Key Concepts in selection and use of media in nursing education
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This document discusses key concepts in selecting and using instructional media in education. It defines instructional media as information carriers designed to fulfill teaching and learning objectives. Several factors should be considered when selecting media, including learning objectives, group size and characteristics, available resources, and technical support. There are also various principles for selecting media, such as being learner-centered, motivating interest, and achieving educational value. Different types of media are also classified, such as projected, non-projected, audio, and visual aids. Research studies on selecting instructional media focus on determining the influencing factors.
Key Concepts in selection and use of media in nursing education
- 1. KEY CONCEPTS IN SELECTION AND USE OF MEDIA IN EDUCATION PRESENTER MATHEW VARGHESE V MSN FHNP CCEPC CSTPN
- 2. INSTRUCTIONAL MEDIA INTRODUCTION There is a famous Chinese proverb which says “What I hear I forget, what I see I remember, what I do I understand “. Different types of instructional media enhances clarity in communication. It increases forcefulness of subject being learned or taught. Instructional technology involves integration of men, machines materials and ideas
- 3. INSTRUCTIONAL MEDIA Definitions Media are generally defined as the means by which information is conveyed from one place to another. It refers to all the aids or vehicles by which information is communicated. Instructional media are information carriers designed specifically to fulfill objectives in a teaching-learning situation.
- 4. Definitions…. According to Azikiwe (2007), Instructional media cover whatever the teacher uses to involve all the five senses of sight, hearing, touch, smell and taste while presenting his/her lessons. Adegun (1997) says instructional media are things which are intended to help the teacher to teach more effectively and enable the students to learn more readily.
- 5. DEFINITION OF A V AIDS According to Burton, Audiovisual aids are those sensory objects or images which initiate or stimulate and reinforce learning.
- 6. PURPOSES To provide basis for more effective perceptual and conceptual learning. To increase the meaningfulness of abstract content. To stimulate thinking and motivate action. To initiate and sustain attention. To provide concreteness, realism in teaching experience To gain practical skill. To bring remote event in the class
- 8. Concepts for selection and use It should be systematically well planned so that ,suitable media for a particular group of students as per learning objectives can be selected and used Teacher should think judiciously while planning their lesson about the use of media
- 9. CONCEPTS FOR SELECTION OF INSTRUCTIONAL MEDIA LEARNING OBJECTIVE SIZE AND NATURE OF THE GROUP AVAILABILITY OF RESOURCES TECHNICAL SUPPORT KNOW YOUR EXPERTISE IN PREPARATION OF MEDIA
- 10. CONCEPTS FOR SELECTION OF INSTRUCTIONAL MEDIA MEDIA CHARACTERISTICS AVAILABILITY OF ELECTRICITY LEGAL CONSIDERATIONS LEARNER`S RESPONSE OTHER CONCEPTS
- 11. Learning objectives Key area which determine suitability and applicability of a particular A V aid Select A V aid from all the available options that can be helpful to deliver lesson to achieve desired objectives. e.g. Use of power point to depict research finding will serve objective rather than chalk board
- 12. SIZE AND NATURE OF THE GROUP For small size class of 10-30,charts but for large group of 50- 100,power point with sound amplifier can be used Age, sex, sociocultural background, Motivation ,physical abilities and disabilities Know the size of group in advance
- 13. Availability of resources Teacher has to explore the available resources in the college In resource limited settings you could not plan for costly media .It is better to use economical media
- 14. TECHNICAL SUPPORT If teacher is using technically sophisticated media, then make sure that technical support is available whenever required .It is better to avoid technically sophisticated media like film strip projector if teacher is not well acquainted with technology of that particular media or where the technical support is not readily available
- 15. KNOW YOUR EXPERTISE IN PREPARATION OF MEDIA Choose the media on which teacher & students can prepare content more skillfully& creatively. In some situations teacher may need to consider commercially available AV aids.
- 16. MEDIA CHARECTERISTICS Preference to be given to media that can be stored &retrieved providing that given media is not compromising the learning objectives and the students attention . Another media characteristic of significance is the physical quality of the media ,which includes the attributes ,authenticity and significance of content.
- 17. AVAILABILITY OF ELECTRICITY Availability of electricity becomes an important consideration before selecting a media that uses electricity (transparency ,LCD projector). Teacher has to ensure there is uninterrupted supply of electricity in the class room or else have an alternate media ready to use in case of electricity failure
- 18. LEARNERS RESPONSE Your text Media utilization should focus on learner`s response through discussion, dramatization & so on.
- 19. LEGAL CONSIDERATIONS Legal aspects should be considered in the production and the utilization of educational communications media and this is particularly important where AV materials are prepared by the author It is advisable to get the permission in writing to avoid possible legal involvement
- 20. OTHER CONCEPTS Stimulus variation, feedback ,reinforcement, learner participation are some other concepts that should be considered.
- 21. ROMISZOWSKI ‘S CONCEPT FOR SELECTION AND USE OF MEDIA TASK FACTO RS LEARNE R AND LECTUR ER FACTOR S COURSE OBJECTI VES AND CONTEN T FACTOR S MATERIA L FACTOR S
- 22. Factors affecting the selection of instruction media (Sources: Adapted from Romiszowski, 1981, and Laver, 1990).
- 23. SECTIONS MODEL –A FRAME WORK FOR SELECTION AND USE OF MEDIA IN EDUCATION The SECTIONS model was described by AW Tony Bates in 2005 gives a frame work for selection and use of media
- 26. PRINCIPLE OF SELECTION 1. Principle of learner centeredness 2. Principle of interest & motivation 3. Principle of educational value 4. Principle of realization of objectives 5. Principle of simplicity
- 27. PRINCIPLE OF SELECTION 6. Principle of relevancy &suitability 7. Principle of accuracy 8. Principe of size 9. Principle of availability 10. Principle of means to an end
- 28. PRINCIPLES OF UTILIZATION 1. Principle of preparation 2. Principle of physical control 3. Principle of proper presentation 4. Principle of response 5. Principle of evaluation
- 29. USES OF MEDIA
- 30. Reasons for media use General examples To form a clear idea of something Real object, model To stress the essential and leave the non-essential in the background Model, scheme To give visual access to something which may be inaccessible Model, picture, photo, poster, film To clarify abstract information which may be difficult to communicate verbally Diagrams, columns of figures To condense large quantities of information Diagrams, handouts To promote mental activities of students Handouts, textbooks, films, pictures To give feedback to the teacher about student progress/achievement Tests, study guides with assignments, handouts with questions To encourage emotional response Films, photos, poems To support the work of the teacher Sound recordings, any medium To give tests Any medium
- 32. 2nd approach to classify • Audio • Tape recorder AUDIOAIDS • Models, video • maps VISUAL AIDS
- 33. CLASSIFICATION OF NON- PROJECTED MEDIA
- 34. CLASSIFICATION OF PROJECTED MEDIA OPAQUE PROJECTOR OVER HEAD PROJECTOR SLIDE PROJECTOR FILM PROJECTOR
- 35. NON PROJECTED MEDIAS Non projected media means the pictures that are not projected and which are for the use of a small group of people Principles of Non projected media It should be self –explanatory It should contain one idea at a time. It should be simple to understand It should be done with attractive colours It should be easy to handle It should be placed in an area ,which can be visualized by all
- 37. DIORAMAS
- 38. GUIDELINES FOR SELECTION AND USE MEDIA CRITERIA FOR SELECTION AND USE GRAPHICS Photographs Drawings Graphs or Charts 3D images Icons or Logos keep images close to related content as not to confuse students. Keep decorative graphics to a minimum (keep it simple) When choosing visuals, choose only relevant and essential elements to keep students focused Make sure to reinforce key concepts that were taught
- 39. MEDIA CRITERIA Interactive Tutorials Animations Calculators Scenarios Games Simulations Make sure to keep learning goals as the focus Allow for learners to work at their own pace. Eliminate any information that is not relevant to the task Clean design for easy learner use and focus make sure to provide learner with support tools, feedback, and textual and visual cues.
- 40. AUDIO AIDS EXAMPLES Podcast Lectures Interviews or speakers Audio conferencing Music or sound effect CRITERIA Always prepare scripts or notes prior to recording audio (rehearse) Keep the content relevant Pay attention to pacing and the duration of the presentation Split the audio content up into meaningful sections Give the learner access to playback the content if needed
- 41. VIDEO AIDS EXAMPLES Vodcast Student presentations Interviews or Speakers Stock Video Movies or TV programs Recorded webcasts Desktop recordings and Screen captures CRITERIA Makes sure to get copyright information and permissions before using Keep the content relevant to the lesson and avoid distracting footage Keep visual affects to a minimum in order to not distract from the important concepts Make sure to create a script and practice before using
- 42. RESEARCH STUDIES REGARDING SELECTION AND USE OF MEDIA Factors Influencing Selection and Use of Media for Christian Religious Education Teaching and Learning Henry H et al at University of Science and Technology, Kenya
- 43. Abstract Christian Religious Education (CRE) is an important subject for moral and spiritual development. For it to be effectively implemented, teachers have to consider various factors influencing selection and use of media for teaching and learning the subject.. The purpose of this study was to determine factors influencing selection and use of media for CRE teaching and learning in Secondary Schools. The study was based on Descriptive Survey Design. The study population consisted of 112 Head teachers, 160 teachers of CRE and 4000 form two students. Random Sampling Technique was used to select 25 Head Teachers. Simple Random Sampling was used to select 53 teachers of CRE and 1333 students.
- 44. Data was collected using Questionnaires, Teachers’ Interview Schedule, Lesson Observation Schedule and Document Analysis Guide. The study found out that; learner related factors, teacher related factors, available time, availability of media, cost of media and other practical constraints were among factors influencing selection and use of media for Christian religious education teaching and learning.
- 45. Learners’ abilities were ranked highly as a factor that influenced selection and use of media for CRE teaching and learning as compared to learners’ preferences which were lowly ranked. Teachers’ knowledge and skills on the other hand were also highly ranked as compared to teacher preferences. The study recommended that; school administrators should be inducted on the importance of selection and use of instructional media resources so as to be supportive of their teachers in the effort of availing such resources to schools.
- 46. CONCLUSION Instructional media in education has been extremely effective in teaching individuals a wide range of subjects . It is changing the way we communicate with each other. The variables influencing media selection include the educational purpose, the type of contents, the features of the target population and the constraints imposed by the contexts of production and use. Face-to-face lessons can be greatly enhanced by the effective use of images, text and audio/video reproduction, especially if the adopted approach doesn’t entail passive fruition by the students.
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