In keeping with the Dick & Carey model, in this phase we have addressd our Instructional Strategies and Materials and developed a prototype model of our tutorial site.

Instructional Strategies and Materials

By simple definition, an instructional strategy can incorporate elements such as lecture, class discussions and activities, questioning strategies, assessments, and media and can be further elaborated as typically having distinct parts that may include pre-instructional activities, information presentation, opportunities for student interaction, testing, enrichment, or remediation. Because the identified learner group for the Camtasia tutorial is a group of higher education instructors and personnel, the specific instructional strategies employed reflect key considerations for adult learners. These include:
  • presenting information in a manner that permits mastery;
  • presenting new information if it is meaningful and practical;
  • presenting only one idea or concept at a time;
  • showing how one step progresses to the next;
  • recognizing that people learn at different rates;
  • believing that learning results from stimulation;
  • following the concept that people learn by doing; and
  • considering that training/education must be properly timed.

Delivery of the tutorial content will consist of loading the site and its assets to a publicly available URL ( that will be communicated to the learner group via an email that reviews the purpose of the tutorial and provides them with succinct instructions and key information that they will need in order to utilize it successfully. This will be one of several planned, periodic communications with the learner group that will encourage them to participate, to ask questions if/as needed, to complete the pre-instruction survey, and to complete the post-instruction assessment. A diagram of the anticipated learner progress through the tutorial site is shown here: 


Our Camtasia tutorial relies primarily on demonstration as an instructional strategy. As established during the Analysis phase of this project, the content is divided into four distinct topic areas that present information for a sequence of tasks that collectively comprise the screencast development process. Because the development of screencasts meets an identified need for the learners to efficiently develop engaging instructional content within their respective areas of subject matter expertise that can be delivered online, we anticipate it carrying high learner motivation value. Due to the ability of learners to revisit it as needed, they can both progress at their own pace and revisit it when they are ready to implement the software in their own work, making it a resource that will maintain the ability to deliver "just in time" instruction, a key consideration for busy professionals with an immediate utilization focus for their learning.

Relative to Bloom's Taxonomy, the tutorial primarily addresses "Knowledge," "Comprehension," and "Application." These levels of learning are typically approached using audio/visual, demonstration, multimedia CBT, and surveys. The tutorial utilizes all of these types of activities within the overall strategy. Although the ultimate goal is ideally that the learners demonstrate the ability to synthesize the new information into their own educational practices, the absence of the ability to coach or provided guided feedback as learners practice their utilization of the software makes their ultimate success in attaining higher order skills dependent on a high level of personal motivation to pursue independent learning and practice. This recognized limitation of the tutorial is reflected in the specification of the Instructional Objectives, and consequently the focus of the development process is to maximize the potential for knowledge acquisition.

Thoms, K. They’re Not Just Big Kids: Motivating Adult Learners. Retrieved February 21, 2011 from

Clark, D. (2010). Learning Strategies or Instructional Strategies. Retrieved February 21. 2011 from