design, selection and utilization of media

1

By

Alaa Sadik, Ph.D.Visiting Consultant

Department of Instructional Technology

College of Education

[email protected]

freewebs.com/alaasadik

Design, Selection and UDesign, Selection and Uutilization utilization of Mediaof Media

Sultan Qaboos University

.

2

PART ONEMedia, Technology & Learning

3

1.Types of Instructional Media

Text, image & audio

4

The HumanEar

Text (words, numbers, signs, symbols, equations, etc.)

The ear consists of three basic parts the outer ear, the middle ear, and the inner ear.

Each part of the ear serves a specific purpose in the task of detecting and interpreting sound.

………………………………

………………………………

………………………………

5

Image (drawing, graph, photo, map, etc.)

The HumanEar

6

Audio (human voice, sound effects, etc.)

The HumanEar

The human ear consists of ...

7

The human ear consists of three parts:

1. The outer ear

2. The middle ear

3. The inner earListen

TheThe HumanHuman EarEar

Text, Image & Audio

8

The New Media Class Hierarchy

- Temporal

- Static

- Computational

- Directive

(Waters, 1998)

9

Temporal (animation)

The HumanEar

10

Landing

The pilot managed to

land the airoplane safely

Temporal (video)

11

Auditory

Physiology

Lab.This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps.

Computational (graphs)

12

Define

Values

Using

Sliders

Directive (sliders)

13

Multimedia

End of this point

Transmission that combine different media of communication (text, graphics, audio, animation, video, etc.)

14

2. Message Design

Communication Process

- Sender

- Message (to carry the content)

- Medium (to carry the message)

- Receiver

- Domain

15

Media & Experience

Dale’s Cone of Experience

16

Dale’s Cone of Experience Upper levels:

provide more information, compress information, faster for those able to process it, need more instructional support.

Lower levels: involve the learner as a participant, encourage active learning, provide less information, more stimuli and richer.

17

Dale’s Cone of Experience

18

3. Media & Technology Attributes

- Interactivity- Branching - Realism- Bandwidth

19

Interaction

Exchange of information, ideas, opinions between andamong learners and teachers.

Usually occurring throughtechnology with the aim offacilitating learning.

20

Types of Interaction

- Learner-teacher - Learner-learner- Learner-content- Learner-machine

21

Time of Interaction

- Synchronous (time-dependent)

- Asynchronous (time-independent)

22

Traditional Media

Technology-Mediated Interaction

Two-way Media

24

Indexed design

Branching

Sequencing design

Exploration design

25

4. Selection Criteria of Media & Technology Objectives are well-defined Content is clear Suitable for time and place Suitable for learner’s ability Interactive Reusable Cost-effective

26

Selection Criteria

27

5. Level of Technology Use

- Informational - Supplemental- Communal- Essential - Immersive

28

PART TWOInstructional Design & Media

29

Instructional Design

For whom is the programme being developed?

1. What do you want the learners to learn?

2. How is the subject content or skill best learned?

3. How do you determine the extent to which the learning has been achieved?

The structure of an environment to provide learners with conditions that support learning.

30


31

Instructional Design of Courseware

32


(Dick and Carey, 1996)

33


(Kemp, 1994)

34


ASSURE Model

Analyze learners State objectives Select media and materials Utilize media and materials Require learner participation Evaluate and revise

35

ID & Learning TheoriesBehaviourism

Learning is a sequence of stimuli and response actions in the learner.

Cognitivism

Focus on cognitive processes, such as retention and recall of prior learning.

Constructivism

Learning is an active process in which the learner builds knowledge and understanding from individual experiences.

36

E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

ConstructivismConstruction of

knowledge depends on:

1. the interaction between the learner and others in the learning environment.

2. an active engagement in problem-solving situations.

37

PART THREEUtilization of Media

38

Examples of Digital Media & Technologies

- Satellite broadcasting

- Video-conferencing

- CD-ROMs and DVDs

- The Internet and the Web

39

Internet and Web Technologies

- Authoring tools

- Support tools

- Delivery and management systems (DMS)

40

Authoring Tools

- For general purposes

FrontPage, MM Flash, etc.

- For instructional purposes

ToolBook Instructor, Authorware, etc.

41

Authoring ToolsGneral

FrontPage

42

Authoring ToolsInstructional

ToolBook Instructor

43

Authoring ToolsInstructional

ToolBook Instructor

46

Support Tools

- Word processors

- Photo editors

- Drawing tools

- Audio/video editors

- Web browsers

47

Photo editors PaintShop Pro

Contains all the tools you need for creating, editing, and retouching your images. It is friendly enough for the casual user and professional.

Support Tools

48

Drawing toolsSmartDraw

Contains all the tools you need for drawing shapes, instructional graphics, maps and flowcharts and export them in standard formats.

Support Tools

49

Video editorsPinnacle Studio

Contain many tools to edit and produce professional video clips.

Support Tools

50

Multimedia authoring Liquid Media

Rich multimedia authoring & presentation software package, capable of stunning effects with fluid motion.

Support Tools

51

Multimedia authoring ECTI

Create presentations, demonstrations, simulations, images, Flash animations, etc.

Support Tools

52

Delivery and Management Systems

- WebCT

- Blackboard

- TopClass

- Moodle

53

WebCT - Tutor utilities- Course tools- Interaction tools


54

BlackBoard - Content builder- Communication tools- Assessment tool- Student administration


Alaa Sadik, [email protected]

This presentation is available at www.freewebs.com/alaasadik

The End