Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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Chapter 9 — Instructional Media: Chalkboards to Video Different types of educational experiences exist -- from hands-on apprenticeships to roleplaying, from demonstrations to reading printed text. Some educators believe that different experiences are more or less effective for achieving different types of instructional outcomes. For example, text with pictures is not as effective as live demonstrations for teaching motor skills. Instructors who are considering the use of media should ask themselves, “How do I expect the media or type of learning activity to make learning more effective” • Types of Instructional Media • Why Use Media in Instruction • Media Used to Enhance Presentations • General Presentation Guidelines • Instructional Strategies Involving Media • Resources on the Use of Media Types of Instructional Media • Real objects and models • Printed text (books, handouts, worksheets) • Printed visuals (pictures, photos, drawings, charts, graphs) • Display boards (chalk, bulletin, multipurpose) • Interactive whiteboards • Overhead transparencies • Slides and filmstrips • Audio (tape, disc, voice) • Video and film (tape, disc) • Television (live) • Computer software • The Web Section: Lesson Delivery 105 Chapter 9: Instructional Media
The diagram shows how Edgar Dale’s “Cone of Experience” (1969) -- organized learning experiences according to the degree of concreteness each possesses. At the bottom is hands-on experience. As you ascend the cone, concrete experience begins to drop out, with stimuli becoming more abstract; the stimuli require more skill on the part of the learners to interpret the messages they carry. You can see why lectures, even illustrated lectures, are considered to be some of the most abstract types of presentations. For certain types of learning (such as changing attitudes or teaching motor skills), experiences at the bottom of the cone are more appropriate than those at the top. Learning experiences at the bottom of the cone tend to hold student attention longer and involve active student participation. Media at the top of the cone are said to be more passive but are suitable for transmitting large amounts of information quickly. Which is best depends upon your purposes and circumstances. While the Web is becoming popular for distributing other types of mediated messages, it is not always practical, and other types of media are more appropriate. Why Use Media in Instruction As a rule, educational experiences that involve the learner physically and that give concrete examples are retained longer than abstract experiences such as listening to a lecture. Instructional media help add elements of reality -- for instance, including pictures or highly involved computer simulations in a lecture. Section: Lesson Delivery 106 Chapter 9: Instructional Media
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INSTRUCTION @ FSU: A Guide to Teach
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I. Course Planning -- Content Chapt
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about what skills you expect a stud
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• For a list of more active learn
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Chapter 2 — Determining Learning
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Related table queries Adding tables
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denoting. • Synthesis - Involves
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(higher-level objective -- evaluati
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Example of a Course Planning Worksh
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Chapter 3 — Creating a Syllabus F
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• Influences student attitudes an
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o o o o Helps organize and structur
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ADA Policy: [Suggested language fro
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attendance is necessary. Therefore,
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source without citation; using fact
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the syllabus. For example, use “y
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watching movies with a better under
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November 06-10 Essay Due Monday, No
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Policy for missed tests: All studen
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Writing Objectives Books/Articles
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Diversity and the Academic Culture
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upon the last digit of their FSU ID
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In summary, learning is a complex p
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e relieved if you have recorded tha
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learning atmosphere that you want t
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you stated on the syllabus. This gi
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Chapter 6 — Especially for TAs Th
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IV. Student Assessment Chapter 12 -
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Table 1 -- Comparison of Limited-Ch
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choice items can be minimized in se
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content than most other item types
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Cities of the World Quiz Directions
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• Avoid providing grammatical clu
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Disadvantages -- While we may see a
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the final course grade (thus minimi
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helpful Look for problems that aris
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Table 2 illustrates item analysis f
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• Treat students as individuals.
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Essays expose student-reasoning pro
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several projects. In most cases, it
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• When responding, save yourself
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• Peer Evaluations: The idea behi
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would do something. Simulations can
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• Nitko, A. J. (1983). Item analy
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Philosophy 1 -- Grades are indicato
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employees, and even the student’s
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B (85 pts) C (75 pts) D (65 pts) F
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Evaluating Performance Performance
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you expect a lot, then ask for a lo
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Psychology 101 for five years in a
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on a complicated journey without lo
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Checklist for Designing Writing Ass
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Sample Explanations of Grades Given
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Analytic and Holistic Scoring on Wr
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Holistic Scoring Writing experts ha
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Suggestions -- When Grading Writing
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Research (40 points) A • Makes us
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Resources on Student Assessment Ref
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V. Course Evaluation and Revision C
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o o clearly presented and changes d
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• President and Provost have onli
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summative evaluations for personnel
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Self- Reflection Peer Review Videot
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VI. Campus and Community Resources
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testing, and permission to audiotap
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various units offer an array of pro
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Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

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