• Lesson 7 - Choosing Media



    • Compulsory Reading



    • Activity (Reflective Thinking, Note Taking and Discussion)

      Using media to promote student activity

      1. Go to YouTube and type in your subject area into the ‘search’ box.
      2. Choose a YouTube video from the list that comes up that you might recommend to your students to watch.
      3. What kind of interaction would the YouTube video require from your students? Does it force them to respond in some way (inherent)?
      4. In what way are they likely to respond to the YouTube on their own, e.g. make notes, do an activity, think about the topic (learner-generated)?
      5. What activity could you suggest that they do, after they have watched the YouTube video (designed)? What type of knowledge or skill would that activity help develop? What medium or technology would students use to do the activity?
      6. How would students get feedback on the activity that you set? What medium or technology would they and/or you use for getting and giving feedback on their activity?
      7. How much work for you would that activity cause? Would the work be both manageable and worthwhile? Could the activity be scaled for larger numbers of students?
      8. How could the YouTube video have been designed to generate more or better activity from viewers or students?

      Share your reflection in Lesson Seven Forum



    • Knowledge Check


    • Key Takeaways

      Key takeaways from this lesson are:

      • Technologies are merely tools that can be used in a variety of ways. What matters more is how technologies are applied. The same technology can be applied in different ways, even or especially in education. So in judging the value of a technology, we need to look more closely at the ways in which it is being or could be used. In essence this means focusing more on media – which represent the more holistic use of technologies – than on individual tools or technologies themselves, while still recognising that technology is an essential component of almost all media.
      • There is a very wide range of media available for teaching and learning. In particular: text, audio, video, computing and social media all have unique characteristics that make them useful for teaching and learning.
      • The choice or combination of media will need to be determined by:
              • The overall teaching philosophy behind the teaching;
              • The presentational and structural requirements of the subject matter or content;
              • The skills that need to be developed in learners; and
              • The imagination of the teacher or instructor (and increasingly learners themselves) in identifying possible roles for different media.
      • Content is now increasingly open and freely available over the Internet; as a result learners can seek, use and apply information beyond the bounds of what a professor or teacher may dictate.
      • The SECTIONS model provides a set of criteria or questions, the result of which can help inform an instructor when making decisions about which media or technologies to use.