7.0: Chapter Introduction
- Page ID
- 31091
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\(\newcommand{\avec}{\mathbf a}\) \(\newcommand{\bvec}{\mathbf b}\) \(\newcommand{\cvec}{\mathbf c}\) \(\newcommand{\dvec}{\mathbf d}\) \(\newcommand{\dtil}{\widetilde{\mathbf d}}\) \(\newcommand{\evec}{\mathbf e}\) \(\newcommand{\fvec}{\mathbf f}\) \(\newcommand{\nvec}{\mathbf n}\) \(\newcommand{\pvec}{\mathbf p}\) \(\newcommand{\qvec}{\mathbf q}\) \(\newcommand{\svec}{\mathbf s}\) \(\newcommand{\tvec}{\mathbf t}\) \(\newcommand{\uvec}{\mathbf u}\) \(\newcommand{\vvec}{\mathbf v}\) \(\newcommand{\wvec}{\mathbf w}\) \(\newcommand{\xvec}{\mathbf x}\) \(\newcommand{\yvec}{\mathbf y}\) \(\newcommand{\zvec}{\mathbf z}\) \(\newcommand{\rvec}{\mathbf r}\) \(\newcommand{\mvec}{\mathbf m}\) \(\newcommand{\zerovec}{\mathbf 0}\) \(\newcommand{\onevec}{\mathbf 1}\) \(\newcommand{\real}{\mathbb R}\) \(\newcommand{\twovec}[2]{\left[\begin{array}{r}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\ctwovec}[2]{\left[\begin{array}{c}#1 \\ #2 \end{array}\right]}\) \(\newcommand{\threevec}[3]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\cthreevec}[3]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \end{array}\right]}\) \(\newcommand{\fourvec}[4]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\cfourvec}[4]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \end{array}\right]}\) \(\newcommand{\fivevec}[5]{\left[\begin{array}{r}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\cfivevec}[5]{\left[\begin{array}{c}#1 \\ #2 \\ #3 \\ #4 \\ #5 \\ \end{array}\right]}\) \(\newcommand{\mattwo}[4]{\left[\begin{array}{rr}#1 \amp #2 \\ #3 \amp #4 \\ \end{array}\right]}\) \(\newcommand{\laspan}[1]{\text{Span}\{#1\}}\) \(\newcommand{\bcal}{\cal B}\) \(\newcommand{\ccal}{\cal C}\) \(\newcommand{\scal}{\cal S}\) \(\newcommand{\wcal}{\cal W}\) \(\newcommand{\ecal}{\cal E}\) \(\newcommand{\coords}[2]{\left\{#1\right\}_{#2}}\) \(\newcommand{\gray}[1]{\color{gray}{#1}}\) \(\newcommand{\lgray}[1]{\color{lightgray}{#1}}\) \(\newcommand{\rank}{\operatorname{rank}}\) \(\newcommand{\row}{\text{Row}}\) \(\newcommand{\col}{\text{Col}}\) \(\renewcommand{\row}{\text{Row}}\) \(\newcommand{\nul}{\text{Nul}}\) \(\newcommand{\var}{\text{Var}}\) \(\newcommand{\corr}{\text{corr}}\) \(\newcommand{\len}[1]{\left|#1\right|}\) \(\newcommand{\bbar}{\overline{\bvec}}\) \(\newcommand{\bhat}{\widehat{\bvec}}\) \(\newcommand{\bperp}{\bvec^\perp}\) \(\newcommand{\xhat}{\widehat{\xvec}}\) \(\newcommand{\vhat}{\widehat{\vvec}}\) \(\newcommand{\uhat}{\widehat{\uvec}}\) \(\newcommand{\what}{\widehat{\wvec}}\) \(\newcommand{\Sighat}{\widehat{\Sigma}}\) \(\newcommand{\lt}{<}\) \(\newcommand{\gt}{>}\) \(\newcommand{\amp}{&}\) \(\definecolor{fillinmathshade}{gray}{0.9}\)- To identify the main pedagogical characteristics of the following media:
- text;
- audio;
- video;
- computing;
- social media.
- To provide a framework of analysis for determining appropriate pedagogical roles for different media.
- To enable you to apply that analysis to any particular module of teaching
What is covered in this chapter
- 7.1 Thinking about the pedagogical differences of media
- 7.2 Text
- 7.3 Audio
- 7.4 Video
- 7.5 Computing
- 7.6 Social media
- 7.7 A framework for analysing the pedagogical characteristics of educational media
Also in this chapter you will find the following activities:
- Activity 7.2 Identifying the unique pedagogical characteristics of text
- Activity 7.3 Identifying the unique pedagogical characteristics of audio
- Activity 7.4 Identifying the unique pedagogical characteristics of video
- Activity 7.5 Identifying the unique pedagogical characteristics of computing
- Activity 7.6 Identifying the unique pedagogical characteristics of social media
- Activity 7.7 Choosing media for a teaching module
There is a very wide range of media available for teaching and learning. In particular:
- text, audio, video, computing and social media all have unique characteristics that make them useful for teaching and learning;
- the choice or combination of media will need to be determined by:
- the overall teaching philosophy behind the teaching;
- the presentational and structural requirements of the subject matter or content;
- the skills that need to be developed in learners;
- and not least by the imagination of the teacher or instructor (and increasingly learners themselves) in identifying possible roles for different media;
- learners now have powerful tools through social media for creating their own learning materials or for demonstrating their knowledge;
- courses can be structured around individual students’ interests, allowing them to seek appropriate content and resources to support the development of negotiated competencies or learning outcomes;.
- content is now increasingly open and freely available over the Internet; as a result learners can seek, use and apply information beyond the bounds of what a professor or teacher may dictate;
- students can create their own online personal learning environments;
- many students will still need a structured approach that guides their learning;
- teacher presence and guidance is likely to be necessary to ensure high quality learning via social media;
- teachers need to find the middle ground between complete learner freedom and over-direction to enable learners to develop the key skills needed in a digital age.