Media Choice, Selection & Integration ES-318: Communication Technology for Distance Education

Interactive Mode Send Me (Sanjaya Mishra) SMS for this Session TYPE <RC> <No. of students present> and SMS to (0) 9868 55 1469 eg. BHOPAL 2

Send Me (Sanjaya Mishra) SMS for this Session

TYPE <RC> <No. of students present> and SMS to (0) 9868 55 1469

eg. BHOPAL 2

Learning Outcomes After this session, (and interactions) it is expected that you will be able to: Categorize media used in distance education; Select appropriate media in a given distance education situation; Integrate non-print media in distance teaching; and Reflect on IGNOU’s approach to media use.

After this session, (and interactions) it is expected that you will be able to:

Categorize media used in distance education;

Select appropriate media in a given distance education situation;

Integrate non-print media in distance teaching; and

Reflect on IGNOU’s approach to media use.

Media in Distance Education Print Radio/ Audio cassette Television/ Video cassette Teleconference/ Interactive TV Computer-based Training Multimedia CDs Web-based materials Models, Home Kits, etc.

Print

Radio/ Audio cassette

Television/ Video cassette

Teleconference/ Interactive TV

Computer-based Training

Multimedia CDs

Web-based materials

Models, Home Kits, etc.

Taxonomy of Educational Media Romiszowoski (1974) based on sensory channels Audio : teacher’s voice, language labs, audio tape, radio broadcast, etc. Visual : pictures, charts, models, handouts, transparencies, instructional materials Audio-visual : television, CCTV, videotape, etc. Tactile : working models, simlated devices, adaptive teaching machines, etc.

Romiszowoski (1974) based on sensory channels

Audio : teacher’s voice, language labs, audio tape, radio broadcast, etc.

Visual : pictures, charts, models, handouts, transparencies, instructional materials

Audio-visual : television, CCTV, videotape, etc.

Tactile : working models, simlated devices, adaptive teaching machines, etc.

A Simple Classification Computer-based media, Interactive multimedia, WWW WWW (partially non-interactive), Radiotext, Word processing Integrated Computer generated 3-D models Physical objects, models, Home Kits 3-D Models Interactive TV, Vidoe teleconferencing (1 way vidoe. 2 way audio) Video tape, Television, Cable TV Video Radio-phone in, Audiographics, Audio conference,, Telephone Audio tape, Radio, Audio vision (partially interactive) Audio --- Textbook, pictures, SIM (partially interactive) Print Interactive Non-interactive Media

Selection of Media Advantages of non-print media Greater delivery capabilities Supplement to print Rich media representing reality or near reality Motivates learners psychologically Accommodates individual needs Extend the role of a teacher

Advantages of non-print media

Greater delivery capabilities

Supplement to print

Rich media representing reality or near reality

Motivates learners psychologically

Accommodates individual needs

Extend the role of a teacher

Selection of Media Based on which media attributes can best facilitate a particular learning task How to integrate the media to achieve the learning outcomes.

Based on which media attributes can best facilitate a particular learning task

How to integrate the media to achieve the learning outcomes.

Romiszowski’s Media Selection Wheel Facilities Effective communication Practical constraints Reasonable cost Human factors Time Availability Market MEDIA SELECTION Learners Content Objectives Teachers

Bates’ Criteria Access Cost Teaching function Interactivity Organizational issues Novelty Speed

Access

Cost

Teaching function

Interactivity

Organizational issues

Novelty

Speed

Approaches to Media Use Independent Complimentary Supplementary Integrated Print with audio/ video (as tape; as broadcast) Audio vision Radio vision Multimedia

Independent

Complimentary

Supplementary

Integrated

Print with audio/ video (as tape; as broadcast)

Audio vision

Radio vision

Multimedia

IGNOU’s Media Use MULTI-MEDIA approach Supplementary approach

Re-thinking IGNOU’s Media Use Use Bates’ criteria Programme-wise decision making Lack of research

Use Bates’ criteria

Programme-wise decision making

Lack of research