Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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21 Media Selection Peter Fenrich If the Grand Canyon, one of the world’s most spectacular sights, holds a viewer’s interest for an average of 90 seconds then imagine how long your video clip can hold your learner’s attention. – Peter Fenrich (2005) Education for a Digital World 321
21 – Media Selection Learning outcomes After completing this chapter, you should be able to: • Select the best media mix for increased learning and maximum cost-effectiveness. • Know the different media categories: text, audio, visuals, video, animations, and real objects. • Understand how each medium relates to learning. • Describe how different media can affect a learner’s motivation. • Have ideas about how to keep the message clear. Introduction A major part of instructional design is selecting the appropriate media mix to effectively teach the learning outcome(s). Selecting the best media mix increases learning and maximizes cost-effectiveness. Some concepts are extremely difficult to teach without the correct media mix. This chapter introduces you to the different media categories: text, audio, visuals, video, animations, and real objects. The chapter explains how each medium relates to learning and describes how media can affect a learner’s motivation. The strengths and weaknesses of each medium are presented with respect to the different learning outcome classifications, as previously discussed in Chapter 10, General Principles of Instructional Design. This chapter also provides ideas on how to keep the message clear. Media categories The media categories you can include in an online course are: • text – Text is typically presented on computer screens but the resources you provide can also include print-based materials. • audio – Audio can be heard from DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. However, an online course can also include resources like tapes (audiocassettes), radio, television, and live commentary. • visuals – Visuals can be stored on DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. Other resources can include slides, photographs, overhead transparencies, and paperbased material. • video – Video can be retrieved from DVD-ROM/CD- ROM disks, computer hard drives, an intranet, and the Internet. Other sources can include mini- DV tapes, film, and VHS tapes. • animations – Animations can be stored on DVD-ROM/CD- ROM disks, computer hard drives, an intranet, and the Internet. Film, VHS tapes and other sources can also contain animation resources. • real objects – Real objects include actual equipment and models. Note that: • Video typically includes natural images recorded with video equipment, whereas animations are usually created artificially with computers and/or other tools. • Video materials often include an audio component. • There are major differences between video and film. This chapter uses the terms film and video synonymously. Media and learning The media you select do not determine whether learning will occur. The media simply carry your message to the learner. However, the media you use can influence the amount of learning that occurs. If you combine the media’s strengths with instructional methods that take advantage of these strengths, you can positively influence learning. Complete instructional packages can, but should not necessarily, include all of the different media. Note that: • Learning from course content that includes more than one medium is usually more effective than content using only one medium. This is partly because different parts of the brain process different information. For example, some parts of the brain process text, while others process visuals. When instructional materials activate more regions of the brain, there are increases in learning and retention compared to materials that require fewer parts of the brain to process information. Practical Guideline Teaching with more than one medium is usually more effective than teaching with only one medium. 322 Education for a Digital World
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Education for a Digital World ADVIC
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Contents Chapter Abstracts / v Intr
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Chapter Abstracts Part 1: The Impac
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Chapter Abstracts on a revised Bloo
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Chapter Abstracts BUILDING COMMUNIT
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Chapter Abstracts ration are expand
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Introduction phasizes the building
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1 Emerging Technologies in E-learni
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1 - Emerging Technologies in E-lear
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2 Virtual Design Studios: Solving L
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2 - Virtual Design Studios created,
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2 - Virtual Design Studios • allo
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3 Challenges Confronted and Lessons
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4 Addressing Diversity in Design of
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5 - Mobile Learning in Developing C
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6 - The Impact of Technology on Edu
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7 Learning Management Systems Don M
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8 Exploring Open Source for Educato
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9 Quality Assurance by Design Niki
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10 - General Principles of Instruct
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11 Accessibility and Universal Desi
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12 Articulation and Transfer of Onl
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13 - Planning Your Online Course Le
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14 - Assessment and Evaluation 14 A
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Part 3: Implementing Technology Edu
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15 - Understanding Copyright: Knowi
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17 E-learning Standards Randy LaBon
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26 - Techno Expression Learning out
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27 Social Media for Adult Online Le
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31 Looking Forward: Stories of Prac
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Contributors Dr. Mohamed Ally, Prof
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Education for a Digital World Advice, Guidelines and Effective Practice from Around Globe, 2008a

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