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Teaching Media Chapter 5

VISUAL PRINCIPLES The roles of visuals in instruction.             Visuals definitely play is to provide a concrete referent or ideas. Words don’t look or sound (usually) like the thing they stand for, but visuuals are iconic –that is, they have some reseblance to the thing they represent. Visuals can also motivate learners by attracting their attention, holding their attention, and generating emotional responses.             Visuals can simplify information that is difficut to understand. Diagram can make it easy to store and retrieve such information. Finally, visuals provide a redundant channel; that is, when accompanying spoken or written verbal information they present that information in a different modality, giving some learners a chance to comprehend visually what they might miss verbally. Visual literacy.             The term literacy once was used only to refer to reading and writing of verbal information, the term of visual literacy to refer to the learned
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Teaching Media Chapter 4

Media and Material Materials don’t have to be digital or expensive to be useful. Small can indeed be beautiful, and inexpensive can be effective! In fact, in some situations –for instance, isolated, rural areas; teaching locations that lack electricity; programs or schools with a low budget –these simpler materials may be the only media that make sense to use. Manipulatives.           Real objects –such as coins, tools, artifacts, plants, and animals –are some of the most accesible, intriguing, and involving materials in educational use. Real objects may be used as is, or you may modify them to enhance instruction. Examples of modification include the following: 1.       Cutaways: Devices such as machines with one side cut away to allow close observation of the inner workings. 2.       Specimens: Actual plants, animals, or parts there of preserved for convenient inspection. 3.       Exhibits: Collections of artifacts, often of a scientific or historical nature, brough
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Teaching Media Chapter 3

The ASSURE Model             The ASSURE model – a procedural guide for planning and conducting instruction that incorporates media and technology –assumes that training or instruction is required. A full-blown process of instructional development would begin with a needs assesment to determine whether instruction is the appropriate solution to a performance problem.             The ASSURE model focuses on planning surrounding the actual classroom use of media and technology. It is a less ambitious than models of instructional development, which are intended to guide the entire process of designing instructional systems. Such models include the procedures of the ASSURE model and product design, prototype tryout, system implementation, and the like. ·         Analyze Learner The first step in planning is to identify the learners. Your learners’ may be for example students, trainees, or members of an organization such as a Sunday school civic club, youth group or frate
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Teaching Media Chapter 2

TECHNOLOGIES FOR LEARNING             Technologies for learning combat boredom by providing a change of pace from lecture and seatwork and by adding motivational features that excite learner interest. They also provide a means for individualizing instructio to a greater degree. Some of the technologies discussed in this chapter are specially designed as independent study methods, allowing individuals to progress at their own pace. Others are designed to be used in small groups; as such, they enlist the energies of studets to assist those who need extra explanation, coaching, and practice. Organization of this chapter. Virtually all of these technologies for learning originated and evolved before computers were widely available on the educational scene, so they are not dependent on computers for implementation. However, each can be transformed into a computer-mediated form. We will discuss these transformations in conjunction with each technology. COOPERATIVE LEARNIN
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