EDF5043: INSTRUCTION, MEDIA AND TECHNOLOGY

MODULE

Salagi (MA, BScE)

20th December, 2015

INTRODUCTION TO THE MODULE

This module takes you to the segment of the course as covered in classroom discussions. Each of
the sections (units) below takes you to summaries of issues discussed during lectures. These are
presented as units of the course with the introduction (unit 1) providing an overview of the
course; units 2-4 summarizing the discussion on instruction units 5 summarizes the discussion on
instructional media and technology (NB: unit 5 provides an overlap between instructional media
and instructional technology. These are as follows;

Unit 1: Introduction to Instruction, media and technology

Unit 2: Theory and practice of designing instructional technologies and the role of the teacher
Unit 3: Instruction Design and Development
Unit 4: Instructional media design and technology and its utilization
Unit 5: Instructional media evaluation processes and resources for learning

Unit 6: Emerging Technologies

Each unit is organized into six main components as described below;

 Unit Title: This is the brief summary of the unit.

 Introduction: Describes or provides the rationale of the unit.
 Objectives: Provide the intended outcomes which participants must attain after going
through all sessions in the unit.
 Content/Discussion: This is the content which you must thoroughly engage with so that
the objectives of the units are easily achieved.
 Summary: This section provides a brief statement on what the units has essentially
covered.
 Review questions: This section enables you to reflect on unit discussion and your
experience.

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Systematically study of these units will help you to gain competence in developing effective and
thriving Instructional media design and technology resources for teaching and learning.

MODULE OBJECTIVES

The main objective of the manual is to empower you with the requisite knowledge and skills to
facilitate teaching and learning through effective selection and use of teaching and learning
resources.

The main purpose of this module is, therefore, to develop your understanding of the theory and
practices of design, development, utilization, management and evaluation of processes and
resources for teaching and learning. The module takes you through workable theory and practical
content on resources development you will apply when teaching.

MODULE TRAINING OUTCOMES

By the end of this module, you should be able to;

a. Appreciate the meaning of the training resource

b. Develop effective communication abilities
c. Recognize conditions that would influence effective use of training resources
d. Identify the role of the trainer in the teaching and learning process
e. Classify different types of teaching and learning resources
f. Design lesson presentation following the ASSURE model

The module provides an important source of knowledge, experience and skills that will help you
be effective and efficient in developing material for teaching and learning. The following
suggestions will help you derive maximum benefit from studying this module;

 Study the content, practice question and activities of this module carefully.
 Do all activities in the order they are presented. Where acceptable, engage in fruitful
discussion with colleagues.
 Keep your reflections in a file, as these can be useful for later reference and consultations
and for assessment of your learning.

Note:

The module is largely designed for individual learning; however you are encouraged to
discuss the content and activities of this module with your peers. Make sure you do all
activities under each unit; these are your tasks for continuous assessment. Though you are
allowed to discuss the assessment activities, make sure your work is as original and personal
as possible.

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TABLE OF CONTENTS

Introduction to this module………………………………………………………..………...…….i

Module objectives…………………………………………………………………………………ii

Module training outcomes……………………………………………………………...…………ii

Unit one: Introduction to Instruction, media and technology and the role of the teacher in
the whole area of instructional technology………………………………………………………1
Introduction……………………………………………………………………………….………1
Unit learning outcomes……………………………………………………………………..……..1
Definitions………………………………………………………………………………..………..1
What is instruction?.........................................................................................................................1
What is instructional media?...........................................................................................................2
What is instructional technology?...................................................................................................2
Unit summary………………………………………………………………….…….……………3
Unit two: Theory and practice of designing instructional technologies and the teaching and
learning process………………………………………………………………………...…………4
Introduction……………………………………………………………………………….………4
Unit learning outcomes………………………………………………………..………….……….4
The teaching and learning process…………………………………………………..……………4
What is learning?.............................................................................................................................4
What is teaching?.............................................................................................................................5
The teaching and learning process versus the communication model……………….…..……….5
Reflection……………………………………………………………………………….……...…7
Influencing factors…………………………………………………………………….….………9
Promoting effective teaching and learning……………………………………………….………9
Unit assessment………………………………………………………………………………….10
Unit summary…………………………………………………………………………………….10

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Unit three: Instruction Design and Development……………………..……………………...11
Introduction………………………………………………………………………………………11
Unit learning outcomes………………………………………………………..…………………11
Situation analysis………………………………………………………………………...………12
Stating the goal…………………………………………………………………….….…………12
Conceptualization of instruction development strategies…………………………..……………13
Instruction development…………………………………………………………………………14
ASSURE model- Instructional design…………………………………………………...………15
Select instructional methods, media and materials………………………………………………16
Conditions of learning-Instructional development………………………………………………17
Unit summary…………………………………………………………………………………….19

Unit 4: Utilization of Instructional Media…………………………………………….………20

Introduction…………………………………………………………………………..………….20
Unit learning outcomes………………………………………………………….….……………20
Instruction media as part of instruction design process………………………….………………20
Classification of instruction media………………………………………………………………20
Roles of instruction media………………………………………………………….……………21
Selection of instruction media………………………………………………………...…………22
Effective use of instruction media…………………………………………………….…………23
Evaluation of instructional media………………………………………………………..………25
Unit assessment………………………………………………………………………..…………26
Unit summary…………………………………………………………………………………….26

Unit 5: Instructional media design and technology……………………………………...…..27

Introduction………………………………………………………………………………..…….27
Unit learning outcomes…………………………………………………………………..………27
Definition of design technology…………………………………………………………………27
Instructional media design process………………………………………………………………28

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Optimizing instruction development strategies………………………………………….………30
Unit assessment………………………………………………………………………….………30
Unit summary…………………………………………………………………………………….31

Unit 6: Emerging Technologies………………………………………………………………..32

Introduction……………………………………………………………………………..……….32
Unit learning outcomes…………………………………………………………………..………32
What are emerging technologies? …………………………………………………….…………32
Placing emerging technologies in teaching and learning…………………………………...……33
Teaching and learning with emerging technologies………………………………………..……34
Unit summary…………………………………………………………………….………………36
Recommended reading…………………………………………………………………..………37
References……………………………………………………………………………………….38

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 UNIT ONE

INTRODUCTION TO INSTRUCTION, MEDIA AND TECHNOLOGY

INTRODUCTION

This unit introduces you to instruction, Media and Technology as core concepts of teaching and
learning and helps you to understand the perspective of this course. You will therefore define and
relate the three key aspects of this course and identify their context.

Unit Learning Outcomes

By the end of this unit, you should be able to;

a. Explain the meaning of instruction

b. Discuss the concept instructional media
c. Analyze the definition of instructional technology
d. Draw the relationships between instruction, media and technology

Definitions

As an introductory unit we need to first of all discuss meaning of the key terms that make the
title of this course, that is, instruction; Media and Technology. However, it should be noted that,
we are going to look at these definitions from teaching and learning (instructional) perspective,
which is the central context of this module (course). Therefore we are going to discuss the
meanings of the following instead;

1. Instruction
2. Instructional medial
3. Instructional Technology

What is instruction?

Instruction is broadly defined as a set of information, activities or procedures arranged to

produce learning. In other words, this is the arrangement of resources and procedures to promote
learning.

Instruction is achieved by a translation of a curriculum by an analysis of learners against the

challenges posed by the curriculum and development of strategies that may be used to capitalize
on learners capabilities in order to achieve goals of the curriculum.

Practically this involves as a systematic development of specific learning 0bjectives, teaching

and learning activities, teaching and learning strategies and assessment methods based on the
understanding of how best your pupils learn ( theories of learning).

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What is instructional media?

The word medium ( plural media ) derives from the Latin word meaning ‘between’ and Is used
broadly to mean ‘carrier’ – we have media of light ,sound , heat , smell, information etc. in
communication, the word refers to anything that carries information between a source and a
receiver . Examples include video, telephone, diagram, radio, printed materials.

Basing on the same understanding, instructional media therefore encompasses all the material
and physical means a teacher might use to implement instruction (as per the definition provided)
and facilitate learners achievement of learning (instructional) objectives. This may include
traditional materials such as chalkboards, handouts, charts, slides, real objects, films and as well
as the emerging resources such as computers, DVDs, internet , games and simulations.

What is Instructional Technology?

The definition of instructional technology prepared by the Association for Educational

Communications and Technology (AECT) Definitions and Technology committee is as below:

Instructional Technology is the theory and practice of designing, development, utilization,

management, and evaluation of processes and resources for learning…… (See’s & Richey 1994,
pp. 1-9)

The definition encompasses all aspects as per the definitions of instruction and instructional
media earlier provided and also almost all areas of this course.

Though the definition seems short and straight forward, there is need to further define what each
key terms mean, and from there we can easily appreciate the relationships that exist between
these three terms;

Going deep into definition, you will find that these two parts, theory and practice of –designing,
development, utilization, management, and evaluation of processes and resources for teaching or
learning. In this context theory means concepts, constructs, principles, and propositions that
serve as the body of knowledge while practice is the application of that knowledge to solve
problems and can also contribute to the knowledge base through information gained from
experience. Going through this module we will discuss such concepts, constructs, principles, and
propositions under different units (e.g. ASSURE Model, theories of learning, Gagne’s events of
Learning).

Further along, the definition relates the theory and practice to processes and resources for
learning. Processes here mean series of operations or activities directed towards learning and
resources are sources of support for learning, including support systems and instructional
materials and environments.

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Again we are going to discuss different processes (e.g. Teaching and Learning Process,
instructional media design) and resources (all types of institutional media) in the subsequent
units.

If we combine these definitions, we would define instruction Technology as follows:

Analysis and application of concepts constructs, principles, and propositions of designing,

development, utilization, management, and evaluation of activities, systems, materials and
environments directed towards learning goals. Instructional technology is growing field of study
which uses technology as a means of solve educational challenges, both in the classroom and In
distance learning environments.

Activity 1.1
In a diagrammatic form explain the relationship between instruction, instructional Media and
instructional Technology.

From the start of our definition, there has been a lot of mention about teaching or learning. All
the explanations of three definitions have these two terms-teaching and learning, but what is
teaching and learning? Therefore before we could discuss these three aspects of the course
(instruction, instructional media, and Instructional Technology), we need to understand the
context of our discussion. The next unit therefore discusses the teaching and learning process as
a context of subsequent unit an raises issues most critical to help you frame the mind set
(develop your own philosophies of teaching) that is central to this course.

Unit Summary

This unit saves as an introduction to what this course is about. It therefore provided meaning to
key concepts of the course and tried to engage you to start to reflect your prior knowledge and
experience and create expectations of the course.

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 UNIT TWO
THEORY AND PRACTICE OF DESIGNING INSTRUCTIONAL TECHNOLOGIES AND THE
ROLE OF THE TEACHER

INTRODUCTION

As starting point we need to define and understand the context of the course to relate what we
already know to what needs to be understood in our discussions. To bring a better understanding
of this course, there is need to understand the teaching and learning process since the discussion
on Instruction, instructional Media and Instructional Technology will build on the knowledge of
teaching and learning process.

Unit Learning Outcomes

By the end of this unit, you should be able to;

a. Relate the teaching and learning process to the communication model

b. Reflect on the teaching and learning process in relation to the communication

model.

c. Discuss conditions that would influence the teaching and learning process
d. Recognize the role of the teacher in the teaching and learning process

The teaching and learning process

For us to understand the process there is need for us to critically reflect on the meaning of the
following;

 Teaching
 Learning

What is learning?

Learning is defined us the process of gaining understanding that will lead to modification of
attitudes and through the acquisition of knowledge, skill and (personal and cultural) values
through study and practice.

Learning induces a persistent, measurable, and specified behavioral change in the learner to
formulate a new construct or revise a prior mental construction. The learning process leads to
long-term in behavior potential.

What is teaching?

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Basically, this is a reciprocal of learning. Teaching can be described as the act, process, or art of
imparting knowledge and skill through study and experience.

The teaching and learning process versus the communication model

This section will describe the nature of communication in a form of a model, i.e., the
communication model relate it to the teaching and learning process. First of all, we may define
communication as an exchange of thought/knowledge/information by speech, symbols, writings,
etc. The communication Model can be summarized as follows:

 Sender: The sender is what or who is trying to send a message to the receiver
 Message: Since this is a communication engineer’s model, the message is the actual
encoded message that is transmitted by the medium.
 Medium: The medium is what the message is transmitted on. The phone system, internet,
and many other electronic systems use wires. Television and radio can use
electromagnetic radiation
 Receiver: The receiver is the target of the message.

FIGURE 1

Medium
Information
&
Learner
Methods
Medium
Teacher
Method

Feedback

Medium
Sender
Sender Receiver
The teaching and learning process has often been related Learner
to the communication model. Before
we relate the two, we need to identify the main elementsr of the teaching and learning process;

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what constitute this process from the definitions of teaching and learning above, we may pic the
following as the main elements of the process.

Teacher

Learner

Instruction (content)

Medium

Methods

Relating these elements to the communication model, we may identify a lot of similarities.
Therefore translating the Communication Model above into the Teaching and Learning Process
suggests the following:

 Teacher: this is the sender, i.e. the source instruction, which lead to instructional
activities.
 Instruction: This is the message, defined as a set of information designed to produce
learning
 Medium: Just as described above, however it is better qualified as Instructional Media
 Learner: This is the receiver, the target of the instruction.
 Feedback: It should be noted that communication is transitional, as in the definition;
there must be an exchange of thoughts, information etc. Therefore, feedback from the
receiver (learner) is important for a complete process.

FIGURE 2

Instruction

Medium

&
Receiver
Teacher Methods

Feedback

Medium
Sender Receiver
Reflection

Does the Teaching and Learning model practically fit into the communication model? How
about this?

FIGURE 3

A deeper analysis of the teaching and learning process reveals that it is a rather complex and
dynamic process. As Siemens & Tittenberg (2003) argue, teaching/learning is like opening a
door and not filling a container, Translating the teaching and learning process to the
communication model assumes that the teacher has all the information and fill/feeds it to the
learner through different methods and using different media and learner provides feedback (the
leaner takes a more passive role as a receiver)

Following Siemens & Tittenberg, we may come up with a different, but rather more practical
perspective to the teaching and learning process, which asserts that teaching/learning, is like
opening a door.

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FIGURE 4

Learner Pedagogy Instruction

Learner
Society
Teacher

Teaching and Learning is all about opening door for the learners in order for him to achieve the
learning goals set within the instruction (content), through different pedagogy.

The word pedagogy, meaning child in its original use, refers to the act leading the leaner towards
the learning objectives. In other words, the role of the teacher is to open the learners mind and
lead him/her through the best way possible, out of the many ways (i.e the teacher; fellow leaner;
society), to acquire learning.

Under pedagogy, consideration is taken into account of factors that are connected to the learner
and the instruction that influence the teaching and learning approaches and the instructional
media. In practice pedagogy is whatever the teacher does in order to close the gap between the
leaner’s needs and the instruction (instructional goals).

The teaching and learning process is therefore multifaceted in terms of what is learned, how it is
learned and the roles of participants. The process, as presented in figure 4, therefore suggests
that:

 Every person is a leaner.

 Learning is an ongoing lifelong process.
 People learn within social and cultural contexts, independently and through interaction
with others
 What is learned depends on the way it is leaned and with whom it is learned.
 The vital aspect of teaching include, identifying the ways others learn best and extending
the ways they learn, creating learning opportunities, and evaluating learning outcome.

It is important to understand that;

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  Leaner develop knowledge by reflecting on the actions and processes by which they
learn, and;
 You as teachers, continually learn about the ways people learn-the process of learning
and how individuals learn best. You learn about your learners as individuals, and learn
with, as well as from them.

Influencing factors

You, as a teacher, always bring your own social and cultural values to the teaching and learning
process. These values can be different to those held by other members of the school community.
Recognizing these differences in values, and developing programs and practices that respect the
differences represents another aspect of learning. It is therefore worth considering the following,
while reflecting on experiences and figure 4.

 Context: These are factors outside classroom that influence learning and teaching.
Context can be within or without school. That is, School Context which include school
culture, environment, relationships etc and outside school context which include family,
community, religion, TV etc
 Input: These are qualities or characteristics of teachers/leaners which they bring with
them into the classroom experience. Such characteristics/qualities may include
social/cultural/religious values, prior learning/experience or any other thing which can be
drawn from the context
 Classroom Processes: These are teacher/learner behaviors in classroom as well as
classroom climate and learner-teacher relationship. Naturally there cover the interaction,
i.e., the communication/instructional process and the teaching and learning methods.
 Output: These are measures of learners learning taken from the instructional process.
This is about leaner’s achievements and general learning. How and when learners are
assessed influenced their learning approaches and style.

Promoting Effective Teaching and Learning

To promote effective learning and teaching, guiding principles have been formulated for the
development and implementation of quality learning. These principles are expected to underpin
learning and teaching practices across all sectors of schooling.

These principles acknowledge the complex and dynamic nature of the teaching and learning
process. They are based on the premises that to learn is to make meaning from experience. They
acknowledge the impact of factors such as attitudes, perceptions, expectations, abilities, gender,
socio-culture background and maturity, on every learning experience. They also recognize the
learner’s capacity to continually extend and refine knowledge. In essence, the principles
emphasize the need to:

 Understand the learner

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  Provide a supportive and challenging learning environment
 Shape and respond to, a variety of social cultural context

Unit Assessment

It is argued that one can learn without a teacher (you as a person) as it can be observed from our
discussion in this unit, but it is not possible to teach without a learner. Why then do we need you
(the teacher)?

In other words, as a reflection, what do you think is your role in teaching and learning process as
discussed in this unit?

Unit Summary

In this unit we have discussed the teaching and learning process as a contextual based for our
subsequent discussions. We have reflected on the teaching and learning process from a
communication model perspective. You have been required to reflect on your teaching practice
and approaches to relate to the teaching philosophy of teaching as opening a door for learners
and child leading in order to re-identify your role in that process.

In the next unit, we will discuss instruction design as process which builds on the teaching and
learning process. How do we open the door? How do we lead this child?

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 UNIT THREE

INSTRUCTION DESIGN AND DEVELOPMENT

INTRODUCTION

Instruction has been defined in unit 1 as a set of information and activities and the arrangement
of resources and procedures to promote/produce learning. Going through this process will offer
answers to questions raised in the previous unit. Where do we start from with the teaching and
learning process? And how do we open the door for the learner?

The discussion will first focus on instruction design which are activities that we do before
interacting with learners (going to class) and then instruction development (learner
interaction/classroom activities). In unit 4 we will look at the models and theories that
summarize this process.

Unit Learning Objectives

By the end of this objective you will be able to:

a. Analyze conditions for instructional design

b. Converse the rationale for considering learner characteristics when defining objectives for
instruction

Instruction Design

Instruction design is described practically as an analysis of strengths and weaknesses of learners,

challenges posed by the curriculum and development of strategies that may be used to capitalize
on students’ strengths as well as reducing areas of weakness.

This process can be defined as a systematic development of instructional specifications using

learning and instructional theories to ensure quality of instruction, i.e., a
rational/logical/sequential process intended to address a learning need.

Designing of classroom instruction include:

 Situation analysis
 Stating the goal
 Specifying the objectives
 Conceptualizing Strategies
 Optimizing strategies

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Situation analysis

This first stage of instruction design process is critical for quality design and development of
instruction. This involves the analysis of several factors that have direct influence on the quality
of instruction. These factors include:

a. Content: number of topics specified by curriculum, length of topic, relationships between

topics
b. Text book: language levels and type, organization of material, the context covered, need for
supplementary materials
c. Time: how much time is available for the subject and expected learning activities?
d. Prior Knowledge/skill: assumptions about learners’ prior knowledge/skills (cognitive entry
skills, affectively competencies)
e. Teaching and learning environment: where will the teaching and learning activities take
place; classroom, laboratory, field trip etc.
f. Learners: what are the characteristics of the learners? Their abilities, altitude, disabilities,
social economic backgrounds etc.

Stating the Goal

This is the stage where the purpose or end in general terms (without criteria of achievement) is
stated. Generally this is a timeless broad directional for instructional activities, with no
measure/determinant of accomplishment.

Specifying objectives

This is in other common terms referred to as formulation of specific instructional objectives.

They normally give substance to the goal statement, i.e., disintegrated derivatives of the general
objectives. Specific instructional objectives can be described in four types as follows

a. Behavioral objectives: they describe students learning in terms of observable, measurable

outcomes as proof of learning-accomplishment, this in terms of condition for demonstrating
learning, the exact expected behavior and the criteria/degree of success.
b. Problem solving Objectives: describe students’ learning in terms of the process/way of
thinking on issues without a specific solution e.g. by the end of the topic student would
discuss what life would be like if there were no cars.
c. Expressive objectives: define student learning as individuals’ experience of sense making.
They are not specific but encourage leaners to interpret different experiences. As an
example, education tips and other edutainment activities have no specific goal. However
learners can interpret through language, music, art or just individual’s sense. E.g after
watching a movie, student should illustrate how it feels like to be a street kid.
d. Affective objectives: similar to expressive objectives as they deal with individuals
experience towards learning. They define the importance of emotional response to

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 learning/instruction. Affective objectives are stated based on observable behavior; they deal
with learners attitudes, e.g., “students should demonstrate their willingness to…..by…” i.e.
the expected observable behavior.

However, it is worth noting that many educators’ emphasis behavioral objectives, even to the
exclusion of the other three. It must be acknowledged that it is important to carefully consider
the relationship between all the four types of instructional objectives and their impact on
learners. Much as we may center out instruction on behavioral objectives, the other three help to
operationalize the behavioral objectives. That is, the other three types of objectives define how
the behavioral objectives can be me.

Conceptualization of instruction development strategies

This is the development of systems to meet specific instructional objectives and implicitly
achieving the integral, that is, the general objectives. The main focus is on the possible objectives
to be used to meet the goal with reference to the main objectives, i.e. the how of
teaching/delivering of instruction. As many instruction delivery strategies can be analyzed basing
on the situation analysis and the specification.

Optimizing instruction development strategies

From a comparative analysis of different instructional delivery strategies, one or more strategies
can be selected to be used for quality development of the instruction. As already stated, two or
more strategies can be combine for more effective development of instruction.

Basing on this, communication strategies can also be determined, i.e., writing, verbal, graphical
etc. This also will affect the selection of instructional media. Instructional media will be
associated with the instructional media. Instructional media will be associated with the
instructional development strategies selected.

Reflection Activity
From your experience of lesson design, whether from practice or from our methodology
courses, you indicate the following in the lesson plan; number of leaners in the class according
to sex, learners’ prior knowledge, lesson general objectives and specific objectives before
laying out the development strategies. Why Is that important, i.e. explain the rational for
considering each of these aspects.

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Instruction Development

Instructional development is the actual implementation of the instruction so far designed. There
are three main phases in the instructional development process, namely; introduction, discussion
and conclusion.

Introduction

Introducing new instruction requires helping leaners understand hoe the instruction fits into the
whole course. This facilitates understanding of instruction because an instruction can;

 Connect what the learners have already learnt to the new instruction. Organizing and
storing information is easier if it is related to something familiar. That is, the recall of
prior learning/knowledge and relating it to new learning/instruction is a valuable aid to
learners’ new learning.
 Provide a preview of the whole instruction so that learners focus on the new information
and can organize new information around important points. Letting students know what
information will be important before instruction begins helps leaners to deal with new
information effectively and efficiently.
 Arouse curiosity/interest and can attract/stimulate attention and continuing desire to
learn. It can play with learners’ imagination.
 Communicate the teachers expectations from the learners’,i.e., can help leaners
understand what behaviors are appropriate and how they are expected to cognitively or
efficiently respond to the instruction.

Core development

This is the systematic order of learners’ progressive learning activities through instructional
sequences. Different strategies are employed to accomplish diverse educational purpose. The
core process of instructional development may serve to:

a. Introduce learners to new information/skill

b. Review/interpret previous learning
c. Spot gaps in prior learning and how to fill those gaps
d. Encourage learners to develop/strengthen new cognitive, social and affective processes.
e. Encourage learners to produce/reorganize/express new learning creative manner
f. Encourage learners to speculate/puzzle over undeveloped ideas and unsolved problems.

Conclusion

This is alternatively called a summary, de-briefing, a summative review or attaining closure. A

conclusion of an instructional development may serve as:

a. A review of important details of instruction

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 b. An allowance for learners to reflect on the new instruction and drw own conclusions from
the instructional experience
c. A presage of future instruction

Evaluation

The main focus of instructional activities is the learners’ progress towards instructional
objectives specified. Monitoring of learning is one way of evaluating learners’ progress within
the instructional development process.

Evaluation of the whole instructional development process is designed in consistence with the
specified instructional objectives. It is worth noting that evaluation may not only be done by you
the teacher, but it can be designed to allow learners check their own work and rework problem
areas, individually or in cooperative working group.

ASSURE Model-INSTRUCTIONAL DESIGN

The ASSURE model is an ISD (Instructional System Design) process that was modified to be
used by the teachers in the classroom. The ISD process is the one you can use to design and
develop the most appropriate learning environment for your learners. You can use this process in
writing your lesson plans and in improving teaching and learning. ASSURE stands for:

a. Analyze learners
b. State objectives
c. Select instructional methods, media and material
d. Utilize media and materials
e. Require learner participation
f. Evaluate and revise

Activity 1
When following this model you must carry on with the reflection which you started under the
reflective activity under unit 3- You must answer the question, why should I, analyze learners,
state objectives, Utilize media, Require learner application?

Analyze learners

Before you can begin, you must know your target audience (your learners). You need to know at
least the following information about your learners:

 General characteristics-grade, age, ethnic group, sex, mental, emotional, physical, or

social problems, social economic level, and so on.
 Specific entry competencies: prior knowledge, skills, and attitudes
 Learning styles- verbal, logical, visual, musical, structured, and so on.

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 State objectives

Once you know your students, you can begin writing the objectives of your lesson. Objectives
are the learning outcomes, that is, what will the students get out of the lesson? The ABCD of
writing objectives are:

 Audience (who are your students)

 Behavior to be demonstrated
 Conditions under which the behavior will be demonstrated
 Degree to which the demonstrated behavior is acceptable

Example: by the end of the lesson (condition) students (audience) should be able to name
(behavior) at least 15 districts in Malawi.

Select instructional methods, media and material

Once you know your students and have a clear idea of what they should get out of the lesson,
then your ready to select the:

 Instructional method that you feel is most appropriate to meet the objectives for these
particular students
 Media that will be best suited for your instructional method, the objectives, and your
students. Media could be text, still images, video, audio, and computer multimedia.
 Materials that provide your students with the help they need in mastering the objectives.
Materials may be purchased and used as is or they might need some modifications. You
can also design and create your own material for the students to use.

Utilize media and materials

Now it is time to implement your lesson and use the media and material that you have selected.
You should always preview the material before using them in a class and you should always use
the material in advance to be sure it works and you know how to use it.

If you use electronic equipment, do not assume that everything will work. Be sure to have a plan
B. do not get discouraged if technology lets you down. Make sure that your instructional material
is suitable and working the best you can and then use it in the classroom.

Require learner participation

Remember, students learn best when they are actively involved in the learning. The passive
learner has more trouble learning whatever we try to pour in his/her brain. Whatever your
teaching strategy, you can incorporate questions and answers, discussions, group work, hand-on
activities, and other ways of getting students actively involved in the learning of the content.
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It is up to you, the teacher, to make sure that all your students have opportunities to participate in
the learning activities in the unit plan. Avoid lecturing for an entire hour. Listen to your students
and allow them to become aware of the content. Allow them to learn as opposed to trying to
“teach” them.

Evaluate and revise

This last stage is often neglected but it is the most important one. Anyone can develop a lesson
and deriver it, but really good teachers must reflect on the lesson, the stated objective, the
instructional strategy, the instructional materials, and the assessment and determine if these
elements of the lesson were effective or if one or more of them need to be changed the next time
the lesson is done.

Sometimes a lesson may seem like it will be great, at least on paper. But then when you actually
teach the lesson with a particular set of students, you might discover that there were several
things that did not seem to work. Your expectations might be too high or too low. The materials
used may not have been appropriate for the grade level or the materials may not have been very
motivating. The instructional strategy might not have got students interesting in participation or
the strategy might have been too difficult for you to manage. The assessment you use might
show that students did not learn what tested for.

This might mean that you did not taste for the stated objectives, the method of assessment need
to be revised, or the lesson did not permit enough time for the students to master the objectives.
You are not bad teacher if a lesson does not work. You are a bad teacher if you do not reflect on
your lessons and work on revising elements of the lesson until your students become successful
learners.

Conditions of Learning (R.Gagne)- INSTRUCTIONAL DEVELOPMENT

This theory stipulates that there are different types or levels of learning. The significance of these
classifications is that each different type requires different type of instruction. Gagne identifies
five major types of learning: verbal, information, intellectual skills, cognitive strategies, motor
skills and attitudes.

Different internal and external conditions are necessary for each type of learning. For example,
for cognitive strategies to be learned, there must be a chance to practice developing new
solutions to problems, to learn attitudes, the learner must be exposed to a credible role models or
persuasive arguments.

Gagne suggest that learning task for intellectual skills can be organized in a hierarchy according
to complexity: stimulus recognition, response generation, procedure following, use of
terminology, discriminations, concept formation, rule application, and problem solving. The
primary significance of the hierarchy is to identify prerequisites that should be completed to

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facilitate learning at each level. Prerequisites are identified by doing a task analysis of a
learner/training task.

Learning hierarchies provide a basis for the sequencing of instruction. In addition, the theory
outlines nine instructional events and corresponding cognitive processes:

1. Gaining attention (reception)

2. Informing learners of the objectives(expectancy)
3. Stimulating recall of prior learning(retrieval)
4. Presenting the stimulus(selective perception)
5. Providing learning guidance(semantic encoding)
6. Eliciting performance(responding)
7. Provide feedback(reinforcement)
8. Assessing performance(retrieval)
9. Enhancing retention and transfer(generalization)

These vents should satisfy or provide the necessary conditions of learning and serve as a basis
for designing instruction and selecting appropriate media (Gagne, Briggs & Wage, 1992)

Example

The following example, illustrate a teaching sequence corresponding to the nine instructional
events for the objectives, recognize an equilateral triangle:

1. Gain attention- show variety of computer generated triangles

2. Identify objectives-pose question: “what is an equilateral triangle?”
3. Recall prior learning- review definitions of triangle
4. Present stimulus- give definition of equilateral triangle
5. Guide learning- show examples of how to create equilateral
6. Elicit performance- ask students to create five different examples
7. Provide feedback- check all examples as correct
8. Assess performance- provide scores and remediation
9. Enhance retention/transfer- show pictures of object and ask students to identify
equilaterals.

Gagne (1985,chapter 12) provide examples of events for each category of learning outcomes.

Principles:

1. Different instruction is required for different learning out comes

2. Events of learning operate on the learner in ways that constitute the ways of learning.
3. The specific operations that constitute instructional events are different for each different
type of learning outcomes.

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 4. Learning hierarchies define what intellectual skills are to be learned and a sequence of
instruction

Activity
a. Choose a topic under your teaching subject area and design a lesson following the
ASSURE model and Gagne events of learning
Tip: the ASSURE model will help you in the lesson plan preamble while the Gagne’s events
will help you in the lesson plan development solution.

Unit Summary

The unit has offered guidance frame work for instructional design and development to the
instruction design process discussed in unit 3. Emphasis how ever has to be placed on the
rationale of the propositions made by these frameworks.

Further to that, focus has to be placed on why we are discussing instruction design process. The
subsequent unit presents instructional media, so this unit provides direction towards that. The
way you would design instruction influences instructional media selection and use. Reflecting on
the ASSURE Model suggests that selection and evaluation of instruction. Media is part of the
instruction design process. Therefore discussion of instructional media in the next session will be
understood as part of instruction design process.

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 UNIT FOUR

INSTRUCTIONAL MEDIA DESIGN AND TECHNOLOGY AND ITS UTILISATION

Instruction

Instructional media has been defined in unit 1 carriers of information in teaching and learning
process. This unit presents the classification of instructional media and discusses there role in the
teaching and learning process. As highlighted in the previous unit (Unit 4), this unit forms part of
the instruction design process and we will therefor discuss selection and evaluation of
instructional media considerations for the effective use of different instructional media as part of
planning process under instructional design process.

Unit Learning Outcome

By the end of this unit, you should be able to;

a. Classify different types of instructional media

b. Discuss the role of instructional media
c. Analyze context for selection of appropriate instructional media

Instructional Media as part of Instruction Design Process

At some point during the instruction design process, decisions must be made regarding which
media is best suited to deliver the content. Media selection, as the name implies, is the process
where by the appropriate vehicle for content delivery is decided.

At what point in the design process does media selection occur? The ASSURE model
recommends that

media selection occur after stating objectives. This means that instructional media is used to
support instruction, that is, instructional media are supposed to be used for specific lesson
objectives. This therefor means that you cannot just use instructional media for the sake of using
them, they must be used to help learners achieve some particular objectives if the lesson.

Classification of Instructional Media

Ideally the instruction delivery should engage as many of the sensory modalities as possible.
Media are therefore classified mainly by their sensory channel (i.e. how the learner will get
information from the media, is through, sight hearing, tasting, etc.). However part of that media
is also categorized according to physical characteristics (descriptive). You may therefore find out

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that different authors have categorized instructional media differently and that may cause
confusion and to avoid that, we are going to go through both classifications.

Media categories (sensory channel)

 Audio- teachers voice

 Visual- chalk board, drawings
 Audio/visual- video tape
 Tactile, kinetic-(more than audiovisual; you can smell, sense e.g. real environment;
chemical reactions)

Media categories (physical characteristics)

 Print- text
 Still vision- photo, drawing
 Motion visual- film, video (including digital video)
 Audio- tapes, recordings (including digital audio)
 Real object- display, demonstration

It must be noted that you can use or follow either of the two classifications, but it also depends
on what you want to emphasize or what you are specifically interested in; the physical
characteristics or the sensory channels.

Role of Instructional Media

It could be known as argued by education psychologists that people learn by getting information
through sensory organs. (Refer sensory stimulation theory). There is a relationship between the
quantity of information we remember and the sense we used. Whatever we talk, they are
arbitrary symbol representing what we are saying.

With instructional media, words acquire concrete meaning. Therefore, instructional media has
important roles in the teaching and learning for example, among other instruction media;

 Arouse learners interest (Catch and hold attention)

 Increase understanding (Reinforce ideas, promote insight)
 Demonstrate technique
 Stimulate discussion
 Enable emotional involvement
 Make abstract concepts a little bit concrete
 Provide visual/audio access to otherwise impossible information (illusion of reality)

Activity

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 Identify examples of how instructional media could be used to serve each of the roles
mentioned above. For each case, describe the medium, topic of the lesson, how the medium
would be used and when would it be used and the role it would serve.

Selection of Instructional Media

In order for instructional media to be effective, there is need to analyze factors that would
influence its selection and also effectively plan for its use. The following are elements of the
instruction design process that have to be considered for an effective selection and planning of
instructional media;

 Content objectives; the instructional objects which the media is meant to support, is it
cognitive knowledge, is it skill, or are you trying to change/develop attitude among your
leaners?
 The instructional method; the instructional media has to agree with the teaching and
learning method that you are going to us for your lesson e.g. an experiment could work
well for discovery methods, a working model could work for a demonstration method.
 Leaner characteristics; this form as part of an answer to the reflective activity in unit3
and 4. Knowing cognitive ability of your learners would help you chose an appropriate
medium for your instruction (not to confuse them or to get them bored). Similarly there
sensory channels (what if you have some learners with some impairments- how are you
going to accommodate them?), class size (a small working model could not work for a
large class, unless you have several of those models)
 Practical condition; these include what medium is available, if it could connect easily
within your environment, if it is functional, and if you have the expertise to use it (either
by yourself or an assistant)
 Time available; how much time do you have for your lesson? (you may not use a 35
minute long film for a 40 minute lesson)
 Physical environment; where are you going to have your lesson, is it a lecture theater,
laboratory, open environment etc ? you may not use a projector (OHP or the EDP) when
your teaching in an open theatre or under a tree during day light.
You also consider things like lighting, ventilation and safety issues as part of your
physical environment

Below is the list of questions you may ask yourself before busing any type of instructional
media;

 What size of a group must be accommodated in one class at a single occasion?

 What is the range of viewing and hearing distance for the use of the media?
 How easily can the media be “interrupted” for pupil responding or other activity and for
providing feedback to the learners?

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  Is the presentation “adaptive” to the leaners’ responses?
 Does the desired instructional stimulus require motion, color, still picture, spoken words,
or written words?
 Is sequence fixed or flexible in the medium? Is the instruction repeatable in every detail?
 Which media provide best for incorporating most of the conditions learning appropriate
for the objective?
 Which media provide more of the desired instructional events?
 Do the media under consideration vary in “effective impact” for the learners?
 Are the necessary hardware and software items obtainable, accessible, and storable?
 How much disruption is caused by using the media?
 Is the backup easily available in case of equipment failure, power failure, film breakage,
and so on?
 Will instructors need additional training?
 Is a budget provided for spare parts, repairs, and replacement items that become
damaged?
 How do cost compare with probable effectiveness?
 What are the most important tasks or requirements? What are my learning outcomes?
 Should I consider using more than one technology or medium? Will they augment one
another or detract from one another?
 Can student location, work schedule or other factors of access be addressed by the use of
available technology?
 Where will I be teaching the material? What are the environmental factors?
 Do I have the skills needed to produce effective media? Do I have the resources to learn?
 Can the media be produced by the time it is needed?
 Can the production, maintenance and operation cost be affordable?
 Doe the medium fit the policies/programs at the college?
 Is the medium a practical choice given its environment?
 Is the technology I want to use readily available? Is it easy to use?
 What is the main benefit to me of using the technology?
 What are the benefits for students?

Effective Use of Instructional Media Common in Malawi Schools

Before designing and using any instruction medium, one must be clear on:

 Who will directly benefit?

 What is the intended message?
 What may hinder its effective use?

And that

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 Instructional media aid to meet specific objective(s)
 Instructional media should not take place of the intended message/instruction.
 The teacher is the main medium of delivering of teaching/learning objectives.
I. Transparencies (OHT)
There are two types of overhead transparencies, namely; the write- on and the
print transparencies. The write-on transparencies are the ones you can write on
using permanent markers and/or any other water proof pen. The print/photocopy
transparencies are used for printing or photocopying. It should be noted that the
use of these transparencies is specific; they cannot be switched for each other.

When using OHTs it is important to bear in mind to;

 Keep text to a minimum of 20 words a slide
 Use key words or phrases (bullets)
 Avoid photocopying words on write-on OHT
 Talk to audience, do not read to them
 Number OHTs in sequence
 Maintain eye contact with students (audience)
 Check that image on the screen is clear centered and upright
 Write legibly and use different colors wherever necessary
 Prepare for equipment failure (e.g bulb burn out, blackout etc)
 Be familiar with the operation of the projector
 Practice use of the projector
 Prepare and practice for equipment failure (always have a plan B)
II. Charts/maps/pictures

Charts, maps and picture are used as diagrammatic representation of a system,

process or historical sequence of events parts and features of an entity. When using
any one of these instructional media make sure you;

 Hang carts high enough for all to see.

 Use pointer or locate relevant features/whatever combined.
 Leave chart, map or picture where learners can study later.
III. Models
A model is a recognizable imitation of the real thing similar to the original except
size. It can be; reduced e.g. global (model of the earth), or enlarged e.g. model of
a mosquito, model of cell division.
Models can be of different types depending on functionality. These can be;
working models: e.g. toy car running on batteries or non- working models, e.g
human skeleton.
When using a model, it is important to consider to:
 Use a large model for all to see

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  Let the students touch the model where possible
 Know how to disassemble and reassemble the model where applicable
 Emphasize relation in real object/phenomenon/process
IV. Specimens
A specimen is real object which can be used during teaching. There are different
types of specimen, that is:
 Live specimen e.g. live frog.
 Dead/preserved specimen e.g. dry fruit.
 In-animated objects e.g. urine sample, stone.
 Keep a collection of specimen you need.
For effective use of specimen, it is important to;
 Allow learner to see or handle where possible
 Handle dry specimen carefully (observe safety precautions)
 Give clear instructions for specimen preserved in chemicals.
 Avoid use of dangerous live specimen e.g snake.
 Handle live specimen with respect.
 Match us of specimen to specific objective.
 Keep a collection of specimen you normally need.
V. TV/Video Set
This is another common effective form of instructional carrier. A video set can
use a tape, a disc(Audio CD, Video CD or Digital Versatile Disc) and a television
system. When using a video set, it is imperative to;
 Not the length of the show
 Prepare worksheet/questions for leaners of highlight areas of focus before
the show
 Have back up activity (in case lights may go off)
VI. Computers
As explained earlier, computers are one of the multimedia tools for instruction.
There several packages which can be used to carry instruction. The commonly
used facilities for a computer are, internet (from where you can get text, graphics,
video, audio and audio-visual clips), Microsoft power point, CD player (Audio,
Picture or Video CD).

The most effective and efficient (resourceful and professional) and commonly
used medium out of all these is the Microsoft power point program. Refer to
appendix if you would want to practice on working with Microsoft power point.

Evaluation of Instructional MEDIA

This is an indispensable part of the instruction process. Evaluation of the instruction media is
usually done at the completion of its production (before its use if it is your own design), during

25
its selection, during its use and after its use. The following are some of the determinants for
evaluating instructional media.

Value: in terms of cost, time for production, planning and use

Impact: on earners, teaching and learning process, meeting instructional objectives and content
fabrication.

Suitability: on length of the presentation, flow of content/information, learner characteristics and

the whole teaching and learning process.

Adaptability: How the medium can/was integrated with other media and also how easy it was
for teacher to use it.

Functionality: how the medium functions and what other resources and expertise are required?
In general, does it function as required?

Unit Assessment

Instructional media, as discussed in this unit, has been observed to play several critical roles in
the teaching and learning. However research findings indicate that teachers use the available aids
and resources in their schools for teaching.

Reflecting on your experience, explain what you think are the reasons why teachers do not use
the available resources for their teaching. What can be done to change this situation?

Unit Summary

In this unit, you have gone through the classifications of different types of instructional media
and discussed the role instructional media play in the teaching and learning process. You have
also analyzed context for selection of appropriate instructional media. However, the instructional
media, which are the teaching and learning aids or resources are not always available in our
schools, so what do you do? The next unit will help you find an answer to that.

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 UNIT FIVE

INSTRUCTIONAL MEDIA EVALUATION PROCESSES AND RESOURCES FOR

LEARNING

INTRODUCTION

In the previous unit (Unit 5) we were discussing appropriate selection and use of instructional
media. The assumption behind that assumption was that we will always have the readily
available teaching and learning aids and resources. The practical scenario in most schools is that
there are no resources for all learning areas and in most cases, much as you would like to use the
instructional media, you do without them because they are not available. This unit aims at
equipping you with the knowledge of designing so that you could be able to desgn your own
instructional media for specific lessons, and most desirably using locally available resources.

Unit learning objectives

a. By the end of this unit you could be able to;

b. Develop decision making process
c. Distinguish between a teaching aid and a teaching resource
d. Relate the decision making process and the instructional media design process
e. Design a teaching and learning aid for a specific lesson

Definition of Design Technology

Design technology is the study of production of man-made objects. These objects:-

 Must be for a recognized purpose that will solve human needs.

 Can be products, systems or environments.
 Must use acceptable scientific principles, materials, technology and human resources.
 Must be suitable for use by more than one person or be used in quantities. (not a single
item for personal use) e.g. taking a photograph for yourself would be art but to ta a
photograph for a particular purpose (teaching) that will solve a range of people’s
problems, that is technology. The distinction appears to be contrived, but design and
technology is about solving new problems for other people.

The production of these objects is carried out though the creative disciplined strategy called the
design process. This is the case in any form of design, so the process we are going to analyze

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does not only apply to instructional media design, but could also apply to architectural design,
engineering and manufacturing design, in your case, the instructional media design technology is
all about designing;

 Teaching and learning aids (your own creation- e.g. models, prototypes, slides, video,
website, blog)
 Teaching and learning resources (developing and using already created resources for
your own specific purpose)

NB: teaching and learning resources can be particular computer software, natural environment,
ICTs, School/outside school communities, games (whatever you can use for teaching). These
were things that were made or created for other purposes but you have chosen to use them as a
resource for lesson to support your instruction (e.g. using a football game to teach about SWOT
analysis; natural environment to teach about soil erosion etc)

Instructional Media Design Process

The design process is a systematic development of problem solving idea/activity in a rational and
logical sequence intended to address a specific need (problem). In our daily life experiences, we
have employed the principle of design to find solutions to different problems or solutions. In a
similar way, the design process is built on the same daily life skill.

Activity
Reflect on your daily life experience; what do you do when you have a problem or have a
situation that require decision making? E.g your experiencing water/electricity problems at your
home; or you have a wedding but you do not have an appropriate outfit- how do you decide on
the situation?

NB: the process is more important than solution, so you have to be explicit in explaining the
process of decision making. Make a list of all the stages of this process.

This activity should give you an idea of principles of design and if you would reflect further on
different existing designs, you would appreciate that they all come from the same base- a
situation similar to the situations you have reflected on in this activity, e.g. what led to the design
of a car, chair, house (shelter), umbrella, chalkboard, chart paper or stand, projector, Wikipedia,
Facebook etc?

Likewise instructional media is based on situation at hand in our practice. As explained in the
introduction, the situation in most schools is that there are no appropriate instructional media in
most if not all subject areas and that is where designing come in so that we address such
situations. Your list(s) of stages from the previous activity would likely look similar to the
following design process stages.

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  Identify a need
 Research/analyze the context
 Draw specifications
 Generate ideas
 Choose solutions
 Develop solution
 Test solution
 Modify solution
 Evaluation

Identify a Need

As from the definition of design, there is always a situation that stimulates the whole process. A
need is what you want or lack. However, a need is not the end product and it is easy to confuse
the two. For example when your experiencing burglary cases at your school, the need there is
security- that is what is lacking not a watchman, dog or a fence (these are end products of the
process). Similarly the need for the wedding scenario in the activity is a wedding-attire.

In instructional media design, the obvious need is a teaching and learning aid/resource for your
lesson. So in the first place you have a lesson and from your lesson you have a need a teaching
aid to support specific learning objectives. For example you have a lesson on fertilization in
plants and you may need a teaching aid/resource that would help learners identify parts of a
flower (identifying parts of flower could be the specific objective for the lesson)

Research/analyzing context

Following identifying a need is a research or what is also called context analysis. For example
after recognizing that you need a wedding-attire you search for available options. Think of your
budget, consider of how much time you have before the wedding day, color/size and style of the
attire etc. From these considerations you are able to know your limits which could guide your
decision making.

Likewise in designing a teaching aid is resource you are required to understand the context your
operating from, for example what options are already there, how much time do you have before
the lesson, how much time is available, what are the characteristics of my learners, what are the
objectives of the lesson etc? Answers to such questions will help you to make limitation or
define the scope of your design, that is, the design specification.

Draw specification

Design specifications are practically answers to questions raised during context analysis.
Therefore when researching or analyzing your context there is need to ask yourself as much
questions as possible as answers to those questions will help drawing specifications of your

29
teaching aid/resource you are designing, that is, you identify conditions your solution should
satisfy and how mush resources (time, money, material etc) you have and what functions is it
supposed to serve apart from the original need already identified.

For easy understanding for this process you may recognize the Need as a general objective and
the specifications as specific objectives just as you do in lesson design process (which is another
classical example of designe)

Generate ideas

This is a development of idea to meet the specifications you have drawn. The main focus is on
the possible solutions to be used to address the need while satisfying conditions under the
specifications. As many idea can be generated so that you could have a wide number of possible
solution to analyse to choose an option strategies can be analyzed basing on the situation analysis
and specifications.

Similar to the lesson design process where you always explore all possible ways on how you can
help learners achieve meet the specific objective, the design process require you to explore all
possible ways of having a teaching and learning aid/resource that fit within the scope of the
specifications.

Optimizing Instruction development strategies

From a comparative analysis of different instructional media ideas, one or more ideas can be
selected to be used for quality development of the instruction. At times, two or more strategies
can be combined for more effective optimal design solution.

Based on whatever you have chosen as best solution the way forward is to;

 Develop the solution from being an idea to something real

 Test (preview) the solution if it is able to serve its intended purpose
 Modify solution if you see some shortfall and finally
 Evaluate; use it for its intended purpose and evaluate it just as explained under evaluation
of instructional Media (Unit 5)

Please note that the instruction or the end product of the teaching aid/resource design may not
always be an object, sometimes it can just be a community visit/exploration or inviting a
resource person.

Unit Assessment

Design a lesson of your own choice and design a teaching aid/resource following the design
process discussed in this unit. Provide a detailed account of the stages taken throughout the
process.

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Unit Summary

This unit has provided the process of designing with focus on the design of instructional media
(teaching aid resources). This process requires a lot of creativity and reflection. Due to lack of
resources and funds within most schools, you are required to start to think outside the box and be
able to use locally available resource as existing assets for your specific designs. Therefore there
is no excuse for not using teaching aid or resources in your lesson and it is helpful to keep all
your design for re use.

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 UNIT SIX

EMERGING TECHNOLOGIES

INTRODUCTION

This unit presents the concept of emerging technologies in education. The aim of this concept is
to introduce to you the modern trends in educational technology so that reflect and explore on
how information and communication technology is placing itself in teaching and learning in
specific and the education system in general. ICTs are increasingly widespread influencing many
aspects of our daily lives and over the years they have become an integral part of modern
education. Therefore this unit aims at preparing you adapt to the latest ICT advances tha have
challenged traditional teaching and learning with new and innovative learning environments.

The contents of this unit is sourced from a handbook of emerging technologies for learning by
George Siemens and peter Tittenberger (March, 2009) and ha been instructed and customized for
you in line with the course objectives.

Unit Learning Outcomes

By the end of this unit you should be able to;

 Explain the meaning of emerging technologies

 Discuss teaching and learning opportunities presented by the emerging technologies
 Analyze the effects of emerging technologies on traditional teaching and learning

What are emerging Technology

Technology has become more prominent in most aspects of society. The participative web (also
known as web 2.0), mobile phones, social networking services, and net-books have given
individuals greater control over information creation and sharing. Information services like
Google search, Google scholar, GPS-enabled devices, and e-book, are improving access and
communication for learners. Technological innovations in bandwidth, storage, processing speed,
and software directly impact education, creating new opportunities for learner- learner/educator
and learner-information interactions-hence the term emerging.

What is web 2.0?

The term web 2.0 is commonly associated with web application that facilitates interactive
information sharing, interoperability, user-centered design, and collaboration on the World Wide
Web. A Web 2.0 site gives its users the free choice to interact or collaborate with each other in a

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social media dialogue as creators (prosumer) of user-generated content in a virtual community, in
contrast to websites where users (consumers) are limited to the passive viewing of content that
was created for them. Examples of Web 2.0 include social networking sites, blogs, wikis, video-
sharing sites, hosted services, web applications, mashups and folksonomies.

The term is closely related with Tim O’Reilly because of the O’Reilly media Web 2.0 conference
in 2004. Although the term suggest a new version of the Word Wide Web, it does not refer to an
update of any technical specifications, but rather to cumulative changes in the ways software
developers and end users use the Web. Whether Web 2.0 is qualitatively different from prior web
technologies has been challenged by Word Wide Web inventor Tim Berners-Lee, who called the
tem a “piece of jargon, precisely because he intended the web in his version as” a collaborative
medium, a place where we [could] all meet and read and write”. He called it the read write web
(this definition is provided by Wikipedia, another example of Web 2.0)

Social technologies have been developing rapidly for several years-to the point where the loose
collection of many tools is often seen (and used) as an alternative to the LMS. Through the use
Google docs, Skype, blogs, wikis, podcast, flickr, you tube, del.icio.us and other tool, academics
can provide a reach learning experience often exceeding the statistic experience of LMS.
Unfortunately, to participate in these multi-tools, learning experiences, often described as
“personal learning environments” learners require a high degree of technical proficiency and
comfort in online environments.

A few tools to consider in adding functionality to, or replacing an LMS:

 Blogs
 Wikis
 Skype and other voice over tools
 Second life or virtual interactions
 Voice threat-multiple perspective dialogues centered on an artifact
 Integrated suites or classrooms (Elluminate)
 Discussion forum: within an LMS or an external application
 Text chart: IM, IRC. Chat rooms
 Image-based discussions (flickr)
 Group-based software (SharePoint or groove)
 Informal: Google groups, mailing list soft ware
 Social networking tool: Facebook, ELGG
 Social book making: del.icio.us

Placing Emerging technologies in Teaching and Learning

As a means of extending the sometimes limited reach of humanity, technology has been
prominent in communication and learning. Technology has also played a role in classrooms

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through the use of movies, recorded video lectures, and overhead projectors. Emerging
technology use is growing incommunication71 and creating, sharing, and interacting around
content.

Reacting to emerging trends, adjusting our approach to influence learners, etc, those who
advocate for “teaching to the millennial” see the role of an education as primarily about
understanding our leaners, embracing there tools, and trying to speak their language. That’s why
educators zealously try to use blogs, wikis, Facebook, iPods, etc. the mindset is: If you use it for
fun, maybe we can get them to use it for school. This is not a bad idea with technology and
curriculum (i.e change how and what we teach to prepare learners) but a disastrous idea when
applied without thought to learning environments.

Given the increasingly complex world of information, and social, multi-faceted dimensions of
learning, it’s appropriate pedagogy has been e to address new views of learning and teaching.
Internet pedagogy has been suggested as a means to consider the “changing landscape of
teaching through internet. Connectivism has also been suggested has also been suggested as a
model of learning in an age defined by network.

Connectivism is the view that knowledge are distributed across network of people and
technology and learning is the process of connecting, growing, and navigating those networks.
The formation of networks has been significantly aided through the development of participatory
Web technologies. Blogs, wikis, social bookmarking, and social networking sites, raise the
capacity of individuals connect with others, with experts and with content.

Understanding, in a networked sense, is an emergent element related to the shape and structure
of the leaner’s personal information and social networks. The development of RSS as a means of
aggregating information and mashups as a means of combining information in various contexts,
contribute to the external formation of networks which in turn assist leaners in forming accurate
conceptual relationships with the field. High levels of participation in social networks, especially
with younger learners, “suggest new ways of thinking about the role of education.

Teaching and Learning with Emerging Technology

Technology and software have the capacity to reduce the separation between leaner, instructor,
or resources. Interactive activity, tutorials, and other learning activities, have moved beyond the
four walls of a classroom. MIT’s iLabs offer an innovative approach to online lab experiments.
Students from around the world can (and do) conduct experiments in MIT’s labs from their own
school, classroom, or home.

Opportunity for learning through web 2.0 technologies include;

 Lecture (online lecture or e-learning platforms)

 Course readings

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  Web quests
 Group exploration
 Group presentations to the larger class (you can make post on a wiki, blog for the rest of
the class to follow and comment instead of using class time)
 Podcast or video files available online
 Learner membership in online communities in a particular subject matter
 Learners contacting experts in the field via email or interview (Skype, for example)
 Collaborative wikis with other educators
 As reflective journals
 Contribute to Wikipedia to ensure accuracy
 Use of social bookmaking to connect with other disciplines and related concepts (the
creation of personal learning network or web)

This list is only starting point. You can add, refine, and adjust the balance of your presentation
with learner exploration in a manner that works best for a particular learning activity. Enlarging
learning opportunities to include online resource provide a richer, connected model of learning
that often permit learners to stay connected to a community even after completing a topic or
study.

The following table presents a transition in teaching and learning activities from the mechanical
age to the present digital age;

Mechanical age Electronic age Digital Age

Dissemination Course content provided Course content provided Course content provided
Presentation by the teacher using by the teacher using by the teacher using
teacher to blackboard and the overhead projector, slides, power point, websites,
learners. textbook. films, and the textbook. cds, dvds, videos,
Delivered through Delivered through computer applications,
lecturing and talking. lecturing, talking and and other text book.
Students take hand written presentation. Students Delivered through
notes. Prepared notes take hand written notes. lecturing, talking and
handed out(typewriters, Prepared notes hand out presentations. Students
stencils, gestetner, (electronic type writers, take notes on laptops or
mimeograph). Xerox). PDAs. Prepared notes
made available on the
network.
Discussion Talk to the teacher in Telephones expand the Learning have direct and
Communication class, or during office speed (instantaneous) and instant access to a range
from teacher to hours. Talk to students remove geographic limits 0f communication tools
learner and outside of class. Write a but introduce a mediated and applications from
learner to letter. Mechanical media experience. email, bulletin boards,
learner. limit the speed and chat, social networking,
geography limits the webcams, voice using a
scope. wide of devices,

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 mobiles, gaming
platforms, computers.
Geography no longer a
barrier to
communication. All
communication
mediated.
Discovery Additional content Experiment use electronic Learners have direct and
Discovery available through the equipment. instant access to
encompasses all library. Science labs, resources and learning
those activities experiments, and field activities that far
that leaners trips are scheduled as part exceeds what is found in
engage in to of courses. the classroom. Web
expand their search, database search,
learning beyond digital resources, virtual
the classroom. laboratories,
These may be simulations, virtual
scheduled environments,
activities such as augmented reality.
experiments, Libraries become a
labs, field trips, second source of
or independent information as they are
investigation- constrained by speed,
research. scope and scale
(although the library 2.0
movement is trying to
address this)

Unit Summary

This unit has introduced you to the modern think of education in time when information and
communication technology is rapidly developing with an equally increasing impact on the
educational system, precisely the pedagogy. This unit therefore has introduced you to strategies
on the use of the emerging ICT in education for teaching and learning in order to take advantage
of the opportunities that ICT innovations can offer

The only challenge is that we, as country, have not reached the ICT-pedagogy integration level;
we are at an adoption stage of ICT in education where we are teaching our learner how to use
ICT and not teaching our learners using ICT.

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RECOMMENDED READING

Heinch, R., Molenda, M. Russell, J., and Smaldino,S (2002). Instructional media and technology
for learning (7th ed). Englewood cliffs, NJ: Prentice Hall,Inc.

Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right

Siemens, G & Tittenberger, P. (2009). Handbook or emerging technologies. University of

Manitoba

Stolovitch,H.D., & Keeps, E.(1999). Handbook of human performance technology.

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REFERENCES

Berger,c., Kam, R. (1996). Definition of Instructional Design. (on-line). Available:

http://www.umich.edu/ed626/define.htpml

Ertmer, P.A., Newby, T.J. (1993). Behaviourism, cognitivism, constructivism: comparing critical
features from an instructional design perspective. Perfomance improvement Quqterly, 6(4), 50-
70.

Heinch, R., Molenda, M., Russell,j., and Smaldino, S. (2002). Instructional media and
technologies for learning (7th ed). Englewood Cliffs, NJ: Prentice Hall, Inc.

Mergel,B. (1998). Instructional Design and Learning theories. (on-line). Available :

http://www.usask.ca./education/coursework/802papers/mergel/brenda.htm

Piskurich, G.M. (2006). Rapid Instructional Design: Learning ID fast and right

Schuman,L. (1996) perspectives on instruction. [on-line]. Available:

http://edweb.sdsu.edu/courses/edtec540/perspectives/perspectives.html

Saettler,p. (1990). The evolution of American education technology.

Siemens, G & Tittenberger,P. (2009). Handbook of emerging Technologies. University of

Manitoba.

Stolovitch, H.D., & Keeps, E. (1999). Handbook of human performance technology.

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