Define the medium for learning. Classify the media for learning. Use chalkboard effectively. describe the uses of different medium for learning. Select a suitable medium for a given situation. A medium is broadly conceived as any person, material or event that provides the learner to gain information so as to acquire knowledge, skills and attitudes. Then, why do we need other media? Students need visual sense to teachers oral delivery. Students want real objects and their motions or their pictures,figures, videos to learn about their attributes and behaviour. The excellent presentations of the teachers are required to be preserved for repetitions and mass viewing. Students will like to learn at their own time, pace & may need repetitions. 1. The pictures, videos & animations of industry & field based equipment & plant could be shown with motions of different parts. 2. Tiny & distant objects could be shown by enlarging for maximum details, which other wise is not possible to perceive through normal vision. 3. Slow & fast moving objects may be shown at a speed, which could be viewed for detailed studies & analysis. TOO SLOW TOO FAST 4. Activities of dangerous objects could be recorded from a distance for the maximum safety of viewers. TOO DANGEROUS 5. They try to serve the students through more than one senses. 6. They can bring stimulus variations in students, there by maintaining high attention levels.
9. In Video, instant recording & viewing is possible for analysis & results. If not satisfactory, could be recorded again.
8. Feeling & emotions of the people could be utilised to motivate the students. CLASIFICATION OF MEDIA Media may be classified in a variety of ways- Inquisition & exposition media. Print & Non print Static & dynamic. Criterion & mediating. Hardware & software, Projected & non- projected. EXPOSITION (TEACHER CENTRED) INQUISITION ( LEARNER CENTRED INQUISITION ( LEARNER CENTRED DYNAMIC DYNAMIC STATIC STATIC BOARDS- (CHALK,MARKER) OHP CHARTS PHOTOGRAPHS ,SLIDES PRINT MATERIAL (TEXTUAL )
MAGNETIC CUTOUTS OHP MODELS VIDEOS-(BROADCAST/ MASS VIEWING) MULTI-MEDIA PRESENTATION
COMPUTER BASED PGMS.- (LEARNER DRIVEN- CBT, CAI ANIMATIONS, GAMES & SIMULATION)
SELF LEARNING MODULES MULTI-MEDIA PACKAGES. AUDIO TAPES VIDEOS- INDIVIDUAL Text books. Reference books. Journals, Magazines, Work books, Encyclopedia, Handouts, etc. Interactive boards CHALK BOARD WHITE BOARD ELECTRONIC BOARD Non-Interactive boards MAGNETIC BOARD. FLANNEL BOARD. PEG BOARD. Describe concepts & principles through text & illustrations. Describe construction & working. Describe methods & processes. Show classifications & relationships. Explain behaviour of variables through tables, graphs, etc. Drive equations. Solve problems, etc. PROVIDE VISUAL SENSE TO STUDENTS DURING INSTRUCTION- 1. Intermediate rubbing at chosen intervals. 2. Roll your chalk during writing for uniform thickness and intensity of whiteness. 3. Students should be able to see the board avoid obstruction. 4. Avoid long duration of talking while facing the board. 5. Use ancillary boards for prepared works.
Figure for spare board 6. PLAN CONTENT IN TWO OR THREE SEGMENTS INCIDENTA L SEQUENTIAL MAIN POINTS 7.WRITING SHOULD BE LEGIBLE SIZE OF LETTERS HEIGHT OF LETTERS- 1 MM PER FOOT OF VIEWING DISTANCE. SHAPE OF LETTERS- FULL ROUNDED LETTERS SPACING OF LETTERS- AS PER VI EWI NG DI STANCE LEVELNESS OF LINES- 8.Emphasize important terms by CAPITAL LETTERS. Enlarged letters. Underlines. Coloured chalks.
9. For maki ng di agr ams- First make use of light layout lines/ guide strokes, Finish the diagram with bold & clean strokes. Label diagrams with proper letters & connection arrows. Use isometric grid for three dimensional diagrams. Readymade templates may be used for drawing circles, ellipse, etc. CAN BE USED TO - Show complicated visuals. Show arrangements & rearrangements. Describe construction & disassembly of any equipment. Present movements- sliding, rotation, etc. Show overlaying in objects. SINGLE SHEET MULTI-SHEET Charts are coloured presentations of art work, text, relationships, drawings, figures, photographs, graphs,etc. We may show- Assembled, cut sections, or exploded view of objects- enlarged or reduced. Tables, graphs, maps. Comparisons. Plans, processes, methods. Important information. 1. Projected images could be attractive with the use of colours. 2. Projected images are bright enough to be seen in daylight. 3. The teacher faces the class to have eye to eye communication. 4. Useful tool- Instant writing, Prepared transparencies- single & Overlay, Cut-outs, Models.
We may show- Textual information. Tables. Graphs. Drawings, Figures. Photographs. Cartoons. Combinations of above. We may show - Obj ec t s i mages i n nat ur al shape, t ex t ur e & c ol our. Enl ar ged i mages. Reduc ed i mages. Pr epar ed vi sual s. It is a very popular & powerful media. It is available on- broadcast mode, cable system, VCR / VCD/ DVD players on to the TV.Thus, it is a medium which is being used from mass education to individualized education . We may Show- objects in motion. process with participating materials, equipment and people. those industrial & field situations, where we can not take students. magnified views of smallest objects. distant objects as very near. dangerous objects & events within eye vision. computers along with relevant hardware & software accept, store and process all kinds of information & media, such as text, photos, figures, audio, videos, tables, graphs, etc. and can also generate drawings, tables, graphs and animations. Computers can be used in a variety of ways- Computer assisted instruction. Computer based training. Computer managed instruction. Providing access to internet world of information.
DIRECT PURPOSEFUL EXPERIENCE CONTRIVED EXPERIENCES-MODELS; MOCK-UPS; SIMULATION DRAMATIZE EXPERIENCES-PLAYS, PUPPETS; ROLE PLAYING DEMONSTRATIONS STUDY TRIPS EXHIBITS EDUCATIONAL TELEVISION MOTION PICTURES STILL PICTURES RADIO AND RECRDING VISUAL SYMBOLS-SIGNS; STICK FIGURES VERBAL SYMBOLS DALES CONE OF EXPERIENCE SELECTION FOR VISUAL MEDIA ARE IMPORTANT ASPECTS OF THE OBJECT HIDDEN OR OBSCURED? IS THE OBJECT AVAILABLE? DOES TOPIC REQUIRE A THREE DIMENSION PRESENTATION? DOES THE TOPIC REQUIRE THAT STUDENTS LEARN TO RECOGNISE OR COPY MOTIONS? VISUAL MEDIA PROBABLY NOT NECESSARY WHY NOT USE THE REAL OBJECT? STILL VISUAL MEDIA ARE GOOD ENOUGH CONSIDER USING A MODEL OR MOCK-UP A MOTION FILM OR WORKING MODEL OR LIVE DEMONSTRATION IS OBJECT TOO LARGE OR TOO SMALL TO BE EASILY OBSERVED? DOES TOPIC DEAL WITH CONCRETE OBSERVABLE OBJECTS? DOES TOPIC DEAL WITH CONCEPTS NOT THEMSELVES OBSERVABLE BUT WITH OBSERVABLE OBJECTS? YES YES YES YES YES YES YES NO NO NO NO NO NO NO 40 SELECTION FOR VERBAL & SOUND MEDIA IS THE TOPIC COMPLEX OR ABSTRACT OR IS ITS STRUCTURE INVOLVED? IS THE AUDIO CONTENT CAPABLE OF BEING PRE-PREPARED AS A SCRIPT? CONSIDER PURELY VISUAL MEDIA LIVE COMMENTRY BY A TEACHER OR INSTRUCTOR A WRITTEN TEXT WILL BE SUPERIOR TO A SPOKEN COMMENTRY CONSIDER A RECODRED TAPE/DISC. SOUND MEDIA ESSENTIAL FOR EFFECTIVE LEARNING. (LIVE OR PRERECORDED) ARE SOUNDS AN INTEGRAL PART OF TOPIC? IS VERBAL COMMUNICATION THE MAIN OBJECTIVE? CAN TOPIC BE ADEQUATELY COMMUNICATED BY VISUALS & WRITTEN CAPTIONS? IS THE TOPIC TAUGHT REGULARLY AND THE TREATMENT ALWAYS THE SAME? NO NO NO NO NO NO YES YES YES YES YES YES 41 LEARNING TASKS v/s MEDIA CHARECTERISTICS DOES THE NORMAL JOB SITUATION GIVE THE STUDENT CLEAR FEEDBACK ON PROGRESS? IT IS SIMPLY A NEW SEQUENCE OF PREVIOUSLY LEARNT ACTIONS, OR AN INCREASE IN SPEED OR ACCURACY? DEMONSTRATIONS AND VERBAL EXPLANATIONS. A/V MEDIAINDICATED GO TO (3). PRACTICE ON THE JOB IS INDICATED. A/V AIDS MAY SERVE TO DEMONSTRATE SEQUENCE OR FAULTS; GO TO (2) MAINLY VERBAL MEDIA. SOME SUBJECTS WILL REQUIRE VISUAL AIDS. SPECIAL TRAINING EXERCISES, DEVICES OR SIMULATORS FOLLOWED BY PRACTICE ON THE JOB: GO TO (2). STUDENT LEARNS NEW MOVEMENTS OR NEW LEVELS OF PERCEPTION? DOES THE TASK INVOLVE MOTOR RESPONSES OR PERCEPTION SKILLS? VERBAL RESPONSES? - NAMING - IDENTIFYING - DISCRIMINATING - CLASSIFYING COMPLEX VERBAL RESPONSES? - INDUCTION - PROBLEM SOLVING - DEDUCTION PRESUMABLY THE RESPONSES LOOKED FOR ARE EMOTIONAL OR CHANGES IN ATTITUDE, OPINION OR MOTIVATION. LOOK TO THE MASS MEDIA FOR IDEAS ON PRESENTATIONS WITH IMPACT. YES YES YES YES YES NO NO NO NO NO NO YES 42 43