Selecting and Using Media

what medium to employ

completed lesson plan(also media) contain

objectives
instructional
events
media, materials, and activities
Notes on necessary teacher roles
 If one event is missed …

The teacher must either

create such events
separately
Teacher can do that by…

guide semantic encoding

pauses for student response
and feedback
Defining medium

sensory channels (audiovisual)

the nature of the content of the
instructional message (print,
picture)
“ the physical means by which an
instructional message is
communicated
”
Reiser and Gagne's (1983) definition
MEDIA SELECTION PROCEDURES
Common feature
 kind of objective being dealt with
 the characteristics of the intended learners
 hostof practical factors such as size and
composition of the group to be served, the range of
viewing and hearing distances
Most writers also agree that one can not
identify media that are particularly
effective for a single school subject for a
single grade level.

PRAGMATIC
Factors in Media Selection

 Physical Factors
 The learning task
 Learner Variables
Physical Factors

 The property of visual display is concrete concepts (shapes, objects)and spatial

relationships (locations, distances).
 real objects may sometimes be the most effective media, for example, in the
learning of motor skills and complex procedures (piloting an airplane ,putting air
in a tire).
 motion, When the dynamic features of objects are apart of the essential content to
be displayed Examples are the movements of storm clouds and the internal
operations of a four-cylinder gasoline engine.
The learning task

 the type of performance expected of learner should be considered carefully

 Most obvious media differences arise over the interactive quality
 precise feedback to the learner about correctness and incorrectness of
performance
Learner Variables

 Characteristics of learners must be considered

 If the styles were known, it might not be feasible or economical to provide
enough parallel media packages for all of the differing styles.
 Weakness
Those learners who score low in reading ability will be undoubtedly likely to learn
poorly from speech
Solution for nonreaders

design the printed or oral prose passage

to be low in reading difficulty. Using
familiar words and short sentences

use pictures and diagrams

Dale's(1969)"cone of experience”

 the learner's age is a useful matter to consider in media selection.

 one goes up the age scale, cognitive development goes on


a rule of thumb previously suggested by Briggs and Wager(1981) is "Go
as
low on the scale as you need to in order to insure
learning for your group, but go as high as you can
for the most efficient learning"(p.131).
attitude objectives

 Wager(1975) has suggested that Dale's age/media relationship becomes inverted

compared to the relationship for cognitive objectives.
 child may acquire an attitude by hearing verbal statement from respected models
 Wager goes on to say that changing an already established attitude, on the other
hand, may require real-life experiences for both children and adults
Briggs(1977) describes attitude

attitude formation and change as it takes place at various age levels by various
methods:

classicalconditioning,
hearing persuasive communications
Human modeling
different media would be involved in these different methods
The Assumed Learning Environment

is based upon administrative considerations rather than technical ones.

 size of school budget;

 size of class;
 capability for developing new materials;
 availability of radio, television, and other media equipment;
 teacher capabilities and availability for an instructional design effort;
 availability of a modular materials for individualized, performancebased instruction;
 attitudes of principal and teachers toward innovations ;and
 school architecture
The Assumed Development Environment

 the design and development resources were not adequate to for the task. That is,
the time, budget ,and personnel available will influence the probability of success
in designing specified delivery systems.
 Carey and Briggs(1977) have discussed further how budgets, time ,and personnel
influence not only what instruction can be developed, but also what design
models and what be team management systems are appropriate to the task.
The Economy and the Culture

 Some attitude towards media differs between urban and rural people or ethnic or
socioeconomic subgroups.
 Designers will need to ascertain the intended user's status
For that including visits to the users and the use of questionnaires.
 Perhaps the best way is to arrange to have some of the users become members of
the design team
Practical factors

 The suitability of media for use in practical situations may depend on such factors as :
 size of group
 type of learner
 response desired
 type of stimulus presentation
 simplicity of physical classroom arrangements be
 requirements for lighting or darkness in the room

Having a backup plan or an alternative lesson is one way to minimize the negative be
reaction when something "goes wrong" in the classroom
A METHOD OF MEDIA SELECTION

 The purpose of this section is to outline a systematic method of media selection

for each of six learning situations
 Some of these prior steps are analysis of objectives, defining the objectives by
domain of the learning out come, and designing instructional sequences.
A Model of Media Selection

proceeds from the identification of the type of learning situation to a consideration of

the implications of the learning outcome is described by Reiser and Gagne(1983).
intended to be applicable to a broad range of learning situations
 Training for industry
 School
 Military
 Technical ....
An Example—Self-Instruction with
Nonreaders
 Motor skill ?
If Yes
 
 portable equipment (for example, a hand pump for inflating tires)

 a training device (for example, a device for baseball batting practice).

make possible the direct practice required for motor skill learning.
Self-Instruction with
Nonreaders
Intellectual skill?
If yes

 computer instruction, and

 interactive TV.

 Why are such media as motion picture ,slide or video tape,

and TV cassette not included here?
response interaction
attitude