Case Study -- Solving Problems in Conducting Needs Assessments -- Identifying Instructional Problems -- Ethical Issues in Needs Assessment -- Chapter 3 Collecting and Analyzing Data for Instructional Design Projects -- The Nature of Data -- The Data Collection Process -- Data Analysis -- Chapter 4 Identifying the Target Population and Environmental Characteristics -- Selecting Learner Characteristics for Assessments -- Selecting Learner Characteristics: A Case Study Example -- When Should Learner Characteristics Be Assessed? -- Chapter 5 Using Analytical Techniques to Determine Instructional Content -- Identify Content Aligned with Needs Assessment Findings -- Elicit, Synthesize, and Validate Content from Subject Matter Experts -- Analyze Instructional Products to Determine the Adequacy of Content, Instructions, and Learning to Determine Content Coverage.

Values at Play (VAP) is a project that aims to investigate the role of social, moral, and political values in digital games. A primary goal of the project has been to develop a systematic approach to considering values in the design process. Another goal, complementary to this one, has been to create and disseminate curricula and instructional materials for introducing students to our approach, and, more broadly, to "values conscious" design. This paper provides an overview of curricula and instructional materials created to date, as used in a number of graduate and undergraduate game design courses.

"The instructional design approach should begin with requirements evaluation to evaluate the necessities of the online learning event, such as what the learner should understand and be capable of doing as an outcome of the education or understanding solution and what learners immediately understand and can perform. Instructional designers widely use ADDIE to create modules, models, software, and courses for instruction and learning. It is also used as a design model. It presents a series of repetitive steps to build effective education and training in five phases, giving rise to the acronym: A-D-D-I-E, which stands for analysis, design, development, implementation, and evaluation."

This paper will inform teachers of the visually and hearing-impaired students how to modify and utilize media aids to meet their special needs. Important considerations are creating a good classroom environment, personal communication, adaptation of print materials, and audio-visual equipment and software. Special attention, extra preparation, and tips are detailed.

Student enrolment and instructional accommodation requests are rising in higher education. Universities lack the capacity to meet increasing accommodation needs, thus research in this area is required. In Ontario, new provincial legislation requires that all public institutions, including universities, make their services accessible to persons with disabilities. The objective of the Accessibility for Ontarians with Disabilities Act (AODA) is to provide universal access for students with disabilities. The purpose of this case study is to understand the experiences of students regarding the ability of a lecture capture technology to align with the principles of Universal Instructional Design (UID). Data were collected using a mixed-method research design: (a) an online questionnaire, and (b) individual face-to-face interviews. Scholarship of Teaching and Learning (SoTL) literature provides a useful background to explore AODA legislation and universal accessibility vis-à-vis lecture capture technologies. Results indicate that lecture capture can align both with the principles of UID and AODA. ; Il existe une recrudescence des inscriptions étudiantes et des demandes d'adaptations éducatives en enseignement supérieur. Les universités n'ayant pas la capacité de répondre aux besoins d'adaptations croissants, il y a un besoin de recherche dans ce domaine. La nouvelle législation provinciale de l'Ontario, au Canada, exige que toutes les institutions publiques, y compris les universités, rendent leurs services accessibles aux personnes handicapées. L'objectif de la Loi sur l'accessibilité pour les personnes handicapées de l'Ontario (LAPHO) est de fournir un accès universel aux étudiants en situation de handicap. La présente étude de cas vise à comprendre, à partir des expériences des étudiants, la capacité de la technologie d'enregistrement de cours magistraux à s'aligner avec les principes de Conception universelle de l'apprentissage (CUA). Les données ont été colligées par des méthodes de recherche mixtes : 1) un questionnaire en ligne; et 2) des entretiens individuels. La littérature sur l'avancement des connaissances en enseignement et en apprentissage (ACEA) fournit le contexte de cette étude et permet d'explorer la LAPHO et l'accessibilité universelle en regard des technologies d'enregistrement de cours magistraux. Les résultats indiquent que l'enregistrement de cours magistraux peut être conforme aux principes de la CUA et de la LAPHO.