Educational Technology Handout

What are Interactive Media?

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Inte

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Media

Form

ats Th

ing

s t

o c

on

sid

er

media formats that allow or require some kind of physical activity from the user, which in some ways alter the sequence of presentation.

Active participation of the user is visible and in modern formats the user may have the full right to manipulate the medium to learn new ideas.

Require the user or viewer to make choices t construct the amount, sequence and shape of content.

Why use interactive media?

Learner-appropriate content. Different paths can be taken through interactive media, potentially accommodating individual learner needs and preferences. It can also provide remedial assistance.

Instructional design. Interactive media are subject to greater scrutiny than traditional lessons thus resulting to performance improvements.

Increased overt activity.Organizational flexibility. When used to support

traditional instruction, it provides more support in a more compact package. On the other hand, they allow flexible scheduling and locations when used for independent study.

Motivating and provides low-threat environment.Can be designed to provide immediate and relevant

feedback to learners.Record keeping. Computers can automate the

process of record keeping within an instructional program.

Cost. Generally speaking, interactive media formats are inexpensive to reproduce and distribute.

interactive media Downsides

Design expense. The higher the pro- duct integrity, the higher the design cost.

Hardware expense. Computers, video- disc players are expensive.

Compatibility and portability. Instruction requiring specific equipment configurations cannot be generalized easily

Educators cannot fully rely on technology to conduct the instruction. Most often, technologies are used to support traditional teaching methods.

Different Media FormatsPanel Discussion

discussion of a topic by a group of people called to make up a panel which is done before a class or audience

panel discusses values of the alternatives and attempts to come to a consensus

Research Report assigning a topic for the class for study outside of

the class, prepare written reports and present verbal reports to the class

Case Study examination of a life situation that has been told or

readGuided Design

solving open-ended problems and reflecting on solutions made by others

Creative Design allowing the student to "do their" own design in art

or writing to illustrate a part of the lesson that is to be covered

design possibilities include pictures, collages, doodles, banners, signs, sculpture etc.

Role Playing spontaneous dramatization by two or more

persons of a situation relating to a problem with little or no preparation

students act out a role as he or she feels it would be played in real life

Brainstorming students respond to questions with short answers

as fast as they can with no thought of evaluationInterview

gathering of information by asking several individuals.

students form their own questions and information gathered is shared with the class from which they will formulate conclusions

Classroom Discussion teacher and students exchange questions and

answers though normally, the teacher gives the questions and the students give the answers

Peer teaching students who have mastered a certain skill are

assigned to coach others who need assistanceInteractive CDs

computer programs in CDs that include interactive demonstrations, video and audio clips, evaluation instruments, discussions and pointers to related or future work

Simulation abstract representation of real-life situations that

require the learner or team to solve a complex problem

situations close to reality are created and students must perform manipulations, make responses and take actions to correct deficiencies or to maintain proper status

Lim

itati

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s

~pr

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as to

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avai

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Rep

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Case

Stu

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EducationalGames

activity in which the participants follow prescribed rules that differ from those of reality as they strive to attain a challenging goal

employs fantasy, action, uncertainty and similar features to make the activity interesting for players

Benefits activity is very motivating oftentimes due to the

competition entailed to attain goalsthe pleasant and relaxed atmosphere fostered

by games are especially productive for those (such as low achievers) who avoid other types of structured learning activities

successful for getting and holding students’ attention because everyone tends to react positively to the invitation of a game

great at teaching hard-to-teach facts it can teach empathy and build social skills games are a good way to bring up complex

issues they are multimedia in nature and are great in

teaching students with special needs players are active on continuous basis and

during the process, important learning experiences such as reading, listening, thinking and deciding are used and enhanced

Limitations effectiveness depends on the receptivity of the learners demands special group arrangements

materials can be expensive and time-consuming

some games are deficient in providing sufficient examples across a range of variables and debriefing is necessary for full instructional effect

discovery learning through games is time-consuming

competition can either make or break the student. In cultures where achievement is rarely valued, it might not provide the needed motivation.

Some individuals might also find competition uncomfortable and unfair

can turn the class into chaos if not carefully planned and executed

Basic Types1. Competition games2. Collaborative or cooperative games – the more

favored type because it fosters creative, collaborative decision making and avoids provoking competition between players

EducationalGames











Limitations effectiveness depends on the receptivity of the learners demands special group arrangements

materials can be expensive and time-consuming

some games are deficient in providing sufficient examples across a range of variables and debriefing is necessary for full instructional effect


competition can either make or break the student. In cultures where achievement is rarely valued, it might not provide the needed motivation. Some individuals might also find competition uncomfortable and unfair


Basic Types1. Competition games2. Collaborative or cooperative games – the more favored type because it fosters creative, collaborative decision making and avoids provoking competition between players

EducationalGames











Limitations effectiveness depends on the receptivity of the learners

demands special group arrangements materials can be expensive and time-

consuming some games are deficient in providing

sufficient examples across a range of variables and debriefing is necessary for full instructional effect


competition can either make or break the student. In cultures where achievement is rarely valued, it might not provide the needed motivation. Some individuals might also find competition uncomfortable and unfair


Basic Types1. Competition games2. Collaborative or cooperative games – the more favored type because it fosters creative, collaborative decision making and avoids provoking competition between players

What makes a good game? If the game entails competition, teams

and individuals should be properly matched.The game activity must provide actual

practice of the intended academic skillAvoid games that requires players to

spend a large portion of their time waiting for their turn, throwing dice, moving markers around the board and similar trivial actions

Hard work and goal-attainment should be rewarded

ASSURE MoDel

Analyze the needs and interest of your students ~the activity should match the level of comprehension of

the students to be efficientSpecify objectives ~objectives should be in accordance with the topicSelect appropriate materials ~does the game provide relevant practice of meaningful

skills and practice should take place within a valid representation of reality

Utilize materials Preview ~familiarize yourself with the materials ~go through a dry run ~acquaint yourself with the rules & phases of the game ~take note of when instructional points are made ~set up a time schedule for material use Prepare the environment ~check materials and make sure that they are sufficient

~recount materials before participants come ~do last minute check up on audio visuals Prepare the audience ~inform students of the learning objectives ~relate game to previous study ~announce time schedule ~explain procedure and have a trial if necessary ~resist the urge to lecture about content or give hints ~get into the activity as quickly as possible Present Simulation or game ~keep the mood and tempo upbeat ~stay close in touch with the action ~interfere only when called for ~watch for teams or individuals who have fallen behind ~watch out for personality clashes, it may call for switching

of partners ~keep track of elapsed time ~do not interrupt activity unless important announcements

need to be made ~record participant reactions during debriefing periodRequire learner participation ~perform debriefing immediately after every game to

clarify instructional pointsEvaluate and revise

/jcp






ASSURE MoDel




Utilize materials Preview ~familiarize yourself with the materials ~go through a dry run ~acquaint yourself with the rules & phases of the game ~take note of when instructional points are made ~set up a time schedule for material use Prepare the environment

~check materials and make sure that they are sufficient ~recount materials before participants come ~do last minute check up on audio visuals Prepare the audience ~inform students of the learning objectives ~relate game to previous study ~announce time schedule ~explain procedure and have a trial if necessary ~resist the urge to lecture about content or give hints ~get into the activity as quickly as possible Present Simulation or game ~keep the mood and tempo upbeat ~stay close in touch with the action ~interfere only when called for ~watch for teams or individuals who have fallen behind ~watch out for personality clashes, it may call for switching




/jcp






ASSURE MoDel




Utilize materials Preview ~familiarize yourself with the materials ~go through a dry run ~acquaint yourself with the rules & phases of the game ~take note of when instructional points are made ~set up a time schedule for material use

Prepare the environment ~check materials and make sure that they are sufficient ~recount materials before participants come ~do last minute check up on audio visuals Prepare the audience ~inform students of the learning objectives ~relate game to previous study ~announce time schedule ~explain procedure and have a trial if necessary ~resist the urge to lecture about content or give hints ~get into the activity as quickly as possible Present Simulation or game ~keep the mood and tempo upbeat ~stay close in touch with the action ~interfere only when called for ~watch for teams or individuals who have fallen behind ~watch out for personality clashes, it may call for switching




/jcp

Documents

Educational Technology Handout