Audio-Visual Foundations

Marjorie C. Rena BEED-III

 Visualization

enhances the learning process

Hoban,

Hoban and Zisman (1937) explained impact of visuals on the learning process based on the mental processing including differentiation and integration to reach ultimate goal of education generalization.

 The

similar type of support came from Dales Cone of Experience (1946) related to visualization and learning.

 Dale

talked about the decreasing concrete experiences of motion pictures and its place between direct purposeful experiences and verbal symbols.

 The

visual materials both motion and still pictures put the transition point. He also stressed the efficiency of the visualization; that one can reduce unnecessary part of the experience and concentrate the related parts.

 visualization

is important for making learning process meaningful via diverse representations of the content to support both retention within relations and transfer relations between the other contents.

Moreover,

learning processes become more effective and efficient if unnecessary and unimportant parts are dismissed via utilization of visuals.

 Like

the vision of Oettinger (1969), the visual materials are still very important manipulative to teach abstract concepts currently. However, the role of visual materials are not limited to the progress of concreteness to abstraction but also tied to individualized instruction regarding learning style or type of an intelligence of a person. For example, Gardners (1983) multiple intelligence

 Communications

Theory Communications theory is related to information processing and longterm storage and retrieval of knowledge. In the information processing model, the source of a message works its way through a channel which is influenced by noise. Sending a message involves encoding and

. Receiving a message involves receiving a message and then decoding its meaning. The form and structure of the message is of concern to instructional designers. The purpose of communications theory is to increase knowledge and understanding of some knowledge or skill; and, to persuade and/or motivate retention of the same.
Communications theory can aid in the design of instructional materials by facilitating the transmission of messages and information from one person to another.

Systems Theory One definition of a system is that it is a set of interrelated objects working together toward a common goal (Hall & Fagen, 1975). In other words, the system has a purpose or goal; its parts are organized and hierarchical. General systems theory assumes that the natural world is ordered and rational; and, planning and creation of order are valuable activities. Systems theory provides a framework for us to order the world around us in our own minds. It helps us understand relationships between people and other people, people and things, and things and other things.

The environment places constraints on a system. Through feedback mechanisms, dynamic systems change when interacting with the environment. These changes can lead to progress or selfdestruction. Instruction is a system because it is purposeful, organized, governed by processes and is comprised of a set of interrelated part working together toward a common goal. It is used to create meaning out of existing structures, create new structures and ways to organize

Contructivist Learning Theory [1] What we call contructivism is based on the assumption that learning occurs as a result of what learners understand about their world. It is about the individual construction of knowledge. Constructivism is not a learning theory, per se, but rather philosophical approach to teaching and student learning

. Constructivist education involves

the creation of student-centred learning environments. Teachers adopt strategies and techniques that assist students in constructing knowledge by making links between old and new knowledge and experiences, in recognition that students bring old knowledge and experience to new learning experiences.

 Mental

constructs (schema, mental models, etc.) are constructed by past experience, and modified through assimilation and accommodation of new knowledge and experience per the Piagetian framework of thinking about human learning processes.

 Constructivism,

then, is a way of thinking about how we know what we know and understand things; and, a referent for models of instruction and learning (Tobin & Tippin, 1993). In this sense, it is more of a philosphical approach to education which has implications for instructional

 Instructional

Theory Reigeluth (1983) defines Instructional Theory as "identifying methods that will best provide the conditions under which learning goals will most likely be attained." In other words, the focus on instructional theory is on how to structure instruction and instructional material so it can be learned.

 Many

researchers have contributed to the base of instructional theory, but Robert Gagne is considered the first to have direct connections to instructional technology. His most notable work includes his conditions of learning, nine events of instruction, learning hierarchies and taxonomy of learning objectives.