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pstmls > CHAPTER 11 > Flashcards

CHAPTER 11 Flashcards

1
Q

physical means of communication

A

INSTRUCTIONAL MEDIA

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2
Q

Carry instructional messages from the teacher
to the learner

A

INSTRUCTIONAL MEDIA

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3
Q

Facilitate teaching and learning by serving as:
○ tangible representations of concepts
being taught and learned
○ redundant channels for
communication
○ instructional organizers that affect
learner engagement and motivation

A

INSTRUCTIONAL MEDIA

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4
Q

Facilitate communication and learning

A

INSTRUCTIONAL MEDIA

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5
Q

can spell the difference between an effective
and very effective teaching-learning session

A

Appropriate use of well-prepared instructional
media

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6
Q

make a teaching-learning session ineffective
and can usually impair the transmission and
reception of the instructional message

A

Poorly prepared and poorly used media

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7
Q

State the difference bet. Shannon-Weaver model and the expanded shannon-weaver communication model

A

Shannon Weaver: Sender, Channel, Message, Receiver

Expanded Weaver: Same w/ Shannon Weaver + Encoder, Decoder, Noise

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8
Q

any channel that carries information between a
sender and a receiver

A

Medium (singular of media)

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9
Q

acts as source of message and encoder

A

Sender

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10
Q

decoding

A

Receiver

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11
Q

unpredictable and unwanted inputs that mask
the info content of a communication channel,

A

Noise

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12
Q

by themselves acts as “noise” that hamper the teaching-learning process

A

Faulty Selection and Use of Instructional Media

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13
Q

described Mayer’s and
Paivio’s cognitive models of learning new information
presented via audio and visual media

A

Valcke and De Wever (2005)

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14
Q

The learning material is presented to and
selected by the learner, who stores it in his
sensory memory.

A

Information presentation

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15
Q

This newly acquired information is then
organized in short-term memory (also called
working memory) into schemas or mental
models.

A

Information presentation

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16
Q

Audio Information (spoken language, real-life sounds) going to ears

A

Information Presentation

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17
Q

Visual Information (graphics, pictures, text, animations) to eyes

A

Information Presentation

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18
Q

Short term Memory

A

Information Organization

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19
Q

involves structuring and ordering of the new
information and comparing, connecting, and
relating it with previously acquired knowledge
retrieved from long-term memory.

A

Information organization

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20
Q

sound, pictures, auditory model, visual model: New Schema

A

Information organization

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21
Q

Long Term Memory

A

Information integration

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22
Q

new schema + available schemata (prior knowledge)

A

Information integration

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23
Q

to provide a concrete referent for ideas,
serving as more easily remembered links to
concepts,

A

Information integration

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24
Q

Uses assorted formats of instructional media

A

MEDIA AND INSTRUCTION

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25
Q

accommodate individual student differences in
terms of sensory preferences in the perceiving
of information.

A

Multiple representations

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26
Q

What are the events of instruction?

A

○ Introduction
○ Development
○ Consolidation

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27
Q

expanded each of these major events
(following Gagné’s framework) into subevents
that are carried out by the teacher during the
teaching-learning session

A

Smith and Ragan (1999)

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28
Q

The Teacher gains attention to the
lesson

A

Introduction

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29
Q

The Teacher informs the learners of
the instructional purpose

A

Introduction

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30
Q

The Teacher stimulates learners’
motivation

A

Introduction

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31
Q

The Teacher provides an overview

A

Introduction

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32
Q

The Teacher stimulates recall of prior
knowledge

A

Development

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33
Q

The Teacher presents information and
examples

A

Development

34
Q

The Teacher gains and directs
attention

A

Development

35
Q

The Teacher guides and prompts use
of learning strategies elicits responses

A

Development

36
Q

The Teacher provides feedback (on
the responses)

A

Development

37
Q

The Teacher summarizes and reviews

A

Consolidation

38
Q

The Teacher enhances transfer

A

Consolidation

39
Q

The Teacher provides remotivation
and closure

A

Consolidation

40
Q

immediate application of the new learning or exploring future possible situations to which new knowledge or skills may be transferred reinforces the learner’s realization of the importance of new learning, and thus, contributes to remotivation.

A

consolidation

41
Q

The teacher can facilitate teaching by using media to gain the learner’s attention.

A

Introduction

42
Q

allow learners to go over the new learning
again and elaborate it is easily retrievable for
future application and use.

A

CONSOLIDATION

43
Q

Bruner’s descriptive categories of instructional
activities

A

○ Symbolic
○ Iconic
○ enactive

44
Q

encodes and transmits information in the form
of abstract representations, such as
orthographic (alphabet-based) symbols,
numerals, or geometric symbols.

A

Media used in symbolic learning

45
Q

Examples: text-only printed materials,
charts, graphs, and tables.

A

symbolic learning

46
Q

deliver information in the form of sensory
representations that closely resemble real
objects or experiences.

A

iconic learning

47
Q

Audio recordings, photographs,
television, motion pictures, models,
and computer-based multimedia are
examples.

A

iconic learning

48
Q

convey information by providing firsthand,
concrete experiences of reality, such as with the use of real objects,
specimens, or field trips.

A

enactive learning

49
Q

Demonstrations and actual performance of
clinical procedures and skills on real or
simulated patients would exemplify enactive
media in health professions education.

A

Media used in enactive learning

50
Q

archetypical way of classifying instructional
media

A

○ Audio media
○ Visual media

51
Q

convey the instructional message in the form
of reproduced sound, are transmitted by
external means, and are perceived through the
learner’s auditory sensory system.

A

AUDIO MEDIA

52
Q

transmit information in the form of
representations that are meant to be perceived
via the learner’s visual sensory system.

A

VISUAL MEDIA

53
Q

are images that are enlarged and displayed on
a screen.

A

Projected visuals

54
Q

are viewed without using any projection
system and screen.

A

Non Projected visuals

55
Q

the information that they convey can be
perceived by both visual and auditory systems

A

Real objects or “realia”

56
Q

engage other sensory systems

A

Real objects(Soulier 1981)

57
Q

Real objects is classified as? It is where learners can touch and handle them.

A

Manipulatives

58
Q

Manipulatives are modified into

A

Cutaways, Specimens, Exhibits

59
Q

real objects with one side cut
away to allow observation of the inner
structure and workings

A

Cutaways

60
Q

real objects preserved for
convenient inspection (e.g., organ specimens)

A

SpecimensSpecimensSpecimens

61
Q

collections of several real objects,
often of a scientific or historical nature

A

Exhibits

62
Q

man-made, three-dimensional representations
of real objects.

A

MODELS

63
Q

depict all the external features
of an object

A

Solid models

64
Q

similar to the
cutaway, they show the internal structure of an
object by having one side cut away

A

Cross-sectional models

65
Q
  • show internal and
    external structures at the same time by making
    the external layer out of a transparent material
A

Transparent models

66
Q

all characteristics of the object
are reproduced as accurately as possible,
including size, color, texture; e.g., replicas of
valuable artifacts or of inaccessible structures,
such as the brain

A

Exact models

67
Q
  • are enlarged or reduced in
    mathematical proportion to the objects they
    depict; e.g., globe
A

Scale models

68
Q
  • designed with removable
    sections that allow for assembly and
    disassembly to demonstrate structural
    relationships
A

Build-up models

69
Q

simplified representations that highlight only
essential elements and eliminate distracting
details or dangerous elements.

A

Mock-ups

70
Q

outside the classroom to study real processes,
people, and objects.
○ Examples: Observation exposures to
hospital wards and other clinical
facilities

A

Field trips

71
Q

are collections of teaching-learning materials
involving more than one type of medium
○ (e.g., text + photographs + motion
picture + audio + handouts) and are
organized around a single topic.

A

Multimedia kits

72
Q

Display surfaces, such as chalkboards,
whiteboards, or blank flip charts,

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

73
Q

Writing down group members’ outputs on the
display surface

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

74
Q

Printed materials

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

75
Q

Videos of dramatized open-ended situations or
actual events

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

76
Q

Real objects

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

77
Q

Mock-ups and simulators

A

INSTRUCTIONAL MEDIA FOR SMALL GROUP

LEARNING

78
Q

Projected visuals and display surfaces

A

INSTRUCTIONAL MEDIA FOR LARGE GROUP

LEARNING

79
Q

Display surfaces

A

INSTRUCTIONAL MEDIA FOR LARGE GROUP

LEARNING

80
Q

Video technology

A

INSTRUCTIONAL MEDIA FOR LARGE GROUP

LEARNING

81
Q

Printed self-instructional modules

A

INSTRUCTIONAL MEDIA FOR
INDIVIDUALIZED INSTRUCTION

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