The Principles in the Application of Teaching Media

Teaching media are used in order to increase the quality of the teaching learning activity process.
Therefore, the applications of the principles have to be concerned. Asnawir and Usman (2002) pointed a
few items of principles.

1. The use of teaching media should be looked as a part of an instructional system, not as an auxiliary. It
means, teachers should use teaching media in teaching learning activity as part inside of lesson plan in
every meeting not only as a requirement in teaching.
2. Teaching media should be looked as a learning source used in effort to solve the problem faced in the
teaching learning process. It means, teaching media as a very useful tool for solving problem while
teaching and learning process.

3. Teachers should be able to implement the techniques of teaching media. It means, before the
teachers use the teaching media they should know well the way how to use the teaching media.
4. Teachers should think about the advantages and the disadvantages of the teaching media function. It
means, before the teachers choose the media they should pay attention in the appropriateness of the
teaching media itself for the material, the environment which are the classroom and the students, and
the school.

5. The use of teaching media must be organized systematically. It means, when the teachers use the
teaching media in teaching learning process, they should appropriate with the lesson plan. The teaching
media should has goal, the teaching media should appropriate with the material, the teaching media
should not take over time while implemented in teaching learning process, the teaching media should
prepared well before use.

The ‘audio-visual’ domain is related to applying knowledge of audio and digital media principles to
develop effective digital artefacts. The artefacts could be restricted to either the audio, e.g. podcast or
visual, e.g. poster elements or combine the two, e.g. video. The audio-visual domain is composed of
audio quality, sounds effects and editing, layout design,colour theory, typography and use of images to
convey messages (Hashimoto and Clayton, 2009). Visual design principles (Kimball, 2013), video shots,
the rule of thirds,transitions and timing are also included in this domain (Stockman, 2011), see Table
2.Table 2 presents a summary of the basic principles, in a ‘prosumer’ version of these principles. The
term ‘prosumer’, coined by futurist Alvin Toffler in the 1970s, refers to those users who hover between
producer and consumer (Bruns, 2007). In other words, a prosumer is a consumer who has moved
beyond using equipments in ‘automatic mode’ and requires advanced features. In electronics, prosumer
equipment is considered to be profes-

sional entry level such as digital handycams and Digital Single-Lens Reflex cameras. For example, a
standard point-and-shot camera has limited functionality in terms of manual settings, users cannot
control aperture, shutter speed, ISO, at the same time, instead, the user need to choose from
predetermined settings. A prosumer version will allow the user to control all these settings and offer
advanced functionality similar to professional digital cameras such as shooting in RAW format
(uncompressed image), bracketing (multiple exposures), High Dynamic Range images, and so on. In the
context of the digital media.

However, the principles of the audio-visual domain cannot be consid-ered functional for the simple
reason that a digital artefact can be developed independentlyof understanding sound quality and digital
media principles. Furthermore, all the domainsare interconnected. The separation proposed in this
framework was presented for instruc-tional reasons. Ultimately, all of the literacies overlap to some
extent. The separate skill sets presented need to be present, to some degree, at the same time to
produce effective digital media content.

Kimball MA (2013) Visual design principles: An empirical study of design lore. Journal of Technical
Writing and Communication 43: 3–41.