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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
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
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
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
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.
47. REFERENCES
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for nursing practice.second edition.Massachusetts:Jones and Barlett publishers.page no
389-426
3Bates, A.W. (2015) Teaching in a Digital Age: Guidelines for Designing Teaching and
Learning Vancouver BC: Tony Bates Associates Ltd. ISBN: 978-0-9952692-0-0.
4 Sodhi J k; (2017)Comprehensive textbook of nursing education.1st edition New Delhi:
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5.Persico, Donatella. (2006). Media Selection from the Teachers’ Point of View.
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6.Rasul, Saima & Bukhsh, Qadir & Batool, Shazia. (2011). A study to analyze the
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