Instructional Media and Technology (PGDT

425

By Abraham A.
 Outline
• Chapter One: Communication
ü Definition, Components, Barriers, Forms , Types and Models
of communication

• Chapter Two: Instructional Media and Technologies

ü Definition of terms
ü Concrete-abstract continuum
ü Types of instructional media and instructional technology

• Chapter Three: Production, Utilization and Evaluation of

Instructional Media and technology
Communication
 Definition

• Literally: from the Greek “communicare/communico: to share

• Scholars defined:
ü the transmission of information, ideas, emotions, skills using
symbols, words, pictures, figure (Berelson & Steiner)

ü Process of transmitting ideas, information, attitudes from

source to a receiver for influencing with intent Rogers).

ü all those planned or unplanned processes through which one

person influences behavior of others (Kar).

ü the process of transmitting information and common

understanding from one person to another (Keyton).
 Cont---
• Key defining terms:
ü Process:
ü Intention:
ü Interaction:
ü Context:

• Therefore, is a process of transmitting ideas, information,

attitudes by the use of symbols, words, pictures from the
source to a receiver, for the purpose of influencing with intent
in a particular social context.
1) Decoding:
2) Frame of Reference:
3) Effects:
4) Noise:
5) Feedback: a return
flow (+ve/-ve)
• Physical Barriers : any • Others:
physical distractions ü Sincerity:
• Semantic Barriers: ü Empathy:
words, utilization, and ü Self-perception and Role
the meaning we attach perception:
to them: jargon ü Images:
ü Ability to communicate
• Psychosocial Barriers: and listen
very little overlap of ü Culture and traditions
sender's and receiver's
ü Noise and Improper
field of experience Feedback:
 • Non-verbal communication :through signs & symbols such
as body language, facial expression, sign language etc.

• Verbal communication: oral; Visual; Written; and electronic

• Formal communication: official through a chain of

commands: Downward , Upward and Horizontal.

• Informal Communication: flows through informal channels

and may or may not be work related: eg Grapevine
 1) Intrapersonal: takes place within the individual

2) Interpersonal :between sender and receiver ; two-way

communication with immediate feedback.

3) Medio :an intermediate level; includes point-to-point

telecommunication, surveillance telecommunication, closed
circuit television and home movies.

4) Mass Communication: directed simultaneously to a large,

heterogeneous audience on a massive scale

5) Public :face to face with large audience in particular

environment
 Models of Communication

v Aristotle’s model:
v speaker,
v a message and
v a listener.
ü focuses principally on public speaking.

Criticism:
ü Not two-way/interactive; is a linear
 v Lasswell’s model:
– Who : Source
– Says What : message
– In Which Channel : media
– To Whom : destination
– To What Effect: change
ü focus on the importance of ‘effect’
ü presents communication as more of persuasive process rather
than an informative

Criticism:
• There is no feedback ; is very linear
 Cont---
v Shannon – Weaver model: mathematician
– Transmitter (Encoder)
– Information source
– Channel: noise occur here
– Noise source
– Receiver (Decoder) Destination

ü Focus on electronic communication.

ü Lack feedback
 Cont---
v Osgood Schram’s Communication Model
– Sender (transmitter)
– Encoder
– Decoder
– Interpreter/reciever
– Message
– Feedback
– Medium or media
– Noise

ü Introduced two way process of communication

ü both sender and receiver take turns to send and receive a
Osgood Schram’s Model---
 Cont--
The main concepts:
• fields of experiences: things that influences message like
culture, background, beliefs, experiences, values and rules.

• context of relationships: relation between sender and receiver

• context of social environment: environment influencing the

field of reference

• Metaphors: relates one thing to another

• mental model: experience overlap due to mental conditioning

and social conditioning of a person
Advantages of Schramm's Model
– gives opportunity to both – Feedback helps to know if
parties to give their the message is interpreted
opinion.
– Concept of interpretation
– dynamic and ever changing makes the communication
model effective.

– Sender and receiver are – Field of experience: helps

equally active. to value background

– Semantic noise included as – Context makes the

problems during environmental factor be
interpretation included in interpretation
Instructional Media and Technology
 Key Terms
• Instruction: selection and arrangement of contents and
leaning environment to enhance learning.

• Media : channel through which information, idea, knowledge,

attitude or behavior is communicated.

• Technology : making, modification, usage, and knowledge of

tools, machines, techniques, crafts, systems, and methods to
solve or improve problem: both a process and a product.

• IM: means or devices that help to convey or carry instructional

message.
• IT: the application of scientific knowledge about human
learning to the practical tasks of teaching and learning.
 Concrete-Abstract Continuum
• People get concrete experience through direct contact with
materials and abstract experience through indirect contact

• the concrete-abstract continuum shows the sequence in which

people understand different experiences

• As the number of sense organ involved in the process of

experiencing increases, concreteness and retention increases;

• As the number of sense organ decreases, abstraction increase

while retention decreases.
 Cont---
• Edgar Dale introduced Cone of Experience that incorporates
theories related to instructional design and learning processes.

• The cone shows:

– continuum from the most abstract to most concrete methods
of learning .
– position of different instructional media and bands of
experiences in concrete-abstract continuum.

• categorized instructional media in to three groups:

ü Enactive Group: provide direct/first hand experiences
ü Iconic Group: provide learners with mediated experience
ü Symbolic Group: provide learners with indirect experience
Dale’s Cone of Experience
Classification of instructional media
v Based on their position in concrete-abstract continuum:

1) Enactive Group: direct/first hand experiences (real

objects; models, mockups, and specimen; and
simulations)

1) Iconic Group: mediated experience (demonstration,

field trip, exhibition, TV, motion and still pictures)

1) Symbolic Group: indirect experience (print media

and verbal explanation)
 Position of media
ver
Learner observe symbolic bal
sy
representation of event mb • symbolic group
ols

recording
Learner observe Still picture
mediated events

Learner observe
Exhibits • Iconic group
actual events feild trips
Demonstration
Dramatized experiences
Contrieved experiences • Enactive group
te in
ents Direct purposful experiences
 Experiences vs retention rate

Read 10%
text • Define, describe, list , explain
Hear 20% Lecture

ill
See 30%

See and Hear • demonstrate, apply,

practice
50%

Say and Write 70%

Do as they Model or Simulate a Real Experience

Role-play a situation • C
perform 90% oncrete
Direct Purposeful Experience -- Go through the
real experience
 People Remember
• 10% of what they Read
• 20% of what they Hear
• 30% of what they See
• 50% of what they See and Hear
• 70% of what they Say and Write
• 90% of what they Do as they
perform a task
 Conclusion:

• the least effective: learning through

visual symbols, and listening to spoken
words.
• The most effective : direct, purposeful
learning experiences ( hands-on or field
experience) or reality or the closet things
to real
 Implication of Dale’s cone of experience for
teachers:
Helps the instructor to identify:

• resource that fit the student’s experience

• Distance of resource from real-life

• The kind of learning

• Connection of resource augment to the information

• Senses use to learn through particular material

• Whether material enhance learning

 Classification of Instructional Media

1) Print Media: Printed Books, brochures,

newspapers, manuals, Projected Texts, E-
books, E-magazines, E-journals etc
2) Audio Media: human voice and other sounds.
can stimulate students learning and may serve
as motivation for them.
3) Visual Media: images, visual design.
 Continued---
4) Motion : combines motion, color, and sound
in ways that can show ideas better than any
other medium. Ex. Videos
5) Manipulative: physical objects Ex.
toothpicks, coins
6) Multimedia: combination of audio and text;
motion, audio and text, manipulative and
audio, and more. provides multi-sensorial
approach to teaching.
 Types of Instructional Media and Technologies
1) print materials: Newspapers, Books,
Magazines, Newsletters and photographic prints,
Handouts and worksheets
2) Visual symbols : mental constructs, creation
having very limited or no similarity with the
reality it represents.
a) Graphs: visual representations of number data.
v Pictograph: compare data using picture
v bar graph: compare data using number
v line graph: developments through time
v circle or pie graph: relationship of parts to a
whole
 Continued---
b. Charts: visual representations of abstract
relationship ,
vOrganizational chart: the hierarchical chain of
command
vClassification chart: categorizations of objects,
events or species.
vTime line charts: chronological/sequences of
events
vTabular charts: present numerical
information/data in tables
vFlow charts: how parts join and form a whole.
 Continued---
C. Map: visual representations of geographic
data.
vPhysical :physical feature(Vegetations, rivers,
mounts)
vPolitical: boundaries, cities and internal divisions.
vEconomic : production centers, mineral ores,
ports,
vHistorical : history
vPopulation: population density, and distribution
 Continued
D. Diagrams and Sketches: visual representations
of persons, places, things and concepts using the
graphic arrangement of lines and angles.
vDiagrams are more complete,
vSketches show rough representation of outlines
vThey are both relatively easy to prepare,
E. Comic drawings (string drawings): figures that
use circles and straight-line to show the main
outlines, and are funny representations.
 Continued---

3. Three dimensional Media

A. Models: modified real things,
reproductions of costly items or
v replicas of real objects
v larger or smaller than the real thing.
v show interior view of objects
v simplified to any extent desired
 Continued---
v Purposes of Models
• bring too small/ large objects into classroom
• to present the past and the future
• physically inaccessible objects
• abstract construction
• to explain processes
B. Mock-ups: models represent only part of objects,
process and system.
v Involve movement of objects it represents.
 Continued---
C. Real Objects: actual objects found in
museums, exhibition centers, or in the
community.
vThings exist at their natural setting or those
removed from their natural setting and
reserved for different purposes
 Continued---
4. Display Media
a. The Chalkboard or Whiteboard
Used for:
v emphasizing essential information and
developing ideas as the class progresses.
vto put assignments, present a problem
vfor graphics as well as text and formulas.
 Continued---
Benefits of chalk board:

v Speed: helps to set an effective pace for learning.

v Organization: outline the day’s agenda, summarize main

points, integrate ideas and give a sense of progress.

• Visuals: to working on formulas, solving problems, drawing

graphs, and diagramming sentences.

• Interaction: generating interaction with students, to ask for

ideas, make lists.
 Continued---
b. Bulletin Board
Used to:
v supplement the communication between instructors and
learners.
v display necessary information like classroom principles,
notices, urgent and new information and schedules.
c. Magnetic Board: a multipurpose , has magnetic nature.
v helps to display and present information/contents like
chalkboard.
v The information displayed on magnetic board can be
easily moved from one side of the board to the other
 Continued---
5. Projected Media
a. Slides and slide projector:
v photographic transparency
v created much in the same way as photographic prints
v produces a transparent image that must be projected
v easily revised by rearranging, deleting or adding to the set.
b. Overhead projector and transparencies
v produced from photographic film or clear or colored acetate.
v Show real objects
v used in either dry or wet toner copiers, but not both.
v possible to create transparencies using a microcomputer.
 Continued---
• Movie (video) projector
v projects frames from a reel of film.
v creates a moving picture that is projected onto a screen.
v Some of the early movie projectors were cinematographs,
kinetoscopes, and the vitascope.
 Information Communication Technology

a. Radio
v old technology utilized across the developing world
v increase access to educational opportunities in rural areas or
sparsely populated.
v effective in in developing countries.
 Continued---

Advantages:
v improves student learning outcomes.
v cost effective than other interventions
v bridging achievement gaps between marginalized and
mainstream students;
v Ensure equality between rural/ urban areas and girls/ boys.
v Reach places that have very limited access
v can be stored and used later
 Cont---
Types of instructional radio transmission
v Broadcast: transmission from central radio station
v Microwave: transmission through waves
v Satellite: transmission through communication satellite
nation music\Satellite Communication.mp4
v Internet : transmission through internet
nation music\Top 10 Best Internet Radio Sites.mp4
v Community Radio: transmission for specific comunity
nation music\What is Community Radio - Science in the City -
Exploratorium.mp4
 Television
• supplement instruction with videos.
• Types of TV transmission:
– Broadcast : through electromagnetic waves
– Satellite : through communications satellite
nation music\How does Satellite TV Work - How Stuff
Works How Devices Work in 3D - Science For Kids.mp4
– Microwave : through tall towers that receive TV signals
– Cable : through antenna that receives the signal
nation music\How Cable TV Works.mp4
– Closed circuit : transmission directly from a camera to a
nearby TV by cable
 Computers

• the most frequently used forms of technology in the

developing world
• used at all levels of education

ways of computer use in education:

v Computer-based instruction (CBI) : consists
• Computer Assisted Instruction :computer program coded to
display prompts and instructions to a learner.
• Computer Managed Instruction: computer program coded to
present and score tests.
• Computer Supported Learning Resources :the use of the
computer in the delivery of instruction
 Cont---
• The Common Approaches of CBI includes:
– Drill and Practice: exercises designed to increase fluency
in a new skill or refresh an existing skill. lets students to do
a given task until they master it.
– Tutorial : computer acts as a tutor or instructor. It provides
remediation and feedback
– Simulation: provides a simplified representation of a real
situation; & the opportunity to apply knowledge
– Instructional Game: program with gaming elements;
provides a competitive situation with a defined goal.
– Problem-Solving : program designed to foster thinking or
problem solving skill
 Cont--
• Advantages of CBI
– It is interactive.
– It provides immediate feedback.
– Infinitely patient.
– Motivates learners.
– Provides consistency in presentation.
– Can adjust difficulty to level of learner.
 Cont---
• Web-based Instruction (WBI)
• Is a hypermedia-based instructional program
• It is instruction delivered using the Internet.
• Characteristics of Web-based instruction (WBI)
– Erase geographical constraints
– self pacing
– Enable to choose what & when to learn it
– Content can be continually added, modified, or updated
– Multiple delivery options
– Enable Continuous learning and Immediate feedback
– Minimizes cost such as travel cost
 Interactive Videoconferencing
nation music\Interactive Video Conferencing in Education.mp4

• Equipment: television, monitors, video cassette

records/players, microphones, cameras,
computers, codec (device transmits and receives
the video signals.
nation music\Video Conference Equipment Set-
Up.mov.mp4
• Point-to-point : connect two locations.
• Point -to-Multipoint : simultaneously connecting
more than two sites through the use of a multi-
point control unit.
• nation music\The AVer SVC500 Multipoint
Video Conferencing System.mp4
 Types of Videoconferencing systems

• Small room videoconferencing: for small groups (1-12

participants) at all sites seated around a conference table

• Classroom videoconferencing: uses high quality AV

components, codecs, and an interface that allows all
participants to be seen on the monitors.

• Desktop videoconferencing: utilizes a personal computer and

video conferencing software.
• nation music\Vidyo Desktop Video Conferencing.mp4
 Mobile Phones

• useful tools in developing countries.

• Allow to download information, send and receive texts to and

from their teachers,

• Enables to practice language and math skills alone and with

peer

• facilitate in-service teacher training

 Tablets and e-readers
Tablets :
• provide many of the same interactive features as computers
• are smaller, easily portable and less expensive.
e-readers:
• include multiple text books that updated regularly.
• powerful alternative to traditional books and textbooks
• have fewer features than tablet PCs, but less expensive
• allow users to download, store and read print media.
• requires a power source in order to re-charge the battery,
• last up to a week on a battery that has been charged for an hour
 Multimedia Projectors

• project documents and/or computer images onto a wall.

• allow the teacher to interact with the material along with the
students, or communicates the lesson to the students.

• Internet access is not required, unless the teacher wishes to

display a feature on a website, or stream an online video.

• Materials can also be downloaded on to a USB device, and

inserted directly into the projector for display.
• A simple mechanically powered generator can provide
electrical power.
 Open Educational Resources
• are published resources available online
• Support professional development and teacher training,
• Help to establish, build or support the knowledge economy of
universities in the developing world
• providing access to thousands of important academic journals
and other literature.
• extremely cost effective compared to print media.
• provide flexibility for students, particularly at the tertiary level;
• Enables to access content online according to their individual
schedules
• Enables to receive updates much faster than with textbooks.
 Cloud Computing:

• an off-site, online server that offers a robust and flexible way

to store important data or programs

• Does not require physical storage technology.

• Allow to access your information from anywhere at any time.
• Does not requires to be in the same location as storage device.
nation music\New Comedy Videos 2018_Village Comedy
Videos_Try Not To Laugh_Pagla BaBa.mp4
Production, Utilization and Evaluation of
Instructional Media
 Production of Instructional Media
• The preparation of new instructional media or modification of
the existing media
• Types of Media Production:
ü Imitative: transforming from original source to other
ü Adaptive: producing the existing materials in a new way
ü Creative: highest level of media production/ability to define
and solve problem in original way without direction.
• There are different models of designing instructional media
Activity: Group One (10-15 pages)
1) Discuss models of designing instructional media and materials
2) Discuss the principles of producing the following instructional media
ü Power point
ü Interactive video conference
 Utilization of Instructional Media

• This is the actual use of instructional media for teaching

learning in the classroom
• There are different principles that help to utilize each
instructional media effectively.
Activity: Group Two (10-15 pages)
Discuss the pros and cons and principles of utilizing the following
instructional media in the classroom:
1) Chalk board
2) Two dimensional media (graph, map and charts)
3) Three dimensional media (real object, models and mockups)
 Evaluation of Instructional Media

• Making judgment or decision about effectiveness of particular

instructional media for particular instructional purpose.
• There are different criteria to evaluate the effectiveness of
instructional media.
Activity : Group Three (10-15 pages)
1) Discuss the criteria to evaluate the effectiveness and quality
of instructional media.
2) Discuss focus elements during evaluation of instructional
media
 Cont---
Activity: Group Four (10-15 pages)
1) Discuss the relative use and disadvantages of different social
media for instructional purpose
Activity: Group Five (10-15 pages)
1) Discuss the concept and principles of TALULAR
2) Discuss major challenges of utilizing instructional media and
technology in classroom in Ethiopian secondary schools
 Thank You

nation music\galaanaa gaaromsaa- amala kee oromo

music 2016 new by raya studio.mp4