Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

More documents

Recommendations

Info

change. • Effective instructors talk to the students, not the visual aids. Instructional Strategies Involving Media Resources on the Use of Media While it is necessary to talk about how media might improve classroom lectures, the reality is that there are more effective types of learning activities. Probably the most studied and researchbased movement in the use of technology today is being done by Vanderbilt University in the areas of situated cognition and anchored instruction. Situated cognition defines understanding as partially being a function of the context in which it is learned. Most of us have experienced a situation where we have learned something, but we cannot recall it when we need it. Or that we know that we should be able to solve a problem but the details escape us. This is known as inert knowledge. One reason for this lack of recall, according to John Seely Brown and others (1989), is that the knowledge was learned in a sterile classroom situation and was never applied in a real world context. One instructional technique to reduce inert knowledge is anchored instruction; that is, to instruct using an experience common to the students. Instructors at Vanderbilt create an anchor by showing a 12-15 minute video clip that presents the context for problem solving. All the data the student needs to solve the problem is contained in the video. Students work together in groups to find the data they need and solve the problem. The students present and defend their solutions, and the instructor provides feedback. Most collaborative learning situations today involve the use of media in some way. The Web provides a way for students in different locations to collaborate on problem solving and learning. (For details on using the Web as an instructional media tool, see Chapter 10 -- Using Course Websites as Instructional Tools.) The realization that learning is a social as well as a mental process is important to the understanding of how media can improve learning. Books/Articles • Azarmsa, R. (1991). Educational computing: Principles and applications. Englewood Cliffs, NJ: Educational Technology Publications. • Brandt, R. C. (1986). Flip charts: How to draw them and how to use them. Richmond, VA: Brandt Management Group. Section: Lesson Delivery 113 Chapter 9: Instructional Media
them. Richmond, VA: Brandt Management Group. • Brown, J. S., Collins, A., & Duquid, P. (1989). Situated cognition and the culture of learning. Educational Researcher, 18, 32-42. • Dale, E. (1969). Audiovisual Methods in Teaching (3 rd ed.). NY: Dryden Press. • Davis, R. H., & Alexander, L. T. (1977). Guides for the improvement of instruction in higher education: Vol. 4. Effective uses of media. East Lansing, MI: Michigan State University, Instructional Media Center. • Diamond, R. M. (1989). Designing and improving courses and curricula in higher education: A systematic approach. San Francisco: Jossey-Bass. • Horton, W., & Horton, K. (2003). E-learning tools and technologies: A consumer’s guide for trainers, teachers, educators, and instructional designers. Indianapolis: John Wiley & Sons. • McKeachie, W. J. (1986). Teaching tips: A guidebook for the beginning college teacher (8th ed.). Lexington, MA: D.C. Heath. • Newble, D., & Cannon, R. (2000). A handbook for teachers in universities and colleges: A guide to improving teaching methods (4 th ed.). New York, NY: Taylor & Francis Group. • Newby, T. J., Stepich, D. A., Lehman, J. D., & Russell, J. D. (1999). Instructional technology for teaching and learning: Designing instruction, integrating computers, and using media (2 nd ed.). Upper Saddle River, NJ: Prentice Hall Career & Technology. • Pettersson, R. (1989). Visuals for information: Research and practice. Englewood Cliffs, NJ: Educational Technology Publications. On-Campus Offices There are a variety of other media that can be considered, as technology develops to make classroom applications more varied. • Academic and Professional Program Service o o Center for Teaching and Learning can acquaint anyone who works in the classroom with recent developments in interactive video, computer-based instruction, and other instructional media. Teaching Technology Support Group -- Full service media center for faculty. Includes on-demand video and audio production, reproduction of materials within copyright restrictions, and use of MediaSite streaming. • Technology Enhanced Classrooms, part of University Computing Services, trains instructors to use the high-tech classrooms. • Digital Media Center at Strozier Library -- Provides resources and media self-service for faculty and students. Related Chapter Section: Lesson Delivery 114 Chapter 9: Instructional Media
Page 2 and 3:
INSTRUCTION @ FSU: A Guide to Teach
Page 4 and 5:
I. Course Planning -- Content Chapt
Page 6 and 7:
about what skills you expect a stud
Page 8 and 9:
• For a list of more active learn
Page 10 and 11:
Chapter 2 — Determining Learning
Page 12 and 13:
Related table queries Adding tables
Page 14 and 15:
denoting. • Synthesis - Involves
Page 16 and 17:
(higher-level objective -- evaluati
Page 18 and 19:
Example of a Course Planning Worksh
Page 20 and 21:
Chapter 3 — Creating a Syllabus F
Page 22 and 23:
• Influences student attitudes an
Page 24 and 25:
o o o o Helps organize and structur
Page 26 and 27:
ADA Policy: [Suggested language fro
Page 28 and 29:
attendance is necessary. Therefore,
Page 30 and 31:
source without citation; using fact
Page 32 and 33:
the syllabus. For example, use “y
Page 34 and 35:
watching movies with a better under
Page 36 and 37:
November 06-10 Essay Due Monday, No
Page 38 and 39:
Policy for missed tests: All studen
Page 40 and 41:
Writing Objectives Books/Articles
Page 42 and 43:
Diversity and the Academic Culture
Page 44 and 45:
upon the last digit of their FSU ID
Page 46 and 47:
In summary, learning is a complex p
Page 48 and 49:
e relieved if you have recorded tha
Page 50 and 51:
learning atmosphere that you want t
Page 52 and 53:
you stated on the syllabus. This gi
Page 54 and 55:
Chapter 6 — Especially for TAs Th
Page 56 and 57:
Consultants in the Program for Inst
Page 58 and 59:
is required of all TAs. More inform
Page 60 and 61:
Program for Instructional Excellenc
Page 62 and 63:
III. Lesson Delivery Chapter 7 —
Page 64 and 65: • In PowerPoint, less can be more
Page 66 and 67: finished, I expect you to be able t
Page 68 and 69: different things. Communication is
Page 70 and 71: students time to think and catch up
Page 72 and 73: Lecture Skills Observation Sheet Ne
Page 74 and 75: Chapter 8 — Using Active Learning
Page 76 and 77: New research shows that faculty who
Page 78 and 79: The guiding principle can be applie
Page 80 and 81: Note: Even when provided explicit i
Page 82 and 83: The Activities • Films o Films, a
Page 84 and 85: • Assessment of group work can be
Page 86 and 87: Role Playing, Drama, and Simulation
Page 88 and 89: material outside of class. (Michael
Page 90 and 91: ❒ Use groups to debate the sides
Page 92 and 93: • Allow sufficient wait time. Wai
Page 94 and 95: • Postpone the student who attack
Page 96 and 97: o o o How does this relate to theor
Page 98 and 99: Collaborative Learning Collaborativ
Page 100 and 101: • Finch, B. J. (1993, May). A mod
Page 102 and 103: Using Discussion • Barnes-McConne
Page 104 and 105: • Luquet, W., & Wetcher-Hendricks
Page 106 and 107: Chapter 9 — Instructional Media:
Page 108 and 109: Media can be used to support one or
Page 110 and 111: information being cut off the sides
Page 112 and 113: who may forget theirs, but create a
Page 116 and 117: See Chapter 10 -- Using Course Webs
Page 118 and 119: classrooms”), as well as via inte
Page 120 and 121: infrastructure can be built - and a
Page 122 and 123: o o o view or print - course syllab
Page 124 and 125: web-supported or online classes are
Page 126 and 127: Part 2: Read, Reply, and Respond Co
Page 128 and 129: termed as a distance-learning cours
Page 130 and 131: o o o proposed online program to th
Page 132 and 133: Learning How to Use Course Websites
Page 134 and 135: • Learning Resources -- Provides
Page 136 and 137: Chapter 11 — Teaching Contexts El
Page 138 and 139: and a sense of spontaneity, anticip
Page 140 and 141: • Give groups a sense of how much
Page 142 and 143: attention of an entire class. Sugg
Page 144 and 145: objectives. Each day begin the clas
Page 146 and 147: lecture or completing online assign
Page 148 and 149: for students to take the lab withou
Page 150 and 151: nothing more frustrating than repea
Page 152 and 153: laboratory section to the overall c
Page 154 and 155: • Interact with students. Take an
Page 156 and 157: IV. Student Assessment Chapter 12 -
Page 158 and 159: Table 1 -- Comparison of Limited-Ch
Page 160 and 161: choice items can be minimized in se
Page 162 and 163: content than most other item types
Page 164 and 165:
Cities of the World Quiz Directions
Page 166 and 167:
• Avoid providing grammatical clu
Page 168 and 169:
Disadvantages -- While we may see a
Page 170 and 171:
the final course grade (thus minimi
Page 172 and 173:
helpful Look for problems that aris
Page 174 and 175:
Table 2 illustrates item analysis f
Page 176 and 177:
• Treat students as individuals.
Page 178 and 179:
Essays expose student-reasoning pro
Page 180 and 181:
several projects. In most cases, it
Page 182 and 183:
• When responding, save yourself
Page 184 and 185:
• Peer Evaluations: The idea behi
Page 186 and 187:
would do something. Simulations can
Page 188 and 189:
• Nitko, A. J. (1983). Item analy
Page 190 and 191:
Philosophy 1 -- Grades are indicato
Page 192 and 193:
employees, and even the student’s
Page 194 and 195:
B (85 pts) C (75 pts) D (65 pts) F
Page 196 and 197:
Evaluating Performance Performance
Page 198 and 199:
you expect a lot, then ask for a lo
Page 200 and 201:
Psychology 101 for five years in a
Page 202 and 203:
on a complicated journey without lo
Page 204 and 205:
Checklist for Designing Writing Ass
Page 206 and 207:
Sample Explanations of Grades Given
Page 208 and 209:
Analytic and Holistic Scoring on Wr
Page 210 and 211:
Holistic Scoring Writing experts ha
Page 212 and 213:
Suggestions -- When Grading Writing
Page 214 and 215:
Research (40 points) A • Makes us
Page 216 and 217:
Resources on Student Assessment Ref
Page 218 and 219:
V. Course Evaluation and Revision C
Page 220 and 221:
o o clearly presented and changes d
Page 222 and 223:
• President and Provost have onli
Page 224 and 225:
summative evaluations for personnel
Page 226 and 227:
Self- Reflection Peer Review Videot
Page 228 and 229:
VI. Campus and Community Resources
Page 230 and 231:
testing, and permission to audiotap
Page 232 and 233:
various units offer an array of pro
show all

Chapter 9 - Instructional Media: Chalkboards to Video - CGISS

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?