CHAPTER 11 Flashcards by Kyra Catedral

physical means of communication

INSTRUCTIONAL MEDIA

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Carry instructional messages from the teacher
to the learner

INSTRUCTIONAL MEDIA

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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

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Facilitate communication and learning

INSTRUCTIONAL MEDIA

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

Appropriate use of well-prepared instructional
media

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

Poorly prepared and poorly used media

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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

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any channel that carries information between a
sender and a receiver

Medium (singular of media)

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acts as source of message and encoder

Sender

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decoding

Receiver

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

Noise

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

Faulty Selection and Use of Instructional Media

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

Valcke and De Wever (2005)

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

Information presentation

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

Information presentation

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

Information Presentation

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

Information Presentation

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Short term Memory

Information Organization

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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

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

Information organization

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Long Term Memory

Information integration

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new schema + available schemata (prior knowledge)

Information integration

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

Information integration

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Uses assorted formats of instructional media

MEDIA AND INSTRUCTION

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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,