Page 268 - Making Instruction Work

chap 21 3/11/97 5:18 PM Page 254

254 making instruction work

1. Does it work? Is it effective? Does it do what it’s sup-
posed to do?

2. Is it of value? Does it fill a need, either of the student or
of the institution or organization?

3. Is it efficient? Is it up to date? Does it match the state of
the art? Does it impose minimum obstacles between the
student and the learning?

When to Do It
The first question (Does it work?) should be answered as
each lesson or module is completed, and again (if appropriate)
at the end of the course.
The second question (Is it of value?) should be answered
during the analysis phase, i.e., before instruction is developed,
and then periodically after the course has been put on line.
The third question (Is it efficient?) should be answered con-
tinually throughout the course, and at the end of the course
when you scan the reaction sheets for opportunities for
improvement.

How to Do It

Figure 21.1 will help you to visualize the method for
answering the three key questions. Read the graphic clockwise
like this: We start in the “real world”—from a real need,
whether that be to teach someone to perform a job, to be pre-
pared for the next course(s), or to function more successfully
in some type of community. Then, through the analysis proce-
dures, we derive the objectives of the instruction. We then
develop instruction intended to accomplish those objectives.
Through the instruction we develop competent students and
then send them off to that portion of the world for which we
have prepared them.