overview of media

8/12/2019 Overview of Media

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Session Objectives

After this session, you will-

Define the medium for learning.

Classify the media for learning.

Use chalkboard effectively.

describe the uses of different medium for

learning.

Select a suitable medium for a givensituation.


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A medium is broadly

conceived as any

person, materialor eventthat provides the learner

to gain information so as

to acquire knowledge,skills and attitudes.


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Then, why do we need other media?


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Students need visual sense to teachers oral

delivery.Students want real objects and their motions or

their pictures,figures, videos to learn about their

attributes and behaviour.The excellent presentations of the teachers are

required to be preserved for repetitions and mass

viewing.Students will like to learn at their own time, pace &

may need repetitions.


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1. The pictures, videos& animations

of industry & field based

equipment & plant could be shown

with motions of different parts.
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2. Tiny & distant objects could beshown by enlarging for maximum

details, which other wise is not

possible to perceive through normal

vision.


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3. Slow & fast moving objects may be shown at aspeed, which could be viewed for detailed

studies & analysis.

TOO SLOW TOO FAST


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4. Activities of dangerous objects could berecorded from a distance for the maximum

safety of viewers.

TOO

DANGEROUS


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5. They try to serve the students through more than

one senses.

6. They can bring stimulus variations in students, there

by maintaining high attention levels.


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9. In Video, instant recording & viewing is possible

for analysis & results. If not satisfactory, could

be recorded again.

8. Feeling & emotions of the people could beutil ised to motivate the students.


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CLASIFICATION OF MEDIA

Media may be classified in a variety of

ways-

Inquisition & exposition media.Print & Non print

Static & dynamic.

Criterion & mediating.

Hardware & software,

Projected & non- projected.


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EXPOSITION (TEACHER CENTRED)

INQUISITION ( LEARNER CENTREINQUISITION ( LEARNER CENTRE

DYNAMICDYNAMIC STATICSTATIC

BOARDS- (CHALK,MARKER)OHP

CHARTS

PHOTOGRAPHS ,SLIDES

PRINT MATERIAL (TEXTUAL )

MAGNETIC CUTOUTS

OHP MODELS

VIDEOS-(BROADCAST/

MASS VIEWING)

MULTI-MEDIA

PRESENTATION

COMPUTER BASED PGMS.-

(LEARNER DRIVEN- CBT, CAI

ANIMATIONS, GAMES &

SIMULATION)

SELF LEARNING MODULES

MULTI-MEDIA PACKAGES.AUDIO TAPES

VIDEOS- INDIVIDUAL


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Text books.

Reference books.

Journals,

Magazines,

Work books,Encyclopedia,

Handouts, etc.


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Interactive boardsCHALK BOARDWHITE BOARDELECTRONIC BOARD

Non-Interactive boardsMAGNETIC BOARD.FLANNEL BOARD.PEG BOARD.


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Describe concepts & principles through text &illustrations.

Describe construction & working.

Describe methods & processes.

Show classifications & relationships.

Explain behaviour of variables through tables,graphs, etc.

Drive equations.

Solve problems, etc.

PROVIDE VISUAL SENSETO STUDENTS DURING

INSTRUCTION-


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1. Intermediate rubbing at chosen intervals.

2. Roll your chalk during writing for uniform

thickness and intensity of whiteness.

3. Students should be able to see the board avoid

obstruction.

4. Avoid long duration of talking while facing theboard.

5. Use ancillary boards for prepared works.


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Figure for spare board


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6. PLAN CONTENT IN TWO OR THREE

SEGMENTS

INCIDENTA

L

SEQUENTIALMAIN POINTS


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7.WRITING SHOULD BE LEGIBLE SIZE OF LETTERS

HEIGHT OF LETTERS- 1 MM PER FOOT OF

VIEWING DISTANCE.

SHAPE OF LETTERS- FULL ROUNDEDLETTERS

SPACING OF LETTERS- AS PER VIEWING

DISTANCE

LEVELNESS OF LINES-


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8.Emphasize important terms by

CAPITAL LETTERS.Enlarged letters.

Underlines.

Coloured chalks.


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9.For making diagrams First make use of light layout lines/ guide

strokes,

Finish the diagram with bold & clean strokes.

Label diagrams with proper letters &

connection arrows.

Use isometric grid for three dimensionaldiagrams.

Readymade templates may be used for

drawing circles, ellipse, etc.


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SINGLE SHEET

MULTI-SHEET


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Charts are coloured

presentations of

art work, text,relationships, drawings,

figures, photographs,

graphs,etc.


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We may show-

Textual information.

Tables.

Graphs.

Drawings, Figures.

Photographs.

Cartoons.

Combinations of above.


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It is a very popular powerful media. Itis available on-broadcast mode,cable system,VCR / VCD/ DVD players

on to the TV.Thus, it is a medium which isbeing used from mass education toindividualized education .


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computers along with relevant hardware &

software accept, store and process all kinds

of information & media, such as text, photos,

figures, audio, videos, tables, graphs, etc. andcan also generate drawings, tables, graphs

and animations.
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Computers can be used in a variety of ways-

Computer assisted instruction.

Computer based training.

Computer managed instruction.

Providing access to internet world ofinformation.

VERBAL SYMBOLS


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DIRECT PURPOSEFUL EXPERIENCE

CONTRIVED EXPERIENCES-MODELS; MOCK-UPS; SIMULATION

DRAMATIZE EXPERIENCES-PLAYS, PUPPETS; ROLE PLAYING

DEMONSTRATIONS

STUDY TRIPS

EXHIBITS

EDUCATIONAL TELEVISION

MOTION PICTURES

STILL PICTURES

RADIO AND RECRDING

VISUAL SYMBOLS-SIGNS;

STICK FIGURES

VERBAL SYMBOLS

DALES CONE

OF

EXPERIENCE

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SELECTION FOR

VISUAL MEDIA

ARE IMPORTANT

ASPECTS OF THE

OBJECT HIDDEN

OR OBSCURED?

IS THE OBJECT

AVAILABLE?

DOES TOPIC

REQUIRE A THREE

DIMENSIONPRESENTATION?

DOES THE TOPIC

REQUIRE THAT

STUDENTS LEARN

TO RECOGNISE ORCOPY MOTIONS?

VISUAL MEDIA

PROBABLY NOT

NECESSARY

WHY NOT USE THE

REAL OBJECT?

STILL VISUAL MEDIA

ARE GOOD ENOUGH

CONSIDER USING A

MODEL OR MOCK-UP

A MOTION FILM

OR WORKING

MODEL OR LIVE

DEMONSTRATION

IS OBJECT

TOO LARGE OR

TOO SMALL TO BE

EASILY

OBSERVED?

DOES TOPIC DEAL

WITH CONCRETE

OBSERVABLE

OBJECTS?

DOES TOPIC DEAL

WITH CONCEPTS

NOT THEMSELVES

OBSERVABLE

BUT WITHOBSERVABLE

OBJECTS?

YES

YES YES YES

YESYES

YESNO

NO

NO

NO

NO NO

NO

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SELECTION FOR41


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SELECTION FOR

VERBAL & SOUND

MEDIA

IS THE TOPIC

COMPLEX OR

ABSTRACT OR IS

ITS STRUCTURE

INVOLVED?

IS THE AUDIO

CONTENT CAPABLE

OF BEING

PRE-PREPARED

AS A SCRIPT?

CONSIDER PURELY

VISUAL MEDIA

LIVE COMMENTRY

BY A TEACHER OR

INSTRUCTOR

A WRITTEN TEXT

WILL BE SUPERIOR

TO A SPOKEN

COMMENTRY

CONSIDER A

RECODRED

TAPE/DISC.

SOUND MEDIA

ESSENTIAL FOR

EFFECTIVE

LEARNING. (LIVE OR

PRERECORDED)

ARE SOUNDS AN

INTEGRAL PART

OF TOPIC?

IS VERBAL

COMMUNICATION

THE MAIN

OBJECTIVE?

CAN TOPIC BE

ADEQUATELY

COMMUNICATED BY

VISUALS & WRITTEN

CAPTIONS?

IS THE TOPIC

TAUGHT REGULARLY

AND THE

TREATMENT ALWAYS

THE SAME?

NO

NO NO

NO NO

NO

YES

YES

YESYES

YES YES

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overview of media

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