2. MEMBERS OF GROUP 1
Ni Kadek Diantini (213105)
Ni Ketut Happy Karlina Gina (213088)
Jefrieska Anggun Lyontin (213101)
I Gede Aca (213053)
I Kadek Adi Sudyarsana (213041)
3. TABLE OF CONTENTS
Learning Method
Media
01 04
02 05
03 The Roles of Media
In Learning 06
Technology
Conclusion
4. Media, Technology, and Learning
o Technology and the media have influenced education
throughout history.
o The influence of media and technology in the classroom is
definitely affecting the roles of the teacher and the student.
o It is essential that the teacher considers media and
technology in the context of learning and their possible
effects on students’ outcomes.
6. o Process by which a person acquires new information,
abilities, or attitudes through interactions with the
outside world and other people.
o The physical space, the psychological atmosphere,
the instructional methods, the media, and the
technology all make up the learning environment.
o The way teaching is planned and delivered greatly
affects both what is learned and how well it is applied
by the learners.
7. Behaviorist Perspective
• B. F. Skinner, a psychologist at Harvard
University, was at the forefront of this
movement (behaviorism)
• Behavior of an organism could be
modified by reinforcing or rewarding
the organism’s desired environmental
responses.
• The result was the development of
programmed instruction, a method for
guiding a learner through a series of
instructional steps to a desired level of
performance.
Psychological Perspectives on Learning
Cognitivist Perspective
• Construct a mental model of short-term &
long-term memory in which new
information is stored in short-term
memory and practiced until it is suitable to
be stored in longer-term memory.
• The Swiss psychologist Jean Piaget (1997)
illustrates how cognitive psychologists
view the mental processes that individuals
use to respond to their environment.
• His work focuses on the three
fundamental concepts of mental
development: schemata, assimilation, and
accommodation.
8. Schemata
• Mental structures that
individuals use to
organize their
perceptions of their
surroundings.
• Change through
assimilation and
accommodation, which
should be encouraged in
the learning
environment.
• These distinctions result
in the formation of
schemata, or the capacity
to classify objects
according to their
distinguishing
characteristics.
Assimilation
• A cognitive process by
which a learner
incorporates new
information and
experiences into his or
her existing schemata.
• Assimilation results
from experiences that
expand the schema
without altering its
fundamental
structure.
Accommodation
• Accommodation is the
process of modifying
existing schemata or
developing new ones.
• A learner may either
create a new schema
or modify an existing
schema to
accommodate the
new stimulus.
9. Constructivist Perspective
• Movement that views students’
engagement in meaningful
experiences as the essence of
education.
• Learners create their own
interpretations of the world.
• Learning occurs most effectively when
students are engaged in authentic
tasks that relate to meaningful
contexts.
Psychological Perspectives on Learning
Social-Psychological
Perspective
• Examines the effects of the classroom's
social organization on learning,
including group structure, authority
structure, and reward structure.
• Robert Slavin has developed a
collection of cooperative learning
techniques that exemplify the
principles of small-group collaboration,
learner-controlled instruction, and
group achievement-based rewards.
10. Approaches to Instruction
Arrangement of information and environment to facilitate
learning, which includes the methods, media, and technology
used to convey information and direct the learner’s study.
Instructors and instructional designers should adopt a
pluralistic stance toward contending schools of learning
psychology and employ what is effective.
11. Finding a Middle Ground
Active participation. When students are actively engaged in meaningful tasks and
interacting with the content, they learn effectively.
Practice. Increases retention rate and the ability to implement new knowledge, skill, or
attitude.
Individual differences. Effective methods permit individuals to advance at different
rates, cover different material, and even engage in different activities.
Feedback. Learners need to know whether or not their thinking is on the right track.
Realistic contexts. The knowledge presented in a real-world context is most likely to be
remembered and applied.
Social interaction. A number of pedagogical and social supports can be provided by
peers functioning as tutors or peers in a peer group.
12. A Philosophical Perspective on Learning
o Technology has the potential to dehumanize students, but when used effectively, it
can individualize and humanize the teaching/learning process to an extent that was
previously unattainable.
o Instructors should view students as human beings with rights, privileges, and
motivations.
o Using instructional technology does not preclude a humane teaching/learning
environment, as it can contribute to a participatory learning environment for students.
14. The media is a communication channel that transmits information
between a source and a receiver.
The Concrete-Abstract Continuum
o Instructional media that incorporate concrete experiences facilitate the integration of
prior knowledge and the acquisition of abstract ideas.
o Edgar Dale created the “Cone of Experience” in order to strike an equilibrium
between the concreteness of learning experiences and time constraints.
o Psychologist Jerome Bruner developed a descriptive scheme for designating
instructional activities, that instruction should progress from enactive (direct)
experience to iconic (pictures and videos) representations of experience to symbolic
representations (such as the use of words).
16. Instructor-Directed Instruction
o The most common use of media in an
instructional setting is to supplement
the “live” instructor.
o The significance of the instructor’s role
in the efficient utilization of
instructional media.
o Ausubel (1968) introduced the concept
of advanced organizers as an
instructional aid.
o An advanced organizer may take the
form of an overview or introduction to
the lesson’s content, a statement of the
information's underlying principles, or a
statement of learning objectives.
Instructor-Independent
Instruction
o When a teacher is absent from a formal
education setting, media can be utilized
effectively.
o Self-instruction and cooperative
learning are closely related, as students
work together in groups or collaborate
with the teacher on learning initiatives.
o The use of self-instructional materials
permits teachers to devote more time
to diagnosing and correcting student
problems, consulting with individual
students, and teaching individually and
in small groups.
17. Media Portfolios
A portfolio is a compilation of student work
that demonstrates development over time.
o Collect, organize, and distribute
information
o Analyze connections
o Examine hypotheses
o Communicate the results with precision
o Record numerous performances
o Consider their learning and actions
o Highlight their objectives, outcomes, and
top concerns.
o Display their creativity and individuality
Electronic Portfolios
• Computer workstations equipped with
video and audio digitizing cards, printers,
scanners, and digital cameras are utilized
to evaluate student learning and physical
and social development.
• Electronic portfolios are more effective
than traditional portfolios in terms of their
creation and navigation.
• Storage space is another advantage, and
electronic portfolios are better organized
and interconnected.
• The disadvantages of creating electronic
portfolios are equipment, accessibility,
security, and time.
18. Thematic Instruction
• Teachers now
organize their lessons
around themes or
anchors, incorporating
content and skills
from a variety of
disciplines.
• The unit begins with a
“shared experience”,
the lesson then
transitions to “shared
expertise.”
Distance Education
• Distance education is
distinguished by the
separation of the
instructional team
from the student(s)
during the learning
process.
• The course material
must be delivered via
instructional media.
Education for
Exceptional Students
• Regardless of their
inherent abilities,
specially designed and
adapted media can help
them reach their fullest
potential.
• Adjusting instruction for
all exceptional groups
necessitates a
substantial reliance on
media and materials, as
well as the selection of
these materials for
specific purposes.
20. • Instructional methods have been characterized as “presentation forms” such
as lectures and discussions.
• Methods are the instructional procedures chosen to assist learners in
achieving the objectives or internalizing the content or message.
Ten Method Categories
1. Presentation
2. Demonstration
3. Discussion
4. Drill-and-Practice
5. Tutorial
6. Cooperative Learning
7. Gaming
8. Simulation
9. Discovery
10. Problem Solving
21. o Presentation. The presentation method is a one-way
communication controlled by the source, with no instantaneous
interaction or response from the audience.
o Demonstration. In this method, students observe a real or lifelike
example of the desired talent or procedure.
o Discussion. Discussion can be used to prepare students for a
presentation by arousing their curiosity or focusing their attention on
important points.
o Drill-and-Practice. The learners are guided through a series of
practice exercises to increase their fluency in a new skill or to hone an
existing one.
o Tutorial. Tutoring is a one-on-one method for teaching fundamental
abilities such as reading and math.
22. o Cooperative Learning. Students can engage in cooperative
learning by discussing texts and consuming media, as well as by creating
media.
o Gaming. Gaming provides a playful environment in which students
endeavor to achieve a difficult objective.
o Simulation. In simulation, students confront a scaled-down version of a
real-world circumstance.
o Discovery. The discovery method employs an inductive or inquiry-
based approach to learning, presenting problems for trial-and-error
resolution.
o Problem Solving. Real-life issues serve as a starting point for
learning, allowing students to acquire the necessary knowledge and skills.
24. o The term technology has multiple meanings, extending
from hardware to problem-solving.
o According to John Kenneth Galbraith, the definition of
technology is the systematic application of scientific or
other organized knowledge to practical tasks.
o The leading professional association in the field defines
instructional technology as “the theory and practice of
designing, developing, utilizing, managing, and
evaluating processes and resources for learning.”
25. Q & A
SESSION
If you have any questions, don’t hesitate to ask us!
26. CONCLUSION
It is imperative that the teacher, as the facilitator of learning, evaluate the role
of media and technology in the context of learning and their potential effects
on student outcomes. Instruction is the arrangement of information and
environment to facilitate learning in this learning process, including the
methods, media, and technology used to convey information and direct the
learner's study. Media can perform a variety of roles in learning, depending on
whether the instruction is provided by a teacher or a student. In addition to the
media, the methods are crucial for assisting learners in attaining goals or
internalizing the content or message. The process of analyzing learning tasks,
deconstructing them into their component components, and then designing
the steps necessary for learners to complete those tasks constituted a learning
technology.
