The domain of development

 

"Development is the process of translating the design specification into physical form"(Seels & Richey, 1994, p.35). In this domain the instructional designer uses analysis and specifications of the design domain and creates the physical manifestation of design.

The designer can build the material themself or manage a team for this purpose. It's common that the instructional designer does not build or develop the products he or she designs. It is therefore necessary to develop skills in production in order to work as part of the team. "Every designer should have experience scripting, shooting, and editing in order to communicate with producers" (Seels & Glasgow, 1998, p.128). The tools for developing instructional materials change rapidly, but the processes and culture change relatively slowly.  A designer must focus on the process and theory, while not neglecting production tool literacy, or the ability to "speak the same language' as the production staff .  There are many tools and techniques used by instructional designers to help developers create instructional materials. Storyboarding, flowcharting and mockups are all important techniques to provide detailed design specifications for developers. The instructional designer may also create a style manual to communicate the visual design parameters for the final construction.  Ensuring the integrity of the design or that the production adheres to the designer's intent is another role of the designer during the production process. (Seels & Glasgow, 1998).

The theories selected and described in the designs are now used in detail to construct the products. Mayer's multimedia learning theories (2001) and Sweller's cognitive load theory (1994) guide designers in creating effective visual materials.

The development domain is organized into four categories:  print technologies, audiovisual technologies, computer-based technologies and integrated technologies.

Print technologies

"Print technologies are ways to produce and deliver materials, such as books and static visual materials, produced through mechanical or photographic printing processes"(Seels & Richey 1994, p.37) This includes verbal text materials and visual materials represented in two dimensions. One advantage of print technologies according to Seels and Glasgow (1998) is that "printed materials are portable and do not require the use of machines by the user" (p.111)

The theories related to this domain are those of visual perception, as well as those common to the entire domain (i.e., cognitive load theory and multimedia learning theory).

Audiovisual technologies

"Audiovisual technologies are ways to produce or deliver materials by using mechanical or electronic machines to present auditory or visual messages"(Seels & Richey, 1994 p.38).

Audiovisual, as the name implies, adds two factors to the visual, print technologies: (1)auditory components and (2) the use of machines to deliver the message. Types of audiovisual technology include broadcast television, radio, audio / video recordings on media (i.e., tape or disc).

By Seels and Ritchie's (1994) definition when the machine is a computer it falls into another category, computer-based technology.

Computer-based technologies

Computer-based technologies are “ways to produce or deliver materials using microprocessor-based resources” (Seels & Richey, 1994 p.39). Any instructional material produced or delivered using computers fall into this category, including all materials delivered via learning management systems and computer-based instruction (CBI). It also includes materials produced by using the computer, such as web-based or Internet-based instructional materials.

Interactive tutorials, games, and simulations fall into the category of computer-based technology (Seels & Glasgow, 1998, p.112).

Integrated technologies / New and Emerging Technology

"Integrated technologies are ways to produce and deliver materials which encompass several forms of media under the control of a computer” (Seels & Richey, 1994 p.40). This sub-domain includes all technologies when used simultaneously. A good example of this is the learning management system. Materials may be produced via computer, audiovisual, and print technologies, although they take on different properties when placed under the "control of a computer". Webinars or web conferencing fall into this category because many materials are used from the other sub-domains; however, new capabilities for designers, instructors, and learners are available because of the interactive, multimedia delivery format.