IV Selecting
instructional media
and instructional
systems
Development and Exchange of Instructional
Resources in Water Quality Control Programs
Charles County Community College
La Plata, Maryland

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Development and Exchange of Instructional
Resources in Water Quality Control Programs
IV. Selecting
instructional media
and instructional
systems
Environmental Protection Agency
Charles County Community College
1974

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The mention of trade names or commercial products in this manual is for illustration purposes,
and does not constitute endorsement or recommendation for use by the Environmental Protection
Agency.

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Project funded by
Manpower Development Staff
Office of Wafer Program Operations
Environmental Protection Agency
Grant Number 900253
Awarded to
Charles County Community College
La Plata, Maryland
Carl M. Schwing, Project Director
Report prepared by
W. Harry Durham
Robert A. Gearheart
John H. Austin

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Preface
To meet proposed federal and state water quality standards, both for drinking water and waste-
water treatment plant effluents, the treatment plants of this country must have qualified
personnel continually upgraded with the latest technology. The broad spectrum of competencies
required of such personnel, coupled with the wide geographic distribution of trainees (existing
operating personnel, as well as new entries), suggests the need for high quality instructional
systems. To be effective, these systems need improved instructional materials and qualified
instructors. This series of reports (Volumes I-IV) reviews the present status of available
instructional materials and equipment and offers suggestions about how to select equipment.
Guidelines are given for the production of instructional materials which should lead to maximum
flexibility and economy.
The initial four volumes in this report are:
Volume	Title
I	Audio-Visual Equipment on Hand
II	Instructional Materials Available
III	Selecting Audio-Visual Equipment
IV	Selecting Instructional Media and Instructional System
This volume, Selecting Instructional Media and Instructional Systems, suggests to the instructor,
who is either a user of instructional materials or a developer of curricula and instructional
materials, various concepts and procedures to follow in his efforts. The discussions that follow
are derived from a host of efforts in and out of the water quality control field. It is sug-
gested that you, as a reader, study the methods proposed in this document and send comments to
the authors concerning your implementation of these ideas. So that all of us in instructional
system development in the water quality control field can benefit from your ideas and efforts
and so that you can benefit from the efforts of your peers, it is important to correspond with
each other. Please contact the authors with your ideas, suggestions or innovative approaches
to instructional system development.

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Acknowledgements
This report is a cooperative effort between persons with technical competence in the water
quality control field and. instructional technologists with competence in instructional system
development. The overall administration of the project has been under the direction of Carl M.
Schwing. The preparation of Volume TV: Selecting Instructional Media and Instructional Systems
was directed by W. Harry Durham with assistance from Robert A. Gearheart and John H. Austin.
The following have served on the advisory committee for the project:
Representing the Environmental Protection Agency:
Joseph Bahnick, Chief, Water Quality Control Manpower Training Branch, Municipal
Permits and Operations Division, OWPO/EPA
Kenneth M. Hay, Chief, Media and Instructor Development Section, Water Quality
Control Manpower Training Branch, Municipal Permits and Operations Division,
OWPO/EPA
Harold L. Jeter, Director, National Training Center, Municipal Permits and Opera-
tions Division, OWPO/EPA
George H. Ziener, formerly Chief, Instructional Development Section, Air Pollution
Training Institute, EPA
Representing Charles County Community College:
Walter J. Bojsza, Audio-Visual Coordinator, Learning Resource Center
Carl M. Schwing, Chairman, Pollution Abatement Technology Department
Consultants:
John H. Austin, Professor and Head, Environmental Systems Engineering, Clemson
University, Clemson, South Carolina
Ross J, Cornwell, Assistant Director of Public Relations, Clemson University,
Clemson, South Carolina
W. Harry Durham, Director, University Conmunications Center, Clemson University,
Clemson, South Carolina
Robert A. Gearheart, Division of Environmental Engineering, Utah State University,
Logan, Utah
Donald K. Moon, Director, Educational Media Services, Drake University, Des Moines,
Iowa

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Table of Contents
Page
Summary 		1
Recommendations 		2
Glossary				3
Instructional Technology Available 	 . 		6
The Approach				7
Water Quality Control Field Efforts 		8
Development of an Instructional Sequence 		9
Selecting Instructional Media . . 			12
Advantages of this Approach		14
Instructional Media Formats 		20
References		21
Appendix A		23
Appendix B		25

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 1
Summary
During the last few decades, instructional tech-
nologists have developed more effective systems
for improving the performance of trainees after
progressing through a training situation. Cur-
riculum developers and instructors in the water
quality control field have just begun to use
these techniques. To promote the use of these
techniques and the sharing of instructional
materials, a system is proposed which includes
a worksheet which will standardize the produc-
tion of lesson plans. Use of this worksheet
will enable developers and instructors to share
their ideas and products. Selecting the appro-
priate medium for various instructional sequences
can lower costs and increase learning. A pro-
cedure for selecting appropriate instructional
media is described.

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2 - VOLUME IV
Recommendations
1.	Establishment of a systematic procedure
for the development of curricula and
instructional media in the water quality
control field should be undertaken inme-
diately by governmental (local, state,
and federal), professional and educational
organizations.
2.	A clearinghouse for assisting with develop-
ment and sharing of materials should be
established.
3.	A standardized worksheet (as suggested in
this report) should be adopted to encourage
the development of high quality instruc-
tional programs and to promote the sharing
of efforts.
4.	Standardized procedures for development of
instructional materials (as suggested in
this report) should be adopted to improve
the quality of instructional materials in
use and to promote uniformity in audio-
visual equipment used in instructional
programs.
5.	Standards should be set and used to evalu-
ate proposed programs concerned with
instructional material development, cur-
ricula development and training sponsored
by governmental, professional and educa-
tional organizations.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 3
Glossary
(Definition of terms used in this report)
Term
Affective
Audio Tape
Audio Tape Recorder
Audio-Visual Equipment
Cognitive
Curriculum
Diazo Process
Filmstrip
Instructional Materials
Instructional Medium
Instructional Package
Definition
A type of learning that pertains primarily to values,
A polyester or mylar base tape with a magnetic oxide
coating capable of recording and reproducing sound
when used with an audio recorder/player. Audio tape
is available in a number of different sizes (widths)
and formats: 1/4-inch reel, 1/8-inch cassette, or
1/4-inch cartridge.
A piece of equipment capable of recording and repro-
ducing sound using a magnetic oxide tape.
Equipment which presents materials either aurally,
visually, or both. Audio-visual equipment is often
referred to as hardware.
A type of learning that pertains primarily to facts.
A course of study involving a number of different
subjects.
A method of producing images on a treated paper or
an acetate base. Ultraviolet light exposes a drawing
or lettering on the treated film or paper. Aimtonia
vapor develops the unexposed portions of the image.
The color of the image is determined by the special
coatings on the paper or film. This process is used
to produce blueprints and overhead transparencies.
Images on a clear acetate base which are viewed by
having light projected through them. Several images
are on one piece of film. Usually the film is 35mm
in width and the images, either black-and-white or
color, are normally arranged vertically on the film.
Printed matter, slides, tapes, models, films, or
actual objects which are used as a direct part of
the teaching/learning process. Instructional mate-
rials are often referred to as software.
The combination of instructional materials and
audio-visual equipment. A 3Snm slide used in a
slide projector establishes the medium of the 35mm
slide.
Materials necessary to accomplish a selected portion
of training. The package may include lecture notes,
outline, printed text, 35mm slides, audio tapes,
video tapes, films, etc., or any combination of the
above.

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4 - VOLUME IV
Term
Definition
Instructional Resources
Lecture
Microforme Materials
Microforme Reader
Motion Pictures
Motion Picture Projector
Overhead Transparencies
Printed Materials
Psychomotor
Sijnulation (noun)
Simulation (Verb)
Slides
The complete spectrum of facilities, equipment,
materials, and personnel involved in preparing,
presenting, and evaluating instruction.
A class taught by an individual relying primarily
on the spoken word reinforced by body movement and
gestures and simple chalkboard illustrations.
Photographic miniatures of printed text, line
drawings, and full tonal photographs. Microforme
may be in filmstrip sizes, 35mm 16mm, and 8mm; or
microfiche (4x6-inch sheet of film containing many
images).
A piece of equipment capable of displaying in
legible size, printing, drawings, and photographs
reduced to a microforme format. Microforme formats
include 35nm, 16mm, and microfiche (4"x6"). Some
microforme readers are capable of handling more than
one format.
A series of still images photographically applied to
a strip of film capable of producing the illusion of
full motion when used in a motion picture projector.
Motion pictures may or may not have sound or color.
A number of different film sizes are used in instruc-
tion. The primary sizes are 16mm (width), 8mm
(width), and Super 8mm (width and increased image
size). Motion pictures are often packaged in a
variety of ways: for reel-to-reel use, Super 8mn
cartridge use, etc.
A piece of equipment capable of projecting a moving
image from a piece of motion picture film. Some
projectors are capable of reproducing sound in addi-
tion to projecting visual images. Different models
of motion picture projectors are designed to handle
various film sizes, for example, 8mn, Super 8mm,
16mn, and 3Smn. Normally, a motion picture projector
can handle only one film size.
8"xl0" or 10"xl0" sheets of film capable of carrying
an image (full tonal photographs, line drawings, or
lettering). Overhead transparencies are used with
overhead projectors and may be in full color, single
color, or black-and-white. (Two popular ways to
produce overhead transparencies are through use of
the diazo ot the thermal processes.)
Words and pictures printed on good but not highest
quality paper stock (i.e., a workbook) designed for
one receiver at a time. (Usually printed materials
do not involve color pictures unless high volumes
are justified.)
A type of learning that pertains primarily to physical
skills.
Any device or model which can provide a three-
dimensional representation of the actual equipment
or device which would be found "on the job."
The act or process or pretending certain conditions
exist. Various disorders are simulated in training
situations in order to teach the proper response to
trainees.
Small pieces of film capable of storing photographic
images which are viewed by light transmitted through
the film base. The photographic images may be 35mn,
126mm, or other sizes of film, which are usually
mounted in plastic or cardboard frames with an over-
all dimension of 2"x2". (Even filmstrips classify
as slides using this basic definition. However,
instead of mounting the images individually in small
frames, the images are mounted on a flexible piece
of short film.)

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 5
Term
Slide/Tape
Still Transparency Projector
Synchronizing Equipment
Television
Thermal Process
Video Tape
Video Tape Playback Unit
Video Tape Recorder
Definition
Photographic images viewed by light transmitted
through a film base and an audio tape related to
the images. The images may be on 35mm slides, 126mm
slides, or other sizes, or even in filmstrip form.
The slides are usually in color but do not have to
be. The audio tape may be in reel or cassette format
and may be synchronized with the slides through the
use of an inaudible tone which changes the slides
automatically or through an audible tone which indi-
cates to the operator that a change should be made.
Equipment capable of projecting an image from a piece
of photographic, diazo, or thermal film. Different
models of still transparency projectors would be
capable of handling different size transparencies,
such as 10"xl0" slides, 35mm slides, 35mm filmstrips,
and 16mm filmstrips. Usually a projector is capable
of handling only one size of film.
Equipment used to coordinate slide and sound presen-
tations. Usually a stereo audio tape recorder contains
the aural presentation on one channel and the slide
changer signals on the other channel. A connecting
device advances the slides according to the signals
on the audio channel.
Images displayed on a television receiver. Sources
for the images may be "live" (i.e., using TV cameras
to transmit images of performers in a studio or a
remote setting), video tape, or film.
A method of producing images on treated paper or an
acetate base. The exposure of the drawing or lettering
on the base material is made by a heating element,
usually a bright light-tube. Since there is no "de-
veloping" of the image in the thermal process, the
process is faster than the diazo method of producing
transparencies. However, thermal transparencies do
not have the detail or the brilliant color of diazo
transparencies.
A polyester or mylar base tape with a magnetic oxide
coating capable of reproducing television images and
sounds when used with a video tape recorder/player.
Equipment capable of displaying television pictures
and sounds recorded cm magnetic tape.
Equipment capable of recording television pictures
and sound onto magnetic tape. Normally, video tape
recorders are also capable of playing back recorded
materials.

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6-VOLUME IV
Instructional
Technology Available
Persons involved in training/education
efforts in the water quality control field
are for the most part using the same in-
structional techniques and systems that were
used in initial efforts. Over the years
improvements have been made in instructional
materials, but this usually was done on a
local basis for a particular program or state
effort. During the last decade some instruc-
tional materials have gained widespread usage.
However, little has been done to establish
instructional systems that have wide-scale
application.
A recent report by the Carnegie Commission
on Higher Education, 1972, entitled The
Fourth Revolution—Instructional Technology
in Higher Education pointed out that devel-
opments in electronics are bringing about a
fourth revolution in education and that
perhaps, by the year 2000, approximately 80
percent of the educational efforts in the
water quality control field will make use of
a variety of electronic media such as radio,
television, tape recorders, and computers.
These new techniques are already widely used
in research in the water quality control
field and are fast finding application in
the administration of programs and storage
and retrieval of data. The addition of this
new instructional technology will make in-
struction available in a host of formats for
individuals or large groups, in remote areas
or in densely populated areas. The new
electronics with the most potential are
cable TV, video cassettes, computer-assisted
instruction, and learning kits to be used
with audio-visual independent study units.
To develop the most efficient and economical
system will require cooperative efforts on
the part of government, industry, the edu-
cational community, and professional organi-
zations .
Hie potential use of a wide range of electronic
media clearly indicates the need for a system
to effectively incorporate the instructional
materials (see Volume II: Instructional
Materials Available of this series) and
audio-visual equipment (see Volume I: Audio-
visual Equipment on Hand of this series) into
learning systems that will produce trainees
with the desired learning outcomes. The
system must accommodate constant re-evalua-
tion and updating.
Instructional technologists have been very
active during the past decade in applying
the earlier research of behavioral psychology
to the design of instructional systems. The
listing of the resources available (Appendix
A, page 23) is a possible starting point for
use by the water quality control profession
as it begins a systematic development of an
instructional system to meet its needs.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 7
The Approach
The development of an instructional sequence
(Figure 1) is based on behavioral or per-
formance objectives. Initially, ©the
desired knowledge and skill level (entering
behavior) of the trainee must be determined.
This will indicate to the potential trainee
whether he is ready for the instructional
sequence, and if not, where his weaknesses
lie and what remedial work he must seek.
Next, a statement of behavioral objectives
(2)	indicates to the trainee the new know-
ledge and skills he will possess upon
cranpletion of the instructional sequence1
(3).	These behavioral statements also guide
the instructional sequence developer in
limiting the instructional sequence to
material relevant to the objectives. The
instructional sequence is an arrangement of
text, slides, movies, problems, experiments,
or whatever helps the student accomplish the
objectives with the greatest speed and to
the desired level of achievement. This is
the heart of the instructional system. The
evaluation instrument (4), which is based on
the objectives, indicates to both the
trainee and the instructor whether the ob-
jectives have been mastered. Feedback (5),
indicated by the dotted lines, is an
important aspect of the system, as it is the
best way to decide whether the program
accomplishes its mission, and if well done,
it can lead to an improvement of the in-
structional sequence, as well as help main-
tain relevance and efficiency in the entire
system.
ENTER
©
©

©
Statement of
Entering Behavior "

	
Statement of
Behavioral Objectives "


Instructional Sequence «


Evaluation
Instrument "
Feedback
1
- - 4

- - -i
EXIT
Figure 1. Development of an Instructional
Sequence
'Montague and Koran (1969) define a
behavioral objectives as "a goal for, or
desired outcome of, learning which is ex-
pressed in terms of observable behavior or
performance of the learner."

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8-VOLUME IV
Water Quality
Control Field Efforts
The water quality control field is not without
efforts in applying some of the techniques of
educational technology to solution of its
instructional problems. In 1969 a conference
was held to bring together educational tech-
nologists and instructional personnel in the
water quality control field (Austin and
Kesler, 1969). A series of papers followed
describing various applications of instruc-
tional technology aimed at solving instruc-
tional problems in the water quality control
field. These articles were Austin et al.,
1970; Redekopp and Austin, 1971; Reynolds and
Austin, 1972; Austin, 1972; and Jackson and
Bentley, 1973. In 1970 the Environmental
Protection Agency awarded funds to Clemson
University to develop a two-year curriculum
for wastewater treatment plant operators.
The proposed curriculum is described in two
volumes, EPA and Clemson, 1971, 1973. Brief
descriptions of the entire curriculum are
given in Reynolds and Austin, 1972, and Lukco,
Bela and Austin, 1973. Examples of instruc-
tional materials based on this proposed
curriculum have been prepared by the Ministry
of the Environment in Ontario, Canada (Bourque,
1972 and 1973)

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 9
Development of
An Instructional Sequence
An effective instructional program is
measured by the ease with which the learner
accomplishes the tasks described in the
program. An efficient instructional pro-
gram is one that minimizes the time and
resources necessary to make that transition
from learner to performer. To facilitate
the design of an instructional program, an
instructional package worksheet (page 11)
has been designed based upon a blend of
many concepts developed by instructional
technologists.
The critical step in the development of an
instructional objective is identifying the
tasks required to perform a job under a
given set of conditions to establish standards.
The instructional package allows the instruc-
tor the freedom to determine the path of
instruction instead of the situation where
subject matter curriculum dictates instruc-
tion. The general instructional objectives
are justified based upon task analysis and
then more specific instructional behaviors
are identified.
and developers who are new to the field, a
section on Selecting Instructional Media
has been included in this volume. The in-
formation in this section will provide
guidance to the developer on what type of
instructional media will best accomplish
the transfer of information or the develop-
ment of skills in the trainee.
The instructional package worksheet guides
the curriculum developer and instructor in
isolating each activity that the trainee
must perform. The rationale behind each
item on the worksheet is given on page 10.
Use of these worksheets is included in a
number of instructional system development
projects now, and more information on what
is available can be obtained from the
authors. Workshops are planned for persons
desiring to implement this approach in
their instructional material development
efforts. It is planned that material
developed in this foimat will be made available
to interested persons.
In order to improve the instructional process
and to share innovative techniques with
others, the worksheet has an entry for
SUGGESTED MEDIA under INSTRUCTIONAL RESOURCES.
The purpose of this entry is to give the
profession an indication of needs for in-
structional techniques that have not yet been
developed. To give guidance to instructors

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10-VOLUME IV
EXPLANATION OF INSTRUCTIONAL PACKAGE WORKSHEET
SUBJECT MATTER: The broad topic that the worksheet applies to. For instance, Grit Chambers,
Fecal Coliform Test or Report Preparation.
UNIT OF INSTRUCTION: A small topic, one of several in the broad subject matter area. For
instance, the subject matter area of Grit Chambers would have such units of instruction
as: terminology, normal operational procedures, emergency operational procedures * start-
up procedures, shut-down procedures, preventive maintenance procedures, corrective mainte-
nance procedures, sampling procedures, safety procedures, eta.
LESSON NUMBER: of : These numbers indicate the number of a particular worksheet and
the total number of worksheets making up the designated subject matter category.
ESTIMATED TIME: The time required for a trainee to meet ihe accepted performance level indicated
below. Includes time for instruction, practice, and evaluation.
JUSTIFICATION FOR THIS INSTRUCTIONAL OBJECTIVE: Why are you preparing this instructional objec-
tive; why is this behavior required by the learner.
ENTRY LEVEL BEHAVIOR: List skills and knowledge trainee must possess prior to receiving instruction
for terminal behavior listed below.
A. INSTRUCTIONAL OBJECTIVE:
1.	TERMINAL BEHAVIOR--/! statement that describes what the learner will do upon completion of
instruction. Action verbs—write, operate, open, close, differentiate, calculate, analyze,
discriminate, sample, eta.
2.	CONDITIONS--£iat the important conditions (givensrestrictions) under which the learner
will be expected to demonstrate his competence, (a) location—plant, lab, classroom;
(b) environment—weather, lighting; (a) givens, limitations—range of colors, leans,
Federal, State, county, list of D.O. instruments, budget, safety.
3.	ACCEPTED PERPOFMANCE--Indicates haw well the trainee must perform, (a) time limit;
(b) percent correct (number correct); (c) what the product must look like; (d) deviation
limits.
B.	INSTRUCTIONAL RESOURCES:
1.	AVAILABLE MEDIA--Instructional materials currently available to you (slides, transparencies,
movies, plants, etc.)
2.	SUGGESTED MEDIA--Instructional materials required or essential for this instructional unit
but not available or developed.
C.	INSTRUCTIONAL APPROACH (SEQUENCING): Step-by-step listing of instructional events and/or use
of media required to reach the instructional objective.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 11
INSTRUCTIONAL PACKAGE WORKSHEET
SUBJECT MATTER:
UNIT OF INSTRUCTION:
LESSON NUMBER: of
ESTIMATED TIME:
JUSTIFICATION FOR THIS INSTRUCTIONAL OBJECTIVE:
ENTRY LEVEL BEHAVIOR:
A. INSTRUCTIONAL OBJECTIVE:
1. TERMINAL BEHAVIOR
2. CONDITIONS
3. ACCEPTED PERFORMANCE
B. INSTRUCTIONAL RESOURCES:
1.	AVAILABLE MEDIA 	
2.	SUGGESTED MEDIA
C. INSTRUCTIONAL APPROACH (SEQUENCING):

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12 - VOLUME IV
Selecting
Instructional Media
The term "instructional media" refers to a set of
instructional materials or "software" and audio-
visual equipment or "hardware" used together.
For example, a 35mm slide or set of slides would
be instructional material. A 35mm slide pro-
jector would be an item of audio-visual equipment.
Using the slides and the projector together
establishes the medium of the 35mm slide.
The goal of training should be for students to
achieve specified learning objectives most effi-
ciently. Proper use of instructional media will
aid the instructor and the student in achieving
greater efficiency. Usually efficiency is taken
to mean "at lowest cost per student." Efficiency
might also be interpreted in light of those types
of instruction from which the student retains
information longer. While this study is con-
cerned with learning efficiency in the broadest
sense, research findings on media comparisons
in the area of retention are sketchy and vague.
Therefore, the primary criterion for selecting
"efficient" media is based principally on the
lowest cost medium which will accomplish the
objective for a given sequence of instruction.
A number of studies have recommended procedures
for selecting the most appropriate media for
instruction. Instructional Media: A Procedure
for the DeBign of Multi-Media Instruction
(Briggs, et al., 1967) is one of several reports
examined for this study. To simplify the selec-
tion procedures, a Worksheet for Selecting Media
(page 19) is suggested here which borrows a
great deal from previous researchers and yet can
be applied directly to instructional situations
in water quality control programs. Utilizing
Table 1 Steps in Selecting the Appropriate Media
for Training, which relates to the worksheet, and
referring to Tables 2, 3, and 4, the instructor,
with little formal training in media selection and
use, should be able to make media choices which
will be similar to those of the media specialist.
The Worksheet for Selecting Media (page 19) forces
the instructor to answer a series of eight
questions. The questions relate to objectives,
type of learning, senses used, relationship of
media to message content, media cost, minimm
class size, and presentation mode (Tosti and Ball,
1969). Examples using this worksheet are given in
Appendix B, pages 25.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 13
TABLE 1
STEPS IN SELECTING THE APPROPRIATE MEDIA FOR TRAINING*
1. State the new behavior the student is to exhibit after the learning experience.
2. Classify this new behavior: (a) cognitive, (b) affective, (c) psychomotor. (If the new
behavior involves combinations of these types of behavior, rank them in order of importance.)
See Table 4 for assistance in classifying the new behavior.
3, Referring to Table 2, select the media which indicate greatest suitability (good to
excellent) for this type of learning. List them in order of production costs with lowest
cost first.
4. State which of the senses the student uses to exhibit this new behavior. (If more than one
sense is involved, rank them in order of importance.)
S. Indicate the media in Step 3 which are lowest in cost and, where possible, which present
information through the same senses the student will use when exhibiting the new behavior.
6. Select the medium from those listed in Step 5 which you can use most easily with your
presentation facilities.
7. Is this mediun suited for the kind(s) of presentation mode(s) for which this learning is
designed? If not, select the next medium which meets this requirement and which is lowest
in cost and most easily available to you.
8.* Referring to Table 3 (audience ratios), determine whether your total audience for the life
of this training package meets or exceeds the minimum audience for the medium selected. If
your total audience does not meet the minimum size, select the next most suitable medium
with the appropriate minimum class size for this training.
*Step 8 is applicable only if you are deciding whether to produce new training materials.
If you are selecting from existing materials, use Steps 1 through 7 only.

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14-VOLUME IV
Tables 2, 3, and 4 are primary references for the
instructor using the worksheet to assist him in
media selection.
Table 2, Media Costs and Content Suitabilities,
compares the production and duplication costs for
the various media; the media's ability to handle
certain types of materials; and the senses the
learner uses in receiving the information through
a particular medium (Kranz, 1972).
While no comparisons are asked on the worksheet
between production and duplication costs, this
information can be important to the instructor
who is concerned with repeating a particular
block of instruction for a number of classes. For
example, using the medium of a lecture before a
single class may be the practical approach for
certain types of presentations. However, if that
same material is to be repeated for 10 to 20
classes, it is obvious that using a lecturer each
time is not very economical.
Among media specialists, Table 2 will probably
raise points of discussions because it makes a
number of broad assumptions concerning suita-
bility of various media for different types of
content. The ratings assigned to the various
media are based not on formal research findings,
but on several individuals' broad experience in
the field. Even they are quick to admit that
there are exceptions to these assumptions. This
table and the others presented in this section of
the report are intended to be used as guides only.
An instructor may legitimately plan an instruc-
tional message for a medium which the table
indicates is poorly suited for it. However, if
an instructor does propose such a plan, he should
be able to thoroughly justify ignoring these
guidelines.
As an instructor becomes more experienced in using
various instructional media in given training
situations, hopefully he will begin to make his
own evaluations about which media are more effec-
tive than others. Eventually, an instructor may
change some of the values assigned to the media
in Table 2. The authors encourage such re-
evaluations, provided they are based on first-
hand experience and not on warmed-over biases.
Table 3, Audience Ratios, should be used to help
an instructor determine whether he will use pro-
ductions in a particular medium enough to justify
their costs. Assuming that the cost to prepare
and deliver a lecture to a class one time is one
unit, the other media are assigned a ratio accor-
ding to the extra time and expenses involved in
producing for those individual media. For
example, if the minimum total audience for a
lecture in a certain instructional situation is
10, then the minimum number of people who must
see a video tape on a particular subject in that
training situation is 2,300. Of course, it may
take two years or more for 2,300 people to view
the video tape. If during that time more than
4,000 people see the video tape, then obviously
its per student or per viewer cost becomes lower
than the lecture.
One of the media listed in Table 3 which shares
some of the same conmunicatians characteristics
as television and motion pictures is slide/tape.
This medium relates sound on audio tape to still
color pictures on 2"x2" transparencies. Of
course, slide/tape lacks full motion, an important
characteristic of television and motion pictures;
however, slide/tape is considerably cheaper and
much easier to produce than either video tape or
film.
Table 4, Classifying Objectives, is designed to
assist the instructor in classifying his objectives
in one of three learning areas: cognitive, affec-
tive, or psychomotor (Koran, et al¦, 1969). (See
Glossary for definitions.) Examples of the various
areas are given.
When going through the steps to select the appro-
priate medium for a given training situation, it
is easy to assume that a given objective will best
be met by using a single medium. Usually, one
behavioral objective will involve several different
types of learning; some cognitive along with some
psychomotor, etc. Therefore, suitable combinations
of appropriate media will usually result in more
effective learning. For example, in trying to meet
a behavioral objective which involves both cog-
nitive and psychomotor learning, the instructor may
discover that the main thrust of his presentation
will be most effective on 35mm slides, but that he
also needs a short television presentation to
demonstrate some of the physical movements involved.
ADVANTAGES OF THIS APPROACH
One way to insure widespread use of audio-visual
materials is for the agency responsible for their
production to determine that the materials cover
suitable subject areas and are produced in the most
widely acceptable formats. Further studies
regarding evaluation of existing instructional
materials as recommended in Volume II in this re-
port series will help point out subject areas which
should receive attention with regard to new audio-
visual productions. The results of the equipment
survey (Volume I of this series) indicate the most
widely owned pieces of audio-visual equipment are
the 2"x2" slide projector and the monaural cassette
recorder. Ranking third is the overhead trans-
parency projector.
Producing instructional materials in slide, slide/
tape, monaural cassettes, and overhead transparency
formats would insure that most of the target users
have the appropriate display equipment available
to them. Another advantage is that these media are
moderately low in production and duplication costs.
The 2"x2" slides and overhead transparencies also
allow tremendous flexibility of presentation for
the local instructor. For instance, using a set of
nationally produced slides as his basic instructional
material, the instructor might shoot slides of cer-
tain facilities in his geographic region which could
be related to the national slides as local examples.
Also, overhead transparencies covering various con-
cepts and procedures could be supplemented with
locally produced transparencies which the instructor
uses to expand on topics and examples.
Audio cassettes are another medium offering great
flexibility for both national and local produc-
tion. Nationally known guest speakers on audio
cassette are easy to schedule for the smallest
class at the remotest location. Basic concepts
on audio cassettes with simple printed illustra-
tions often can be used as individualized learning
packets for students needing remedial work or
review that is out of schedule with the normal
training program.
While overhead transparencies do not readily lend
themselves to individualized usage, 2"x2" slides
do. Therefore, of the four most popular media
three are suitable for both group and individualized
instruction.
Obviously, there are some disadvantages to pro-
ducing materials in these four media. According

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TABLE 2
MEDIA COSTS AND CONTENT SUITABILITIES
MEDIA
PRODUCTION
DUPLICATION
PRESENTATION
SUITABLE CONTENT
SENSES USED2
COSTS
COSTS
MDDES
Cognitive
Affective
Psychomotor
Printed Materials
very low
very low
individual
'Excellent
'Fair
Good
Sight
Lecture
low
high
group
Fair
'Good
Poor
Sight-Hearing
Audio tape
low
low
groip
or
individual
1Poor
'Fair
'Poor
Hearing
Slides
low
low
group
or
individual
Good
Good
Good
Sight







Overhead transparency
mod. low
low
group
1Good
'Fair
Fair
Sight-Hearing
Slides/tape
2mod. low
low
group
or
individual
'Good
'Good
Excellent
Sight-Hearing







Television
high
mod. low
group
or
individual
Fair
'Excellent
'Excellent
Sight-Hearing
Motion Pictures
very high
mod. low
group
or
individual
Fair
'Excellent
'Excellent
Sight-Hearing







Sisulation
very high
very high
individual
1Good
'Good
'Excellent
Sight-Hearing
Smell-Touch
Body movement
1Kranz (1972).
2Carnegie Commission on Higher Education (1972).

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16-VOLUME IV
to Table 2 on content suitabilities of the various
media, audio tape, overhead transparencies, and
slide/tape rank lowest in their ability to handle
all three areas of behavioral domain. With the
exception of an Excellent for slide/tape in the
psychomotor domain, these media never rate higher
than Good. However, when these media are used
along with other media, such as lecture or
printed text, the weak aspects of one can be off-
set by strengths of the other.
Certain media, such as overhead transparencies,
are almost always used along with other media.
The lecture and overhead transparencies are
natural partners. Simulation is another medium
that usually demands support: lecture, audio
tape, printed materials, etc.
The more expensive, more complex media of tele-
vision and motion pictures should not be ignored.
However, certain limitations should govern their
use. High quality video tapes and films generally
must be shown to large audiences to justify their
initial expense. In many situations this means
the productions must be used for several years in
order to reach the desired number of viewers.
Therefore, films and video tapes must contain only
a limited amount of information subject to change
if they are to remain useful for a reasonable
period. Often these media are assigned the role
of "motivator." Properly produced, a film or
video tape can be highly effective in helping
convince an individual why he or she should or
should not engage in some activity (Tickton and
Kbhn, 1971).
Of the two media the motion picture is more diffi-
cult and time consuming to produce. However, it
is much more suitable for large group showings
than video tape. Using a standard 16nm projector,
a color motion picture with sound can easily be
shown to 300 to 400 people. To present a video
tape to the same nimber of people would require
15 to 20 color TV monitors, an elaborate video
distribution system, or some very very expensive
TV projection equipment.
On the other hand, one of the great advantages of
video tape is that it can be produced quickly. It
is still expensive, because many people and much
complicated equipment are involved in the produc-
tion, but it can be done rapidly. If the target
audience is big enough and available for only a
fairly short time, video tape may be the most
practical mediun for a number of different
training situations.
Both motion pictures and video tape rank high in
their ability to handle different types of
messages.
TABLE 3
AUDIENCE RATIOS
MEDIA
RATE
Lecture
Audio Tape
Printed Material
Slides
Overhead Transparencies
Slide/Tppe
Television
Motion Pictures
Simulation
1 unit*
5 units
8 units
10 units
35 units
50 units
230 units
600 units
*The ratio in the right column is the
production aoata for instruction produced ill the
various media divided by the per student oost of
lecture instruction. In order to keep per student
ooate equal, total audiences for the various media
must be as indicated by the ratios. (See text for
further explanation.)
**Because of extreme variations in type of
simulations used in instruction, no standard cost
figures are available.
"Miller (1970).

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 17
TABLE 4
CLASSIFICATION OF OBJECTIVES
TYPE OF LEARNING
EXPLANATION
EXAMPLES
Cognitive
Knowledge and understanding,
recalling concepts and prin-
ciples, processing data and
facts.
Defining technical terms such as weir overflow rate,
activated sludge process, flow rate.
Define ways of expressing hydraulic, chemical and bio-
logical loading parameters.
List the Federal and State laws applicable in classifying
a body of water.
Describe the procedure for a lab analysis.
Write an equation for a line cm a log-log plot.
Predict the change in suspended solids removal of a
sedimentation tank with a doubling of flow rate.
Describe the interrelationships between concentration
of BOD, flow rate, temperature, and organism concen-
tration on BOD removal in an activated sludge system.
Produce a report with text, graphs, tables, and calcu-
lations describing the impact of a certain industrial
discharge to a municipal treatment system.
Evaluate a consultant's report by comparing its
recommendations against texts, articles, regulations,
other persons' experience, and other reports.
Affective
Refers to value, attitude,
feeling, and appreciation.
Psychomotor
Ability to coordinate
muscular movement with
sensory perception.
Develops an awareness for the proper attire and
language for various levels of professional interactions.
Appreciation (tolerance) of views exhibited by individuals
from other groups representing divergent technical, polit-
ical, social, and economic views on environmental matters.
Meets deadlines in work assignments.
Acquaints himself with rules and regulations of organiza-
tion.
Assumes responsibility in leadership of employees under
his jurisdiction.
Forms judgements as to his responsibility in organizing
work assignments and maintaining quality of effort from
his work group.
Develops plans for organizing activities to accomplish
objectives of his work group.
Evaluates problems arising in a work situation in terms
of situation, materials, time and personalities involved,
rather than in terms of fixed dogmatic ideas or wishful
thinking.
Move a compressed gas cylinder from a loading dock to
lab by truck or by rolling.
Titrate a sample with a buret.
Operate a front-end loader.
Repack a centrifugal punp.
Be able to use facial expressions, gestures, and body
movements effectively in connunicating a message.
Be able to convey an oral messi
an equipment room with the si
with 95 percent conprehension
to another person in
level at 70 decibels
Wan, etal., 1969.

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18-VOLUME IV
EXPLANATION FOR WORKSHEET FOR SELECTING MEDIA
Example #1
1.	New behavior: Describe new behavior from behavioral objectives.
2.	Classification of new behavior: Refer to Table 4 to determine which of three categories of
learning is most appropriate.
3. Media suitable for this type of learning: Refer to Table 2 and list those media excellent
and good for the type(si of learning selected in Step 2. List media with lowest costing media
first.
4. Sense used to exhibit new behavior: Refer to the behavioral objective to determine sense used.
In this example, the trainee makes a discrimination between colors of wastewater; therefore,
the sense used is sight. (Example is shown on page 26.)
5. Medium lowest in cost: In this example, both printed materials and color slides are selected
from Table 2.
6. Medium most easily produced and used locally: This response depends on the production
facilities in the local training situation. In our example, offset printing and color slides
are both locally produced, but there is no color available in the local offset printing 80 it
will be necessary to use the two media together to achieve both an excellent medium for cog-
nitive learning (printed materials) and color (color slides).
7. Suitable for presentation modes: Refer to Table 2 and note that printed materials are suitable
for individual presentation and slides ewe suitable for both individual and group presentations.
In this example, both presentation modes will be used. The group presentation with the color
slides and individual handout sheets with printed data.
8. Minimum total audience for selected medium: Referring to Table 3, we find that the minimum
total audience for printed materials is 8 units and for color slides it is 10 units. Since
we 're using both media, we add both minimum audiences together. Since the unit in our example
is 10 (this is the smallest audience we would have for a lecture), we must multiply 18 x 10 ~
180 to get the minimum total audience for a color slide and printed material presentation.
In part (b) of Step 8, the maximum total audience which is anticipated for this lesson is
requested. In this example, 2S0 students are expected to participate in this training. Since
the maximum total audience anticipated for the training is larger than the minimum total
audience required by the selected media, our selection of media is economically sound.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS -19
WORKSHEET FOR SELECTING MEDIA PRODUCTION PROCEDURE
1. New behavior:
2.	Classification of new behavior: (If more than one type of learning is involved, rank them
in order of importance.)
Cognitive		
Affective		
Psychomotor		
3.	Media suitable for this type of learning (from Table 2):
4.	Sense used to exhibit new behavior: (If more than one sense is involved, rank them in order
or importance.)
Sight		
Hearing		
Smell		
Touch		
Body movement		
5.	Medium lowest in cost (Table 2): Presentation through same sense as exhibited behavior.
6. Medium most easily produced and used locally:
7.	Suitable for presentation modes:
Group ¦		
Individual		
8.*	(a) Minimun total audience for selected medium (Table 3):
(b) Maximum total audience for this training:
If (a) is larger than (b), select next most appropriate median.
"Step 8 is applicable only if you are deciding whether to produce new training materials.
If you are selecting from existing materials, use steps 1 through 7 only.

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20-VOLUME IV
INSTRUCTIONAL MEDIA FORMATS
Utilizing the media selection procedures outlined
in this report would provide training programs in
EPA and other water quality control organizations
with greater accountability for their training
dollar. Implementing these recommendations might
occur through three major steps:
1.	Provide instructor training in the use of
these media selection procedures.
2.	Develop and prepare a guide for instruc-
tors using these media selection
principles.
3.	Evaluate all EPA training grants to
determine whether sound media selection
procedures are being used.
Also, future studies on proper utilization of
instructional media might well include a set of
standards for the more popular audio-visual
media. Minimum letter size is a problem in art
for different media. A firm limit for each of
the media used in EPA training could be estab-
lished to insure uniformity of materials
produced at different centers. For example:
1.	Slides—standard 35mm color full frame
format, either plastic or cardboard
mounts. Letter height to be no less
than 1/64 inch.
2.	Overhead transparencies--standard
8 x 10-inch transparency mounted on
cardboard or plastic. Original lettering
and drawings to be on 8 1/2 x 11-inch
artist tracing paper. Letter height to
be no less than 1/4 inch, line width to
be less than 1/64 inch.
3.	Audio tape--master to be on 1/4-inch
tape, half track recorder at either
7 1/2 i.p.s. or 3 and 3/4 i.p.s.
4.	Motion pictures—master should be color
16mm with an optical sound track.
5.	Video tape--master to be on high band
color quadraplex 2-inch video tape.
Distribution of the audio-visual materials may
not be in these formats; however, these standards
for the master would allow distribution in almost
any popular format in use today and anticipated
for the future. For instance, duplicating a high
band color quadraplex video tape onto a U-Matic
cassette or to a half-inch reel or cartridge
results in a duplicate of outstanding quality.
Likewise, reproducing a 16nm color film as a
super 8mm cartridge film is much simpler than
trying to go the other way.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 21
References
Austin, John H. 1972. "Educational Systems for
Plant Operators." Water Research. 6:601-604.
Austin, John H. and John Kesler. Eds. 1969.
Educational Systems for Operators of Water
Pollution Control Facilities, Conference
Proceedings. Clemson University. 411p,
Austin, John H., W. M. McLellon, and J. C. Dyer.
1970. "Training the Environmental Technician."
American Journal of Public Health. 60:2314-
2320.
Bourque, Jacuqes L. Ed. 1972. Basic Gas
Chlorination Workshop Manual (3rd ed.).
Ministry of the Environment, Toronto, Ontario.
Bourque, Jacques L. Ed. 1973. Activated Sludge
Process—Analyses and Interpretation Workshop
Manual (3rd ed.). Ministry of the Environ-
ment, Toronto, Ontario.
Briggs, Leslie J. et al. 1967. Instructional
Media: A Procedure for the Design of Multi-
Media Instruction, A Critical Review of Re-
search and Suggestions for Future Research.
American Institutes for Research, Pittsburgh,
PA. 176p.
Carnegie Commission on Higher Education. 1972.
The Fourth Revolution—Instructional Technology
in Higher Education. McGraw-Hill Book Company,
Highstown, NJ. HOp.
Environmental Protection Agency and Clemson Uni-
versity. 1973. Program Implementation
Procedures. Environmental Protection Agency,
Washington, DC. 43p.
Environmental Protection Agency and Clemson. Uni-
versity. 1971. Criteria for the Establish-
ment and Maintenance of Two Year Poet High
School Wastewater Technology Training Pro-
grams, Volume II: Curriculum Guidelines.
Environmental Protection Agency, Washington,
DC. 637p.
Koran, John J., Jr., Earl J. Montague, and Gene
E. Hall. 1969. How to Use Behavioral Objec-
tives in Science Instruction. National Science
Teachers Association, Washington, DC. pp. 1-11.
Kranz., Stewart. 1972. Personal communication,
Videorecord Seminar, December 12, 1972,
Atlanta, GA.
Lukco, B. J., M. K. Bela, and J. H. Austin. December
1973. "A Performance Oriented Wastewater Tech-
nology Program." Water and Sewage Works.
120:12:30,31,34.
Miller, James G. 1970. Deciding Whether and How
to Use Educational Technology in the Light of
Cost-Effective Evaluation. Academy of Edu-
cational Development, Inc., Washington, DC.
Montague, Earl J. and J. J. Koran. 1969. "Be-
havioral Objectives and Instructional Design:
An Elaboration." TST Forum, The Science
Teacher, 36:10.
Redekopp, A. B. and John H. Austin. 1971. "Systems
Approach to Training." Journal American Water
WorkB Association. 63:743-746.
Reynolds, Robert L. and John H. Austin. 1972.
Role of Instructional Technology in the
Solution to Environmental Pollution." Pro-
ceedings, Institute of Environmental Sciences
Tutorial, pp. 73-84.
Tickton, Sidney G. and Sherwood D. Kbhn. 1971.
The New Instructional Technologies: Are They
Worth It? Academy for Educational Development,
Inc., Washington, DC.
Tosti, Donald T. and John R. Ball. 1969. "A
Behavioral Approach to Instructional Design
and Media Selection." AV Communications
Review. Washington, DC.
Jackson, Velrna L. and Eugene M. Bentley, III.
1973. "Evaluation of Techniques Used in
Training Environmental Laboratory Tech-
nicians." American Laboratory. 5:2:85-86,
88-92.

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22-VOLUME IV

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 23
Appendix A
Resources available on
instructional system development

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24 - VOLUME IV
Anon. 1969. Training Methodology. Part I: Background Theory and Research—An Annotated
Bibliography. PHS Pub. No. 1862, Part I. USGPO, Washington, DC. 90p. $1.00
Anon. 1969. Training Methodology. Part II: Planning and Administration. PHS Pub. No. 1862,
Part II. USGPO, Washington, DC. 119p. $1.00
Anon. 1969. Training Methodology. Part III: Instructional Methods and Techniques. PHS Pub.
No. 1862, Part III. USGPO, Washington, DC. lOOp. $1.00
Anon. 1969. Training Methodology. Part IV: Audiovisual Theory, Aids, and Equipment. PHS
Pub. No. 1862, Part IV. USGPO, Washington, DC. 80p. $0.75
Baker, R. L. and. R. E. Schultz. Eds. 1971. Instructional Product Development. Van Nostrand
Reinhold Company, New York. 264p. $7.95
Boucher, Brian G. etal. 1971. A Selection System and Catalog for Instructional Media and
Devices, Grumman Aerospace Corporation, Bethpage, New York.
Bretz, Rudy. 1971. A Taxonomy of Comnuniaation Media. Educational Technology Publications,
Englewood Cliffs, NJ.
Briggs, Leslie J. 1970. Handbook of Procedures for the Design of Instruction. American
Institutes for Research, Pittsburgh, PA. 206p. $5.50
Briggs, Leslie J. 1968. Sequencing of Instruction in Relation to Hierarchies of Competence.
American Institute for Research, Pittsburgh, PA. 132p. $4.50
Briggs, Leslie J.,et al. 1967. Instructional Media: A Procedure for the Design of Multi-Media
Instruction, A Critical Review of Research and Suggestions for Future Research. American
Institutes for Research, Pittsburgh, PA. 176p. $4.50
Butler, F. Coit. 1972. Instructional Systems Development for Vocational and Technical Training.
Educational Technology Pub. Inc., Englewood Cliffs, NJ. 360p.
Creager, Joan G. and D. L. Murray. Eds. 1971. The Use of Modules in College Biology Teaching.
American Institute of Biological Sciences. Washington, DC. 173p. Free
Drumheller, Sidney J. 1973. "Competency Based Instructional Systems and Human Facilitators:
Confessions of a Module Writer." Educational Technology. 13:9-14.
Drumheller, Sidney J. 1971. Handbook of Curriculum Design for Individualised Instruction—A
Systems Approach. Educational Technology Publications, Englewood Cliffs, NJ. 103p. $8.95
Durney, Carl H. 1973. "Principles of Design and Analysis of Learning Systems." Engineering
Education. 64:406-409.
Feldhausen, John F. et al. April 1973. "A Three-Stage Model for Course Design." NSPI Newsletter.
12:3:1,3-6.
Friesen, Paul A. 1971. Design Instruction: A Systematic of "Systems" Approach Using Programed
Instruction as a Model. Friesen, Kaye and Associates, Ltd., Ottawa, Canada. 180p. $6.50
Johnson, Stuart R. and R. B. Johnson. 1970. Developing Individualized Instructional Material.
Westinghouse Learning Press, Palo Alto, CA. 108p. $3.75
Kapfer, Mirian B. 1971. Behavioral Objectives in Curriculum Development. Educational Technology
Publications, Englewood Cliffs, NJ. 400p. $9.95
Klaus, David J. 1969. Instructional Innovation and Individualization. American Institutes for
Research, Pittsburgh, PA. 424p. $6.00
Lee, Walter S. 1973. "The Assessment, Analysis and Monitoring of Educational Needs." Educational
Technology. 13:28-32.
Mann, A. P. and C. K. Brunstrom. Eds. 1969. Aspects of Educational Technology III. Educational
Methods, Inc., Chicago, IL. 404p. $6.95
Tolliver, Don L. 1970. A Study of Color in Instructional Materials and Its Effect Upon Learning.
Purdue University. Lafayette, IN.
Vandermeer, Abram W. 1950. Relative Effectiveness of Instruction by: Films Exclusively, Films
Plus Study Guides, and Standard Lecture Methods. Rapid Maes Learning. Pennsylvania State
University, University Park, PA.

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 25
Appendix B
Example of using
worksheet on selecting media

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26-VOLUME IV
WORKSHEET ON SELECTING MEDIA
Example #1
1. New behavior:
Trainee will discriminate between colore of wastewater.
2. Classification of new behavior: (If more than one type of learning is involved, rank them
in order of inportance.)
Cognitive		X	
Affective		
Psychomotor		
3.	Media suitable for this type of learning (frctn Table 2):
(1) Printed materials	(Excellent}
(S) Slide/tape	(Good)
(3) Simulation	(Good)
4.	Sense used to exhibit new behavior: (If more than one sense is involved, rank them in order
of importance.)
Sight		X_	
Hearing		
Smell		
Touch		
Body movement		
5.	Medium lowest in cost (Table 2): Presentation through same sense as exhibited behavior.
(1)	Printed material (but no aolor available)
(2)	Slides (low cost color)
6.	Medium most easily produced and used locally:
Printed material (offset sheets)
3Snm elides (carousel projector)
7.	Suitable for presentation modes:
Group		
Individual
8. (a) Minimun total audience for selected medium (Table 3):	(unit is 10)
Printed materials	8 units
Slides	10 units
18 units = 180 students
(b) Maxiraun total audience for this training:
250 students

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SELECTING INSTRUCTIONAL MEDIA AND INSTRUCTIONAL SYSTEMS - 27
WORKSHEET ON SELECTING MEDIA
Example #2
1. New behavior:
Trainee will make immediate operational adjustments required depending on changes
in Wastewater.
2. Classification of new behavior: (If more than one type of learning is involved, rank them
in order of importance.)
Cognitive	(1) (Recognizes types of wastewater)
Affective		
Psychomotor	(2) (Makes operational adjustment)
3. Media suitable for this type of learning (from Table 2):
(a) Cognitive
Printed material (Excellent)
Slides
Slide/Tape
Simulation
4. Sense used to exhibit new behavior:
Sight
Hearing
Smell
Touch
Body movement
( Good)
(Good)
(Good)
(b) Psychomotor
Printed material	(Good)
Slides	(Good)
Slide/Tape	(Excellent)
Television	(Excellent)
Motion Pictures	(Exoellent)
(If more than one sense is involved, rank them in order
of importance.)
5.	Medium lowest in cost (Table 2): Presentation through same sense as exhibited behavior.
(1)	Cognitive—printed materials
(2)	Psychomotor—alide/tape
6.	Medium most easily produced and used locally:
(1)	Cognitive—printed materials
(2)	Psychomotor—slide/tape
7.	Suitable for presentation modes: (Initially group instruction, then individual study)
(1)	Printed material suited for individual presentation.
(2)	Slide/tape suited for both individual and group instruction.
8. (a) Minimum total audience for selected medium (Table 3):	(unit ia 10)
Printed material	8 units
Slide/tape	SO unite
58 units " 580 students
fb) Maximum total audience for this training:	200 students
Maximum size not large enough to justify selected media, go book and select next
best medium. (liefer to Step 3.) Slides next most appropriate medium in psychomotor
area.
Printed material	8 unite
Slides	10 unite
18 unite "180 students
Acceptable.

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