DIGITAL MEDIA AND LEARNING APPLICATIONS
Week 1: How Can Audio Media be Used as an Effective Learning Object.
For week one we were tasked with creating and audio file of ourselves discussing the good and bad ways that audio could be used in an instructional setting. We also where expected to create a audio transcript of our recording.
Audio Transcript
Audio exists all around us it is deeply integrated into our society. Audio is even integrated into our learning. We learn about nature through the use of sounds. One of the first things I have learned was how to recognize the type of animal or insect by listening to the sound it made. We as educators need to learn how to integrate audio into our main lessons. This is especially important in the modern society we are living in with online classes becoming more mainstream. According to Errol Craig Sull and Andy Cavanaugh the use of audio in an online classroom can create a more effective and efficient classroom experience (Sull, 2014). Just like anything there is always and good and bad side to everything.
The main good of using audio in instruction is that it can increase the learning and understanding ability of learners. According to Richard Mayer’s cognitive theory of multimedia learning students learn best through the use of both visual and audio presentation of media (Mayer 2019). This theory lends itself to the idea that using multiple media types will appeal to different kinds of learners and increase the chances of learning. A personal example I have of this is from my high school French class. My teachers loved to use these silly little videos for different things we learned. One that will always stick with me is when we learned to conjugate the verb avoir which means to have. The French language believes in gendering everything. When learning verbs, we break it up into I have, you have, he/she have, we have, they have, and then a group of men/women have. For this verb my teacher showed us a video that had a silly little song to remember the conjugation. This song is one thing that will forever be engrained into my memory and I would like to sing it for you now as an example. J’ai as, tu as, Il a, ella a, nous avon, vous aves, il/elle ont. I may not remember much from that class, but this will be one thing I do.
The main bad of using audio in instruction could include distraction to learning. When incorporating audio into learning the instructor needs to think about the many uses and problems into could cause. One example of bad use is as background noise in instruction. In high school I had an instructor who would play music in the background while we did individual or group learning. This did not personally affect my learning but for other students around me it did. This background music provided a major distraction for them and deterred from their learning. They found themselves listening to the music rather than focusing on learning. During these times the work that would be pushed out was less desirable than times without the music.
As instructors when incorporating audio we need to think long and hard about how best to use it to increase learning not decrese.
Reference
Sull, E. C., & Cavanaugh, A. (2014). A Miniguide to the Use of Audio Files in the Distance Learning Class. Distance Learning, 11(3), 33–37.
Mayer, R. E. (2019). Thirty years of research on online learning. Applied Cognitive Psychology, 33(2), 152–159. https://doi-org.oclc.fullsail.edu/10.1002/acp.3482
For week 2 we were tasked with creating a video discussing the good and bad uses of video in an educational setting. This week also included a transcript of the information presented.
We live in a world where the biggest amount of knowledge comes from the internet. One of those sources of knowledge comes from video. In this time one can find a video to learn just about anything. I recently used a video from YouTube to help me build a desktop pc from the basic parts. My 7-year-old nephew used a video to learn about how to make the grass grow in the front yard. If you can dream it there is more than likely and instructional video out there for it.
The use of video in the modern classroom is still a relatively new concept as most of academic institutions may not have the capabilities to use video. According to Dr. Wyly though video allows one to bring new dimension to learning. It is important that we start to use the modern technology to expand on learning. Video will allow those students who learn better through visual stimuli as well as the audio stimuli. In a study presented by Dean Sutherland, on the use of video instruction to teach the use of AAC – device, it was found that those with access to the video instruction learned faster than those without (Sutherland, 2008).
As with anything there is a good and bad to everything. The good of using video is it allows students to have access to a different form of media. This lends to the idea that not ever learner learns the same way. Some can learn through simple audio, some need visual, some need hands on, and most need a blend of one or more. As an instructor in the agricultural field, we sometimes teach complex subjects that need more than just auditory instruction. For the subject of carpentry, we need to teach all of the complex tools that can be found in the carpentry lab. For this I have found that basic discussion of these tools is not enough to teach the concept. It is very useful to incorporate the use of video to assist. Here is an example of a video I would personally use. This person shows proper techniques of tool use.
If there is good use a video, there of course must be bad. For this I cannot think of a specific bad example. Video can be useful in all instruction and does not have a bad use. When discussing the bad of video, we can discuss other factors that make the video bad. One that stands out the most to me is those from not credible sources. Sherry Seethaler discusses the importance of building report and credibility with the videos used. She states that it important to see that the information presented is viewed as important as well as correct (Sethaler, 2020). This would be video that was randomly searched online from some random person who decided to post it to YouTube. When discussing carpentry this can be pretty common. There are a million carpenters on the internet who spend their time randomly reviewing tools. These videos can be informative but may not have correct information in regard to the tool they are reviewing. This is why it is important to try and locate a video from the specific tool maker or a credible tool sales company. This is a video I would not use. This video comes from a channel with a silly eye catching name and lends more to the random person not necessarily the classroom setting.
All in all, video is an important educational tool that should be used. One just needs to spend a little time finding the correct video to use.
References
Sutherland, D. (2008). Computer-based video instruction facilitates AAC-device use in community settings. Evidence-Based Communication Assessment & Intervention, 2(2), 84–86. https://doi-org.oclc.fullsail.edu/10.1080/17489530802049049
Seethaler, S., Burgasser, A. J., Bussey, T. J., Eggers, J., Lo, S. M., Rabin, J. M., Stevens, L., & Weizman, H. (2020). A Research-Based Checklist for Development and Critique of STEM Instructional Videos. Journal of College Science Teaching, 50(1), 21–27.
For week 3 we were tasked with creating a video discussing the good and bad uses of interactive media which also included a written transcript.
Interactive media transcript
Technology has become such a huge part of modern society. It is hard to find anyone over the age of 10 that does not have a miniature computer, or cell phone. According to Dr. Seigel with all of the interactive media like movies where the watcher can control the ending it is time for education to catch up. One technology becoming more and more prevalent in today’s time is interactive media. Interactive media includes anything in which the learner can control what is happening. As with anything there is good and bad to everything.
I really enjoy talking about the good use of interactive media. One of my favorite type to use is online interactive labs. Today I would like to show you a demo of using an online frog dissection lab. In this lab students are able to learn about all of the parts of the frog. In this section they are removing the body parts and labeling them. This gives them all the information about the body part. Using this kind of media is beneficial as it will allow some educators to save money by not buying live animals. This will also allow students who cannot stomach the real dissection to get a similar experience but with less of the stomach churning smells and sights. According to Sabreena Shah the use of interactive media like online labs allows students to take control of their personal learning and learn better (Shah, 2016).
Now we must talk about the bad. Interactive media is a really amazing piece of educational technology. Educators may be tempted to use it in all lessons. This could become a bit of a hassle and even a little boring. I believe that a bad use of interactive media is to aid in the teaching of a simple subject. An example of this would be this demo of labeling the parts of a saw. This is a simple subject that could be taught in the classroom. This program is a little awkward to use and hard to see. Also, this lesson could be done on paper or even more interactive with a saw in the lab setting. Chip Donahue states that the use of technology and interactive media should be limited and well thought out to be an effective tool (Donahue, 2017).
Technology is taking over the world and is changing everything as we know it.
References
Shah, S., & Lohar, S. A. (2016). The Role of Interactive Media in the Spread of English Language in the World: A Language Policy Perspective. Language in India, 16(6), 133–144.
Donohue, C., & Schomburg, R. (2017). Technology and Interactive Media in Early Childhood Programs. YC: Young Children, 72(4), 72–78.
Week 4:
For week 4 we were tasked with creating a video presentation for Osceola County welcome center and history museum. We were given a couple photos of the museums existing exhibits. Looking at these photos we were to come up with ideas of how to make the exhibits more interactive. We were to come up with ideas incorporating a budget and some not using a budget. We also had to have a written transcript.
The Osceola county welcome center and history museum in Florida is looking to make their static display more engaging to the visitors. From studying the photos given to us to use it is clear the displays are set up very effectively with useful information and beautiful graphics. The big issue they are facing is that the displays are static and only presented in English. When redesigning the cooper Hewitt exhibit in the Smithsonian design museum the design team decided it was important to reach out to all visitors and give them an opportunity to be involved to make the museum more interactive (Chan 2015).
Though English is a main language in most of America, Spanish is a language spoken in Florida. It is very important that we approach both languages in museum displays. One of the easiest ways to incorporate Spanish would be to translate the existing media and reprint it to more information panels. This would involve having more wall space covered by another panel and that may not the look the best. Another option would be using technology. Incorporating audio files into the museum would help incorporate both languages. The museum could invest into audio devices that visitors could rent or borrow to play the given information in both languages. This would help those that are Spanish speaking enjoy the museum. Those that speak English will be able to further experience and learn from the museum.
With absolutely no budget additional technology can be incorporated. The museum could purchase a large collection of audio playing devices that could be lent to each visitor. One newer technology that could be incorporated in the museum is hologram. The museum could have a holographic tour guide that could provide information about each exhibit. Visitors would be able to choose which language that the hologram presents in. Another option would be to have a website or app created the visitors could use through their cellular device. This app or website would allow visitors to choose which exhibit they are at and look at different media types for the exhibit. This was put into practice at the Columbus Crossing Border project and this exhibit has seen more interaction from all visitors (Katz 2020).
If we are incorporating a budget there is cheaper options out there for interactive media. One of the cheapest options would be video. Videos could be created by museum volunteers and employees where they are presenting information for the exhibits. These videos can be played through small video screens or can be posted YouTube that visitors can view on their phone. A less technology-based experience that can be used is a scavenger hunt. A paper could be given to each visitor that lists items that the visitor will find throughout the museum. Visitors can then search for those things and then turn in the completed project for a small prize. This will encourage visitors to interact more with the exhibits and have more fun along the way.
References
CHAN, S., & COPE, A. (2015). Strategies against Architecture: Interactive Media and Transformative Technology at the Cooper Hewitt, Smithsonian Design Museum [The full v]. Curator, 58(3), 352–368. https://doi-org.oclc.fullsail.edu/10.1111/cura.12118
Katz, H., & Winegardner, Z. (2020). Create, Connect, Contemplate: Engaging Digital Technology for the Future Art Museum and Curriculum. Art Education, 73(3), 29–37.
