Design, selection and utilization of media

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By

Alaa Sadik, Ph.D.Visiting Consultant

Department of Instructional Technology

College of Education

asadik@squ.edu.om

freewebs.com/alaasadik

Design, Selection and UDesign, Selection and Uutilization utilization of Mediaof Media

Sultan Qaboos University

.

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PART ONEMedia, Technology & Learning

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1.Types of Instructional Media

Text, image & audio

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The HumanEar

Text (words, numbers, signs, symbols, equations, etc.)

The ear consists of three basic parts the outer ear, the middle ear, and the inner ear.

Each part of the ear serves a specific purpose in the task of detecting and interpreting sound.

………………………………

………………………………

………………………………

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Image (drawing, graph, photo, map, etc.)

The HumanEar

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Audio (human voice, sound effects, etc.)

The HumanEar

The human ear consists of ...

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The human ear consists of three parts:

1. The outer ear

2. The middle ear

3. The inner earListen

TheThe HumanHuman EarEar

Text, Image & Audio

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The New Media Class Hierarchy

- Temporal

- Static

- Computational

- Directive

(Waters, 1998)

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Temporal (animation)

The HumanEar

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Landing

The pilot managed to

land the airoplane safely

Temporal (video)

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Auditory

Physiology

Lab.This figure shows a summary of the maximum efferent mediated adaptation of the DPOAE for 168 intensity combinations of the primary tones in 0.4 dB steps.

Computational (graphs)

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Define

Values

Using

Sliders

Directive (sliders)

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Multimedia

End of this point

Transmission that combine different media of communication (text, graphics, audio, animation, video, etc.)

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2. Message Design

Communication Process

- Sender

- Message (to carry the content)

- Medium (to carry the message)

- Receiver

- Domain

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Media & Experience

Dale’s Cone of Experience

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Dale’s Cone of Experience Upper levels:

provide more information, compress information, faster for those able to process it, need more instructional support.

Lower levels: involve the learner as a participant, encourage active learning, provide less information, more stimuli and richer.

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Dale’s Cone of Experience

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3. Media & Technology Attributes

- Interactivity- Branching - Realism- Bandwidth

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Interaction

Exchange of information, ideas, opinions between andamong learners and teachers.

Usually occurring throughtechnology with the aim offacilitating learning.

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Types of Interaction

- Learner-teacher - Learner-learner- Learner-content- Learner-machine

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Time of Interaction

- Synchronous (time-dependent)

- Asynchronous (time-independent)

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Traditional Media

Technology-Mediated Interaction

Two-way Media

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Indexed design

Branching

Sequencing design

Exploration design

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4. Selection Criteria of Media & Technology Objectives are well-defined Content is clear Suitable for time and place Suitable for learner’s ability Interactive Reusable Cost-effective

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Selection Criteria

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5. Level of Technology Use

- Informational - Supplemental- Communal- Essential - Immersive

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PART TWOInstructional Design & Media

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Instructional Design

For whom is the programme being developed?

1. What do you want the learners to learn?

2. How is the subject content or skill best learned?

3. How do you determine the extent to which the learning has been achieved?

The structure of an environment to provide learners with conditions that support learning.

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Instructional Design

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Instructional Design of Courseware

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Instructional Design

(Dick and Carey, 1996)

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Instructional Design

(Kemp, 1994)

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Instructional Design

ASSURE Model

Analyze learners State objectives Select media and materials Utilize media and materials Require learner participation Evaluate and revise

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ID & Learning TheoriesBehaviourism

Learning is a sequence of stimuli and response actions in the learner.

Cognitivism

Focus on cognitive processes, such as retention and recall of prior learning.

Constructivism

Learning is an active process in which the learner builds knowledge and understanding from individual experiences.

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E xp e rie nc ing

G e ne ra lis ing

A p p lying

D isc us s ing

ConstructivismConstruction of

knowledge depends on:

1. the interaction between the learner and others in the learning environment.

2. an active engagement in problem-solving situations.

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PART THREEUtilization of Media

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Examples of Digital Media & Technologies

- Satellite broadcasting

- Video-conferencing

- CD-ROMs and DVDs

- The Internet and the Web

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Internet and Web Technologies

- Authoring tools

- Support tools

- Delivery and management systems (DMS)

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Authoring Tools

- For general purposes

FrontPage, MM Flash, etc.

- For instructional purposes

ToolBook Instructor, Authorware, etc.

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Authoring ToolsGneral

FrontPage

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Authoring ToolsInstructional

ToolBook Instructor

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Authoring ToolsInstructional

ToolBook Instructor

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Support Tools

- Word processors

- Photo editors

- Drawing tools

- Audio/video editors

- Web browsers

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Photo editors PaintShop Pro

Contains all the tools you need for creating, editing, and retouching your images. It is friendly enough for the casual user and professional.

Support Tools

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Drawing toolsSmartDraw

Contains all the tools you need for drawing shapes, instructional graphics, maps and flowcharts and export them in standard formats.

Support Tools

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Video editorsPinnacle Studio

Contain many tools to edit and produce professional video clips.

Support Tools

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Multimedia authoring Liquid Media

Rich multimedia authoring & presentation software package, capable of stunning effects with fluid motion.

Support Tools

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Multimedia authoring ECTI

Create presentations, demonstrations, simulations, images, Flash animations, etc.

Support Tools

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Delivery and Management Systems

- WebCT

- Blackboard

- TopClass

- Moodle

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WebCT - Tutor utilities- Course tools- Interaction tools

Delivery and Management Systems

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BlackBoard - Content builder- Communication tools- Assessment tool- Student administration

Delivery and Management Systems

Alaa Sadik, Ph.D.asadik@squ.edu.om

This presentation is available at www.freewebs.com/alaasadik

The End