INSTRUCTIONAL MEDIA

Instructional media in Education:

Instructional media means all devices and materials which can be used in the teaching and learning process.

Which includes not only electronic communications media, but also such devices as slides, photographs, teacher-made diagrams, charts, real objects and handouts that we use in the process of planned instruction. (Romiszowski)

      Why Use Instructional Media?

• They allow easy and repeated reproduction of an event or procedure
• Provide visual access to a process or technique 
• Provide a common framework of experience to a large number of learners
• Promote an Illusion of reality
• Present objectives to the learners
• Gain and hold the attention of the learner
• Focus attention or highlight key points
• Save time by avoiding wordy explanations
• Create impact
• Facilitate the understanding of abstract concepts
• Support learning through examples and visual elaboration
• Attracting attention 
• Developing interest/ motivation
• Adjusting the learning climate 
• Promoting acceptance (of an idea)
• Increasing students'understanding
  
  

      Role of instructional media in Teaching - Learning process

• For helping learners to articulate and represent what they know
• For reflecting on what they have learned and how they come to know it.
• For supporting learners internal discussions and meaning making
• For constructing personal representations of meaning for supporting mindful thinking
  
  
  
  

      VISUAL COMMUNICATION AND PEDAGOGY

• Visual communication is the transmission of information and ideas using symbols and imagery.
• It is one of three main types of communication, along with verbal communication (speaking) and non-verbal communication (tone, body language, etc.).
•  Visual communication is believed to be the type that people rely on most, and it includes signs, graphic designs, films, typography, and other examples.

       Pedagogy:

• The method and practice of teaching, especially as an academic subject or theoretical concept.
•  The study of the methods and activities of teaching.

Factors facilitating learning

Motivation-intrinsic and extrinsic –is a powerful factor which affects learning.

Intrinsic Motivation: 

• Intrinsic motivation refers to behavior that is driven by internal rewards. 
• The motivation to engage in a behavior arises from within the individual because it is naturally satisfying to you.
• Intrinsic motivation may consist in the basic human need for achievement and the desire for self-actualization. Ex: Self-discovery and self-fulfillment.  Intellectual needs: need for knowledge, understanding Cognitive drive: interest in the subject

Examples of actions that are the result of intrinsic motivation include:

• Participating in a musical concert because you find the activity is enjoyable.
• Playing chess because you find the challenge is interesting
• Playing a game because you find it is fun.

Extrinsic Motivation

• It occurs when we are motivated to perform a behavior or engage in an activity to earn a reward or avoid punishment.

• Teaching methods, learner’s perception of the learning environment, assessment procedures, teachers' expectation, reward and external pressure. (Social, parental)

Examples of behaviors that are the result of extrinsic motivation include:

• Competing in a race to win a prize
• Studying because you want to get a good grade
• Participating in a sport to win awards
• Cleaning your room to avoid being scolded by your mother

• References: https://www.verywell.com/what-is-intrinsic-motivation-

  

Media in the Instructional Design Plan

ERA	MEDIA	CHARACTERISTICS	OUTCOME
1990s	Visual media	School museum as supplementary material (first school museum opened in St. Louis in 1905)	Materials are viewed as supplementary curriculum materials. District-wide media center is the modern equivalent.
1914-1923	Visual media films, slides, photographer	Visual instruction movement	The impact of visual instruction was limited because of teacher resistance to change, quality of the file and cost etc.
Mid 1920s to 1930s	Radio broadcasting, sound recordings, sound motion pictures	Radio Audiovisuals instruction movement	Education in large was not impacted.
World War II	Training films, overhead projector, Audio equipment, simulators and training devices.	Military and industry at this time had strong demand for training.	Growth of audio-visual instruction movement in school was slow, but audio visual device were used extensively in military services and industry.
Post world war II	Communication medium	Suggested to consider all aspects of a communication process(influenced by communication theories)	This view point was first ignored, but eventually helped to expand the focus of the audiovisual movement.
1950 to mid-1960s	Television	Growth of instructional television	Instructional television was not adopted to a great extent.
1950s- 199s	Computer	Computer –assisted instruction (CAI) research started in the 1950s, became popular in the 1980s a few years after computers became available to general public.	The impact of CAI was rather small and the use of computer was far from innovative.
1990s-2000	Internet simulation	The internet offered opportunities to train many people long distances. Desktop simulation gave advent to levels of interactive Multimedia Instruction.  (IMI)	Online training increased rapidly to the point where entire curriculums were given through web-based training. Simulations are valuable but expensive, with the highest level being used primarily by the military and medical community.
2000s-2010s	Mobile devices, social	On-demand training moved to people’s personal devices; social media allowed for collaborative learning.	The impact from both are too new to be measured.