This document discusses instructional media and its use for learning. It begins by defining different types of instructional media, including real objects, models, pictures, charts, maps, and audio media. It then discusses how to effectively incorporate various media into teaching, noting that media can both enhance learning by engaging students or confuse them if not implemented properly. The document also presents Edgar Dale's Cone of Experience, which classifies media based on their degree of realism from direct experiences to abstract symbols. Overall, the document provides an overview of different types of instructional media and frameworks for understanding how their level of abstraction and engagement can impact the learning process.
This document discusses instructional media and its use for learning. It begins by defining different types of instructional media, including real objects, models, pictures, charts, maps, and audio media. It then discusses how to effectively incorporate various media into teaching, noting that media can both enhance learning by engaging students or confuse them if not implemented properly. The document also presents Edgar Dale's Cone of Experience, which classifies media based on their degree of realism from direct experiences to abstract symbols. Overall, the document provides an overview of different types of instructional media and frameworks for understanding how their level of abstraction and engagement can impact the learning process.
This document discusses instructional media and its use for learning. It begins by defining different types of instructional media, including real objects, models, pictures, charts, maps, and audio media. It then discusses how to effectively incorporate various media into teaching, noting that media can both enhance learning by engaging students or confuse them if not implemented properly. The document also presents Edgar Dale's Cone of Experience, which classifies media based on their degree of realism from direct experiences to abstract symbols. Overall, the document provides an overview of different types of instructional media and frameworks for understanding how their level of abstraction and engagement can impact the learning process.
This document discusses instructional media and its use for learning. It begins by defining different types of instructional media, including real objects, models, pictures, charts, maps, and audio media. It then discusses how to effectively incorporate various media into teaching, noting that media can both enhance learning by engaging students or confuse them if not implemented properly. The document also presents Edgar Dale's Cone of Experience, which classifies media based on their degree of realism from direct experiences to abstract symbols. Overall, the document provides an overview of different types of instructional media and frameworks for understanding how their level of abstraction and engagement can impact the learning process.
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Unit 3: Instructional Media and Their Use for Learning
There can never be any communication without media.
The development of media technologies came as a result of the continuous attempt to overcome the multi-faced human communication limitation. We have many media at hand to use for communication and learning purposes. The use of various forms instructional media and technology in teaching, whether new or old, can have a profound impact on student learning. When done well, using a variety of media can enliven a class, encourage student participation, and help students grasp difficult concepts. When used poorly, these same tools can obscure your instructional objectives and make students confused, anxious and frustrated. Section 1- Types of Instructional Media Instructional materials can be broadly classified as: three dimensional that includes real objects and their model; two dimensional including diagrams, pictures, charts, graphs and maps; audio media that includes educational radio broadcast and TV; and display boards including chalk board and cloth board. Real objects Real objects are real things which have been removed from their natural settings and brought to school settings or to be accessed while in their natural settings for instructional purposes.
Real objects help students to learn by involving more than
one sense organ so that they can easily understand and remember longer
Locally manufactured products, coins, plants or their parts,
insects, different body parts of dead animals are some of the examples of real objects which can be used effectively in teaching various subjects. Models There are times where we cannot bring or access the real object. The representative of the real object is called a model. Models are three dimensional objects. Models can be handled, operated and seen from a number of angles and hence are generally more interesting and instructive than a picture or a chart which is two dimensional. Pictures and charts Pictures and Charts are very useful instructional resources. Pictures most commonly used in instruction can be photographs, your own drawings, and illustrations. Pictures are said to be one of the oldest, least expensive and most universally available forms of instructional resources. Charts may be defined as combination of graphic and pictorial materials designed for the orderly and logical visualizing of relationships between key facts and ideas The main function of the chart is always to show relationships such as comparisons, relative amounts, development, process, classification and organization. Maps Maps are reduced, simplified and plain representation of the Earth’s surface. They are used to show the distribution of climate, population, vegetation, land forms etc. Maps are graphic instructional materials that facilitate learning by showing students how to quickly and effectively locate different place and natural phenomena of the world. Maps are designed to the location of geographical ‘’reality’’ Maps can show you the different locations of a city quicker than by using words Audio media Audio media offer wide range of opportunities for group or individual use. They can be used to deliver instruction involving verbal information, and also for guiding the learning of intellectual and motor skills. They are also relevant for learning objectives related to affective domain of learning. Audio medium is equally good for all types of instruction from the precision of speech to the mental imagery formed by music and sound effect Tips for using different types of media and technology Choose the media that best suits your instructional objectives. If possible, use a variety of tools, PowerPoint, movie films, internet, Check out the media or technology before class starts to be sure it is working properly. • Classification of Media Materials on the basis of Degree of Realism • Words, diagrams, maps, flat picture and slides are abstract while stereographs, films, models, objects and total situation are concrete ones. • The classification extends from the most concrete total situation at the base of a rectangle to the most abstract words at the top- side of the rectangle. • Ten categories are identified. The total situation –at the base of the rectangle-is the full environment with no edition or change. • The user gets full information through all the senses. • THE CONE OF EXPERIENCE • Edgar Dale (1969) took the same degree of realism construct and added Jerome Bruner’s three major ways of gaining experience to and produced the classification he named “Cone of Experience” Classification of Media Materials on the basis of Degree of Realism
The Cone of Experience
The major building blocks of useable human knowledge are made up of: Direct contact with reality or its direct representation (the concrete experience) and the abstract experience Abstract + Concrete= the knowledge we use in our everyday life Jerome Bruner’s Three Major Ways of Gaining Experience 1. Enactive--learning through doing 2. iconic--learning through observation 3.symbolic----learning through abstraction Experience= (C+A) Components of Major Ways of Gaining Experience 1.The enactive group The learners are active participants with relative difference of materials used as you go up the cone. A. Direct purposeful experience- this is the direct, first-hand way of gaining human experience. The learner directly faces reality and gathers information Directness- meaning direct sensory and physical contact. Purposefulness- the learner does it for a purpose, like to enjoy swimming, cross a river or save life Responsibility for the outcome-the learner is responsible for the end result. She/he may lose her life if she/he does not properly swim. B. Contrived experience- is the way learners gain experience through the use of working models, mockups, specimen or simulation. I. Specimen is a sample of materials not found easily. The learner does not use their real environment; the specimen is used in changed situation. Money currently samples of past times or rock samples removed from their natural setting or leaves removed from its mother plant are all examples of specimen, i.e. reduced reality II. Simulation imitating real action under controlled situation. little kids do at home imitating the action of Mama and Dad are also good examples of simulation. III. Working models are three dimensional simplified representation of reality that shows the working of the reality. Models of cars that move like are examples. IV. Mock Ups are models that emphasize only a part of the reality it represents. An example of mock up will be a model of human body that shows only the blood circulation system To contrive means to plan, to edit, and to re- organize. The only difference compared to direct purposeful experience is in the material used. The materials are edited, reduced reality. C. Dramatization-When the learner gains experience about past events and thoughts by recreating them through her/his action it is said to be dramatization Dramatization is more abstract than contrived (Created)and direct purposeful experience Dramatization demands to depend too much on words rather than direct imitation of reality. Besides not all the learners gain experience by acting. 2. Iconic group- the materials used either reflects reality as-it-is or is direct imitation. The learner here is an observer. The difference with the enactive way of gaining experience is that the learner is not directly involved rather is a witness of what goes on. I. Demonstration Demonstration is showing how something works using verbal explanation. In simple expression it is an audiovisual presentation for learning purposes II. Study trip The next on the Cone of experience is study trip, which is taking students to any location out of the classroom, near or far, for the purpose of learning through selective observation People confuse study trip for other types of excursion or field trip. Study trip is different because it is just another way of learning a given topic through selective observation. The application of study trip demands following strictly the procedure that includes. The nature of topic dictates the choice of study trip Objectives should be clearly specified Students should shoulder responsibilities in the preparation for the trip. The should make a pre visit to the location Basic questions to be answer through the selected observation need to be identified All what is to be done need to planned before hand. Follow the plan while taking the trip Make sure that each student has made the intended observation The whole activities need to be evaluated for efficiency and effectiveness Students should generalize; give presentation on the problems raised and possible solutions observed in the field. III. Exhibits- are using a collection of materials under controlled situation for learning through direct observation. The most abstract are the written words for they further symbolize the sound into written symbols C. The symbolic group- I. Visuals symbols- include designed materials like cartoons, sketches, diagrams, maps, graphs, posters, charts, comic drawings and the likes. These are materials mostly used in schools. II. Verbal Symbols (Words) These are the most abstract or indirect representations of reality. The verbal words have nothing in common with what they represent. UNIT THREE THE END