CHAPTER 11 Flashcards
physical means of communication
INSTRUCTIONAL MEDIA
Carry instructional messages from the teacher
to the learner
INSTRUCTIONAL MEDIA
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
INSTRUCTIONAL MEDIA
Facilitate communication and learning
INSTRUCTIONAL MEDIA
can spell the difference between an effective
and very effective teaching-learning session
Appropriate use of well-prepared instructional
media
make a teaching-learning session ineffective
and can usually impair the transmission and
reception of the instructional message
Poorly prepared and poorly used media
State the difference bet. Shannon-Weaver model and the expanded shannon-weaver communication model
Shannon Weaver: Sender, Channel, Message, Receiver
Expanded Weaver: Same w/ Shannon Weaver + Encoder, Decoder, Noise
any channel that carries information between a
sender and a receiver
Medium (singular of media)
acts as source of message and encoder
Sender
decoding
Receiver
unpredictable and unwanted inputs that mask
the info content of a communication channel,
Noise
by themselves acts as “noise” that hamper the teaching-learning process
Faulty Selection and Use of Instructional Media
described Mayer’s and
Paivio’s cognitive models of learning new information
presented via audio and visual media
Valcke and De Wever (2005)
The learning material is presented to and
selected by the learner, who stores it in his
sensory memory.
Information presentation
This newly acquired information is then
organized in short-term memory (also called
working memory) into schemas or mental
models.
Information presentation
Audio Information (spoken language, real-life sounds) going to ears
Information Presentation
Visual Information (graphics, pictures, text, animations) to eyes
Information Presentation
Short term Memory
Information Organization
involves structuring and ordering of the new
information and comparing, connecting, and
relating it with previously acquired knowledge
retrieved from long-term memory.
Information organization
sound, pictures, auditory model, visual model: New Schema
Information organization
Long Term Memory
Information integration
new schema + available schemata (prior knowledge)
Information integration
to provide a concrete referent for ideas,
serving as more easily remembered links to
concepts,
Information integration
Uses assorted formats of instructional media
MEDIA AND INSTRUCTION
accommodate individual student differences in
terms of sensory preferences in the perceiving
of information.
Multiple representations
What are the events of instruction?
○ Introduction
○ Development
○ Consolidation
expanded each of these major events
(following Gagné’s framework) into subevents
that are carried out by the teacher during the
teaching-learning session
Smith and Ragan (1999)
The Teacher gains attention to the
lesson
Introduction
The Teacher informs the learners of
the instructional purpose
Introduction
The Teacher stimulates learners’
motivation
Introduction
The Teacher provides an overview
Introduction
The Teacher stimulates recall of prior
knowledge
Development
The Teacher presents information and
examples
Development
The Teacher gains and directs
attention
Development
The Teacher guides and prompts use
of learning strategies elicits responses
Development
The Teacher provides feedback (on
the responses)
Development
The Teacher summarizes and reviews
Consolidation
The Teacher enhances transfer
Consolidation
The Teacher provides remotivation
and closure
Consolidation
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.
consolidation
The teacher can facilitate teaching by using media to gain the learner’s attention.
Introduction
allow learners to go over the new learning
again and elaborate it is easily retrievable for
future application and use.
CONSOLIDATION
Bruner’s descriptive categories of instructional
activities
○ Symbolic
○ Iconic
○ enactive
encodes and transmits information in the form
of abstract representations, such as
orthographic (alphabet-based) symbols,
numerals, or geometric symbols.
Media used in symbolic learning
Examples: text-only printed materials,
charts, graphs, and tables.
symbolic learning
deliver information in the form of sensory
representations that closely resemble real
objects or experiences.
iconic learning
Audio recordings, photographs,
television, motion pictures, models,
and computer-based multimedia are
examples.
iconic learning
convey information by providing firsthand,
concrete experiences of reality, such as with the use of real objects,
specimens, or field trips.
enactive learning
Demonstrations and actual performance of
clinical procedures and skills on real or
simulated patients would exemplify enactive
media in health professions education.
Media used in enactive learning
archetypical way of classifying instructional
media
○ Audio media
○ Visual media
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.
AUDIO MEDIA
transmit information in the form of
representations that are meant to be perceived
via the learner’s visual sensory system.
VISUAL MEDIA
are images that are enlarged and displayed on
a screen.
Projected visuals
are viewed without using any projection
system and screen.
Non Projected visuals
the information that they convey can be
perceived by both visual and auditory systems
Real objects or “realia”
engage other sensory systems
Real objects(Soulier 1981)
Real objects is classified as? It is where learners can touch and handle them.
Manipulatives
Manipulatives are modified into
Cutaways, Specimens, Exhibits
real objects with one side cut
away to allow observation of the inner
structure and workings
Cutaways
real objects preserved for
convenient inspection (e.g., organ specimens)
SpecimensSpecimensSpecimens
collections of several real objects,
often of a scientific or historical nature
Exhibits
man-made, three-dimensional representations
of real objects.
MODELS
depict all the external features
of an object
Solid models
similar to the
cutaway, they show the internal structure of an
object by having one side cut away
Cross-sectional models
- show internal and
external structures at the same time by making
the external layer out of a transparent material
Transparent models
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
Exact models
- are enlarged or reduced in
mathematical proportion to the objects they
depict; e.g., globe
Scale models
- designed with removable
sections that allow for assembly and
disassembly to demonstrate structural
relationships
Build-up models
simplified representations that highlight only
essential elements and eliminate distracting
details or dangerous elements.
Mock-ups
outside the classroom to study real processes,
people, and objects.
○ Examples: Observation exposures to
hospital wards and other clinical
facilities
Field trips
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.
Multimedia kits
Display surfaces, such as chalkboards,
whiteboards, or blank flip charts,
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Writing down group members’ outputs on the
display surface
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Printed materials
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Videos of dramatized open-ended situations or
actual events
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Real objects
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Mock-ups and simulators
INSTRUCTIONAL MEDIA FOR SMALL GROUP
LEARNING
Projected visuals and display surfaces
INSTRUCTIONAL MEDIA FOR LARGE GROUP
LEARNING
Display surfaces
INSTRUCTIONAL MEDIA FOR LARGE GROUP
LEARNING
Video technology
INSTRUCTIONAL MEDIA FOR LARGE GROUP
LEARNING
Printed self-instructional modules
INSTRUCTIONAL MEDIA FOR
INDIVIDUALIZED INSTRUCTION