NURSING EDUCATION

SEMINAR ON
EDUCATION MEDIA: SELECTION, USE &
DEVELOPING LEARNING RESOURSE
MATERIAL

PRESENTED TO:
DR. SUPRIYA POTTAL RAY
ASST. PROFESSOR
PRESENTED BY: B.V.CON-PUNE
MS. LOMA R WAGHMARE
F.Y.M.SC(NURSING)
B.V.CON-PUNE
 SEMINAR OUTLINE
SR. NO TOPICS
1. Introduction to media
2. Importance of media in education
3. Different types of media in education
4. Need of media selection
5. Factors affecting media selection
6. Different steps involved in developing learning resource material using
different media
7. Current trends and Researches in education media
8. Summary
9 Bibliography
 GENERAL OBJECTIVE
• AT THE END OF THE SEMINAR THE GROUP WILL BE
ABLE TO UNDERSTAND THE SELECTION AND USE OF
MEDIA IN EDUCATION, AND DEVELOPING LEARNING
RESOURCE MATERIAL USING DIFFERENT MEDIAS
 SPECIFIC OBJECTIVES
At the end of the seminar, the group will be able
to,
• discuss the importance of media in education
• enlist different types of media in education
• point out the need of media selection
• discuss the factors affecting media selection
• describe the different steps in developing
learning resource material using different
media
 INTRODUCTION
• Essential for teaching & learning process.
• Utilized in almost every discipline to enhance
learning
• Research suggests that people learn abstract,
new and novel concepts more easily when they
are presented in both verbal and visual form
(Salomon, 1979).
• Other empirical research shows that visual
media make concepts more accessible to a
person than text media and help with later
recall (Cowen, 1984).
 WHAT IS MEDIA..???
• A media for learning and teaching or learning
software and different technologies.
• Media itself means a method of
communication. Educational media refers to
channels of communication that carry
messages with an instructional purpose. They
are usually utilised for the sole purpose of
learning and teaching (Webcrawler, 2013).
IMPORTANCE OF MEDIA IN EDUCATION

APPEALS TO MULTIPLE LEARNING STYLE

CREATES AN AUTHENTIC LEARNING EXPERIENCE

STRENGTHEN CRITICAL THINKING SKILLS

TEACHES STUDENTS TO USE MEDIA

CLASSIFICATION OF INSTRUCTIONAL MEDIA

• There are many ways of classifying instructional materials.

• They maybe perceived according to the levels of
technology – low-level or high level technology materials.
• They may also be grouped according to the senses they
stimulate – visual media, audio media and audio visual
media, or classified as projected and non-projected
media.
• They can be further classified as printed and non-printed
media etc. In fact, there is no rigid form of classification.
CLASSIFICATION OF INSTRUCTIONAL MEDIA
LOW LEVEL MEDIA HIGH LEVEL MEDIA
1. Wall Charts 1. Overhead Projector
2. Flip Charts 2. Film strip Projector
3. Panel Board 3 Opaque Projector
4. Magnetic Board 4. Slide Projectors
5. Models
5. Cameras
6. Flippets
6. Radio Cassette Recorders
7. Dioramas
8. Specimens 7. Computers
9. Real Objects 8. Microfilm recorder
10. Posters 9. Television set
11. Pictures 10. Transparency Maker
12. Graphics 11. Radio set
CLASSIFICATION OF INSTRUCTIONAL MEDIA

Print media: These include: books, journals,

magazines, newspapers, workbooks, and
textbooks. These are easy to use, portable and
inexpensive.
Non-print media: These include: projected and
non-projected media
 DIFFERENCE BETWEEN PROJECTED AND NON
PROJECTED MEDIA
PROJECTED MEDIA NON PROJECTED MEDIA
• Projected media belong to a group
of instructional resources which • These aids do not require
can only be accessed by means of
projecting their content on the any projection on screen.
screen or wall using a projector • non-projected ones don’t
machine specifically designed for require any electric
the purpose.
• Therefore, projected media are
equipment
usually a combination of software • non-projected visuals are
and the corresponding hardware. static.
• projected visuals require
• non-projected visuals are
electronic equipment
• projected visuals are expensive
not expensive, and much
and may not be readily available to easier to use in instruction
teachers especially those who are
living in the remote areas
CLASSIFICATION OF INSTRUCTIONAL MEDIA

Electronic media: These include audio media, visual media

and audio-visual media, projected media and non-
projected media.
(i)Audio media: appeal to the auditory sense
heard alone,
it carries sounds,
e.g. audio tapes, record player, radio.
(ii) Visual media: appeals to the sense of seeing (eyes)
e.g television, computer, white board.
(iii) Audio-Visual: audio and visual experiences by appealing
to the hearing and seeing senses at the same time
CLASSIFICATION OF INSTRUCTIONAL MEDIA
Ellington and Race classification of Media (1993)
 NEED FOR MEDIA SELECTION
• All media are not suitable or appropriate for all types of
instructional tasks. Each medium has its own capabilities or
attributes. Attributes are pictorial representation, Size (enlarged,
reduced or real), Colour (black and white, limited colours, full
colours), Movement (still, semi-motion, full motion), Language
(print or oral sounds) and Sound- picture relationship (silent or
with sound).
• Each instructional task also requires media with specified
characteristics or attributes. It is, therefore, considered that media
selection is an important part of instructional design and delivery.
• But it is very difficult on the part of a teacher to judge which
medium nut of the available media is the best for a given
instructions) task. A teacher, therefore, takes into consideration
various factors which affect media selection for the transaction of
learning experiences
FACTORS AFFECTING MEDIA SELECTION

PEDAGOGICAL UTILITY:
• Pedagogy is often described as the act of
teaching.
• This factor is concerned with two aspects:
– First, to be achieved at the end of the instructional
process.
– Second, content or learning experiences to be
transacted during the instructional process
• A teacher has to identify the content using
Blooms taxonomy
 COGNITIVE DOMAIN AFFECTIVE DOMAIN  PSYCOMOTOR DOMAIN
(Factual information, visual (Development of attitudes, (Development of psychomotor
identification, concept interest, opinion, motivation skills and skill coordination)
formation, principle/ rule etc.)
learning, learning procedures,
etc.)

 Chalkboard, Marker board  Chalkboard  Live classroom

 Drawings, charts, maps, flip-  Flip-chart  Drawing, paintings
chart etc.  TV, film and video tap  Model, real object
 Print-textbooks, short  Telecast and Broadcast  Chalkboard drawings
readings manuals,  Slides/Sound  Audio tape
workbooks, handouts,  Live Instructional classroom  Film/TV Video tape
articles etc lecture, demonstration  Language laboratory for
 OHP transparencies  Simulation and Role-play developing auditory
 TV and CCTV  Telephone teaching discrimination and listening
 Video tape and Film  Computer conference comprehension
 Telecast and Broadcast    Computer
 Interactive – video simulation/animation,
 Teleconferencing CAL/CAI, computer
 Computer Conferencing. conferencing
   Audio and Video
conferencing.
 
 FACTORS AFFECTING MEDIA SELECTION

HUMAN FACTOR:
• Human factors related to the selection of media are the
teacher who uses media for teaching purpose and the learner
who uses for learning purposes.
• TEACHER
– attitude towards the use of media in teaching-learning
process.
– Orientation or training of teachers in various
FACTORS AFFECTING MEDIA SELECTION
HUMAN FACTOR:
• LEARNER
– Learners bring to every instructional situation a set of
capabilities for learning.
– These include prior information about the particular
subject and basic intellectual skills to decode and process
the new material.
– Learners interact in many ways to influence the choice of
media. For example, learners with low ability are more
benefited from a highly structured mediated instruction,
whereas learners with hit h ability are profited from
unstructured presentation in which they can control the
presentation and construct meaning of the material
 FACTORS AFFECTING MEDIA SELECTION
AVAILABILITY AND ACCESSIBILITY:
• Consider their availability both inside and outside the institution.
• For example, the book substitutes the age-old teacher, a TV
programme substitutes a film. Therefore, the teacher should not
be desperate if a particular medium is not available, but think
of alternatives to achieve the desired objectives
• Available media should be accessible to the users. Accessibility
means that the teacher is able to access the media for teaching
purpose and the learner for learning purpose.
• Now-a-days, many schools are provided with televisions and
computer sets. Though they are available in schools, they cannot
be accessed either by teachers or the learners due to some
reason. For example, the head of the institutions may not allow
others to use their gadgets.
 FACTORS AFFECTING MEDIA SELECTION

USER FRIENDLY, CONTOL AND INTERACTIVE:

• Media should be easy to operate and handle by their users
• The users, namely, teachers and learners, must have control
over media
• Learning material interactivity: This means learner
interacts with the medium, gets feedback from it and the
medium accommodates learners own input and direction.
• Social interactivity: Learners interaction with teachers and
with each other via the medium. For example, in
teleconferencing, learners situated in different locations
interact with each other through this new technology
FACTORS AFFECTING MEDIA SELECTION

COST:
• Cost or affordability is an important
consideration in media selection. The
instructional objective for an instructional task
may be achieved with the help of alternative
media. But, the choice of media depends on
how much the user can afford to get such
media.
FACTORS AFFECTING MEDIA SELECTION

EFFECTIVE COMMUNICATION:
• Effective communication is the most important
factor in the process of media selection. While
selecting any media, one has to look into the fact
that the medium selected is able to communicate
the intended message or information effectively.
• If the medium does not communicate the
message effectively, use of stich medium in the
instructional process is meaningless.
 FACTORS AFFECTING MEDIA SELECTION

INFRATRUCTURE FACILIES:
• Use of media for teaching-learning activities requires
adequate infrastructure facilities. Infrastructure facilities like
table, chair, electric supply etc. should be available in the
classroom or any specific place where media are to be used.
• For example, while using OHP in your teaching, you must
ensure that the classroom has a table on which the OHP can
be kept. There should be electric power point for supplying
electricity to the OHP. There also should be a white surface
or a white screen on which the projection can be made.
 FACTORS AFFECTING MEDIA SELECTION

TIMELY
• Time is a great factor in the selection of media. As all of us
know, there is a fixed time for any class which may range
from 35 minutes to one hour.
• For example, in a class period of 35 minutes, a teacher
earmarks 10 minutes for the use of an audio programme.
If, he/she gets the audio programme of 10 minutes, he/she
can fruitfully use the programme in his/her teaching. But
instead if he has a film of two hours duration he would not
be able to show it to the classroom at that stage.
Therefore, the teacher has to take into account the time
factor in the selection of media.
FACTORS AFFECTING MEDIA SELECTION

HARDWARE:
• hardware are in the form of electronic
gadgets.
• The media selected should be safe and
durable. They should also be compatible with
the existing equipment.
  
STEPS IN DEVELOPING LEARNING RESOURCE MATERIAL USING DIFFERENT MEDIA

IDENTIFICATION OF NEEDS:
(planning)
• establish the need for the learning material;
• evaluate the existing materials;
• compare the existing materials with identified outcomes of learning
reflected in the curriculum/programme/module;
• identify gaps between the two;
• understand quality principles for developing learning materials;
• ensure that a system for managing material development quality is
in place;
• outline activities or project plan for developing learning materials
• identify constraints; and
• consider the needs of the target group
Conti…
INPUT SOURCES
• Identify the learning event or outcome of learning
state in the curriculum/ programme/ module
• consider the background and needs of the potential
learner;
• consider different types of learning modes;
• link materials being developed to the learning
process;
• identify the learning setting;
• identify the learning media;
• state the learning notional time in hours;
• state needed evidence that would show achievement
Conti…
RESOURCE MOBILISATION
• develop the learning material;
– synthesise quality requirements;
– match learning with resources;
– emphasise on learner centred approaches;
– infuse Generic Skills;
– determine the layout of the material;
– sequence learning activities;
– infuse self assessment questions/tasks;
– determine the production cost and implications thereof;
– determine availability of storage facilities; and
– determine the printing method;
Conti…
PILOTING
• develop monitoring instruments for piloting;
• identify institutions and/or learners for piloting;
• use a variety of learning methods;
• encourage and receive feedback from the learners
and trainers on structure and content,
approaches, duration and assessment strategies;
• provide frequent feedback to the learners and
trainers; and
• use feedback for ongoing adjustments in the
learning process.
Conti…
REVISION AND AMENDMENT (AFTER
PILOTING)
Once the material has been piloted, the
developer needs to:
• amend it, as necessary, in accordance with
feedback from those involved in the trial run to
meet the needs of learners, trainers and
industry, based on data gathered during the
pilot process; and prepare the ground, or
market it, for full implementation
Conti…
IMPLEMENTATION
• support acquisition of relevant and
appropriate knowledge, skills and attributes;
• show linkage of learning activities and the
world of work;
• address issues of content and application;
• provide formative and summative evaluation,
as well as feedback; and
• determine assessment resources;
Conti…
EVALUATION
• determine the correlation between the
identified needs and the impact of the
material on learner’s performance
• establish support of learning material by
learners, trainers and industry; and
• establish content and structural correctness.
CURRENT TRENDS AND RESEARCH
CURRENT TRENDS AND RESEARCH
CURRENT TRENDS AND RESEARCH
 CURRENT TRENDS AND RESEARCH
• TOP 7 TRENDS IN EDUCATION
TECHNOLOGY IN 2020
– Online education
– Digital and Comprehensive
Online assessment
– AI (Artificial Intelligence)
Assessment
– Block- Chain Technology
– Personalized Learning
– AI based personalized
analysis of Individual
– Revolutions for examinations
– Virtual Reality (VR) in
education
 CURRENT TRENDS AND RESEARCH
IMPACT OF COVID19 ON
SELECTION OF MEDIA
 The recent COVID19 outbreak
has impacted the education
sector. There is forceful
adoption of technology with
live classes, learning, proctored
exams taking off in a big way.
 The education sector is likely to
change drastically in the
coming days with large scale
technology adoption for
Schools, colleges, and
universities.
 BIBLIOGRAPHY
• https://www.blog.epravesh.com/top-7-trends-of-
education-technology-for-2019/
• https://pubmed.ncbi.nlm.nih.gov/27297195/
• Daniel, Sir John. “Education and the COVID-19
pandemic.” Prospects, 1-6. 20 Apr. 2020,
doi:10.1007/s11125-020-09464-3
• Wilcha, Robyn-Jenia. “Effectiveness of Virtual
Medical Teaching During the COVID-19 Crisis:
Systematic Review.” JMIR medical education vol.
6,2 e20963. 18 Nov. 2020, doi:10.2196/20963