INSTRUCTIONAL MATERIALS WRITING GUIDE

This is an Instructional Materials Writing Guide to all educators, full

time and part time, in the preparation of their modules.

INSTRUCTIONAL MATERIALS WRITING GUIDE

I. Module (Instructional Materials) Definition

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, teaching style, and institutional requirements.

A module structure is especially important in online learning

environments, as it provides an aid in the presentation and
application of the online teaching and learning process. When
students are aware of the structure of the course, they spend less
time guessing about what is expected of them and more time
focusing on the content and activities.
KEY: Essentially, the module structure, as portrayed in the folder
structure in your Blackboard course site design and your schedule,
provides students with a “road map” and can help keep them on
track.
The structure, including the elements and how they are sequenced,
is one you define. The structure of each module may be unique, or
it may be a consistent pattern that is repeated throughout the
course, in which case, the structure of the first module you create
can serve as a pattern or template for other modules in your course.
Keep in mind a possible module for your course as we consider what
could be a part of a module.
Many on-line courses are not modularized. Or to state it in another
way, many on-line courses are just one large module. The better on-
line courses are a sequence of modules. Most of the content is
presented via modules.

II. Advantages of Modular Structure

 Why a modular course structure? The following is an excerpt from
the book Internet Based Learning (Kogan-Page, 1999) describing
some of the advantages of using a modular structure.
1. There are several advantages to a modular presentation. The
most important one is that it allows for better evaluation and
more focused revision and improvement. Modifying a module is
easier and more cost-effective than revising a course or one large
module.
2. Another advantage of a modular approach is that parts of the
course can be used and reused elsewhere in other courses.
3. Courses that are already in a modular format are ultimately more
flexible and easier to convert for delivery in other formats.

III. Components of a Module (Instructional Materials)

What are the elements that make up a module? What goes into the
instructional module depends on your course objectives, content,
teaching style, and student needs. In general, a module includes:

1. An introduction to the module’s objectives, its rationale or

purpose, and context;
2. Activities that provide ways for students to engage with each
other in discussion and with the information and concepts;
3. Opportunities to practice, apply, analyze or synthesize new
information; may include worked or practice exercises, labs, or
case studies;
4. A chance to reflect and articulate students’ acquired knowledge.
Includes a formal or informal assessment of module’s objectives;
5. Feedback to students regarding their learning and
accomplishment of module objectives;
6. And possibly additional resources for students to extend their
learning through enriching activities and evaluation.

Ultimately, you will base the module and the module template on
pedagogy that fits the content you are teaching. Depending on the
nature of your overall course design and pedagogy, your module may
have a highly distinctive look and feel. For example, the sequence of
activities and modules within a course that is designed as a
simulation will look quite different than a module within a more
lecture-driven course.

The list below contains examples of module components, though it

is dependent on the needs and guidelines of the academic
institution:

1. Overview/Introduction

The overview or introduction to each module might contain the

objectives, an introduction to the module content, and a list of
assignments, activities, lecture notes, tests/quizzes, and due dates.

The introduction is a place to provide a rationale and highlight the

module’s relevance by describing how it fits into the course and may
provide a brief overview of new material. It is also a place to remind
students what they have already learned and how this new
information will build on their previous knowledge.

2. Lecture Notes

Any reading or visual material in addition to the text or reader.

Maybe instructor prepared text, PowerPoint slides, Web sites,
articles, graphic organizers, or other media and material.

3. Assignments/Exercises
 What are the types of assignments that appear in the module? While
the assignments were listed in the introduction, here is a chance to
describe the assignments in detail and to provide students with the
needed information and resources, including the due dates. If there
is more than one type of assignment the module may have a page
for each.

4. Discussion/Interaction

Collaborative and interactive activities that will facilitate

communication between and among students, including group
projects, case studies, discussion questions, or other types of
communication and collaboration.

5. Labs/Practice Exercises/Worked Examples

Explicit opportunities to practice or review skills or procedures.

Assessment/Evaluation The assessment component of the module,
whether a test, quiz, essay, journal or portfolio entry, peer
evaluation, or self-evaluation.

6. Summary

A module summary that pulls the material together, highlighting to

students the objectives they accomplished and what they have
learned.

To summarize, the module structure is essentially the type,

frequency, and sequence of various elements within a given unit of
instruction. The important thing to remember is that the course
module is “self-contained,” and as such, has its delineated
objectives, content, activities, and assessments.

IV. Outcomes-Based Teaching and Learning (OBTL) Plan

Outcomes-based Teaching and Learning (OBTL) is
a curriculum design framework to teaching and learning that helps
you focuses on “first identifying the intended outcomes or goals of a
module or program and then aligning teaching, learning, and
assessment to maximize the likelihood that students achieve those
outcomes or goals.” (Deneen, Brown, Bond, & Shroff, 2013). This is
embodied through the concept of constructive alignment where the
assessment and teaching activities are aligned to achieve the
learning outcomes (Source: ntu.edu.sg). The OBTL must adhere to
the New Normal or the Flexible Learning Scheme as required by the
Commission on Higher Education.

In writing the OBTL, the instructor must consider the following

Quality Metrics for higher education rubric:
1. Course Overview and Introduction
2. Learning Objectives
3. Assessment and Measurements
4. Instructional Materials
5. Learning Activities and Learner Interaction
6. Course Technology
7. Learner Support
8. Accessibility and Usability
(Source:https://www.qualitymatters.org/qa-resources/rubric-
standards/higher-ed-rubric)

The Mabalacat City College OBTL is composed of the following

components based on the requirements of the Quality Metrics for
higher education rubric:
1. MCC Vision
2. MCC Mission
3. Course Description
4. Course Pre-Requisite
5. Course Units
6. Program Intended Learning Outcomes (PILO)
7. Course Intended Learning Outcomes (CILO)
8. Course Outline
a. Module Number
b. Module Topic
c. Faculty Assigned (For Team Teaching)
d. Learning Materials with References
e. Assessment Tasks
9. Basic Information and Policies
a. Grading System
b. Academic Standards
c. Learning Materials
d. About the Instructor(s)
i. Email Address
ii. Social Media Address
iii. Contact Number

To align the course learning outcomes with the Program Intended

Learning Outcomes (PILO), the first thing to do is to refer to the PILO
to determine how your course contributes to those PILOs. Once you
 are clear about the PILOs that your course is addressing, you can
translate them into the Course Intended Learning Outcomes
(CILO).

The Course Intended Learning Outcomes (CILO) aim to clarify “what

the student should be able to perform after teaching that couldn’t be
performed previously” (Biggs & Tang, 2011, p. 118). These outcomes
should be written in observable terms stating what students should
be able to do as a result of your course.

A useful way of thinking about the outcomes is, to begin with, the following
stem:
“By the end of the course, you should be able to…”
Stem Action Verb Object & Context
By the end of this course, you resolve syntax and runtime errors in
will be able to your program

What action verbs should I avoid?

Action verbs that are passive or unobservable should not be used. The
following are some verbs to avoid.
Understand Perceive Be conscious of
Appreciate Value Be aware of
Know Learn Know of
Comprehend Be familiar with Acquire working knowledge of
Grasp Think strategically Gain a critical understanding of

Such verbs are vague and often fail clearly to convey to students what they
need to do to show that they have attained the level of learning expected of
them. Take the verb “understand” as an example. Understanding can occur
at different levels, from defining a concept to using a concept to solve a
problem.
In this example, we will try to rephrase a learning outcome that uses the verb
"appreciate".
By the end of the course, you can "appreciate the importance of writing clear
and observable learning outcomes" can be rephrased to simply as "write clear
and observable learning outcomes" since writing a clear outcome is observable
and more directly related to what students can do while it would be very
difficult to measure the degree of appreciation unless you have the student
write a reflective essay.

How do I craft my learning outcomes?

Bloom's Taxonomy can be used as a guideline to help you with developing
your learning outcomes. Use the Action Verb List as a guide to select action
verbs that can assist you in crafting your learning outcomes. Before you do
so, consider the level of course that you are teaching (e.g., introductory vs.
advance) and any other pre-requisites for the course. The expectation for
students who are taking an advanced course would be higher than those of
an introductory.

Therefore, using the Action Verb List as a guide, the Learning Outcomes for a
Year 1 course may only develop the "Knowledge" and "Understanding" aspect
of the Bloom's Taxonomy such as "define, describe or discuss" but a more
advanced course would require your students to "argue, compare, develop"
which is under the "Evaluate" and "Create" aspect of the Bloom's Taxonomy.

BLOOM's TAXONOMY

Remembering Understanding Applying Analyzing Evaluating Creating

define explain solve analyze reframe Design

identify describe apply compare criticize Compose
describe interpret illustrate classify evaluate Create
label paraphrase modify contrast order Plan
list summarize book distinguish appraise Combine
name classify calculate infer judge Formulate
state compare change separate support Invent
match differentiate choose explain compare Write
recognize distinguish demonstrate select decide Compile
select extend discover categorize discriminate Construct
examine predict experiment differentiate recommend Develop
locate associate relate connect summarize Sketch
memorize contrast show discriminate choose Present
quote divide assess

Hints and Tips

In short, when writing your learning outcomes, consider the following:-
  Identify what your students should be able to demonstrate at the end of
the course.
 Keep the outcomes short and simple. The learning outcome should
describe the outcome and not the processes/steps involved in achieving
the outcome.

Examples
For Engineering:

By the end of this course, you would be able to:

1. Perform appropriate calculations required for the selection of standard

machine components
2. Design machine elements to satisfy the function of the machine for the
desired application
3. Integrate and interface machine elements in a mechanical device or
system

For Sciences:

By the end of this course, you would be able to:

1. Explain the numerical algorithms commonly used in physics
calculations
2. Analyze the efficiency of various numerical algorithms (e.g. Big-O
runtime scaling analysis and code profiling)
3. Create programs for solving differential equations commonly
encountered in physics
4. Create programs for performing Monte Carlo simulations of physical
systems
For Social Sciences:

By the end of this course, you would be able to:

1. Identify the morally relevant features of situations, decisions, and
policies, and articulate what makes those features morally relevant
2. Assess whether a moral claim is well-supported by a moral argument
3. Discuss the moral reasons behind rules of Academic Integrity

For Business:

By the end of this course, you would be able to:

1. Explain the nature, role, and importance of Marcom activities in
marketing and society
 2. Explain and distinguish the key concepts, theories, and
terminology in IMC management
3. Determine which Marcom tools provide better choices in different
situations, and integrate different tools to achieve synergy
4. Develop detailed Marcom strategies and programs
5. Appraise the contributions of Marcom activities to marketing and
communication objectives
6. Formulate and manage Marcom activities across countries

V. References

https://www.ntu.edu.sg/tlpd/tlr/DesigningYourCourse/WCO/Pag
es/IntendedLearningOutcomes.aspx

https://www.boisestate.edu/ctl-idea/teaching-with-
tech/primer/using-a-modular-approach-to-course-
design/?fbclid=IwAR0pPDWL0ckBvC0-
2GjVa5nF2m6848FfBOoRdfG4ISP_p-eKV00Gc6lscaI

Please see attached sample OBTL and Module template.

RENATO DAN A. PABLO II

Vice President for Academic Affairs