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Tag: Hypermedia

  • Learning with Media Reflections

    After reviewing Robert H. Kozma’s (1991) article entitled “Learning with Media,” I am convinced that the continued evolution of learning technologies and instructional design will further the need to scientifically explore how media influences the learner. Systemic and theoretical research approaches continue to provide insight on how media is influencing the learner’s ability to connect working memory to long term memory using images, both printed and electronic textbooks, video, gaming, social media, and other forms of hypermedia. Strategic targeting of needs to diverse learners to aide in academic growth using media provides the instructor with the ability to address a variety of abilities and learning styles.

    Including the arts element in an integrated STEM approach, (science, technology, engineering, and math), can aide in a greater understanding of how academic vocabulary applies to the topic at hand. Students conduct research of a term and create an artistic expression from their prior research. This activity deepens the learning experience to connect long term memory to working memory. Digital technologies and mediums can provide for the activity to be more engaging, allow for the student to teach others, and contributes to the overall learning process.

    STEAM ideas

    Kozmo is accurate in identifying how video, television, technologies provide a window of “cognitive engagement” (p. 194). Students strive to understand why content is important. Good teaching can occur when students understand that the subject at hand has a purpose. Teachers must explain how objectives and materials connect to real world scenarios that learners can relate to. Media allows for learners to become exposed to a variety of perspectives, encouraging critical thinking skills that are much needed. Ignoring technologies and media’s role in the learning process is prevents all stakeholders from the ability to tap into rich learning experiences. Media can both add or take away from a learners cognitive ability. Teachers still lack training and knowledge on how to design instruction that foster media related decisions. Teachers must also be empowered with the ability to be creative in the classroom and model life long learning.

    References

    Kozma, R. B. (1991). Learning with media. Review of Educational Research, 61(2), 179-211. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ429464&site=ehost-live&scope=site

  • Reflecting on Richard E. Clark’s Reconsidering Research on Learning from Media

    Just as there are many types of vehicles or modes of transportation in the world, there are many varieties of media and tools that can aide students to become both a producer and consumer of knowledge. In reviewing Richard Clark’s (1983) article entitled “Reconsidering Research on Learning from Media”, I found many interesting parallels to current discussions regarding quality and reliability of online media content.

    Clark (1983) stated that “media does not influence learning or student achievement under any circumstances.” He offers the analogy of media as a vehicle “delivering instruction” and compares media’s role to that of a “grocery truck delivering nutritious food.” Clark suggests that research scientists concentrate on media attributes to instructional design, attitudes towards media, and focus on instructional methods instead of media.

    The problem with Clark’s analogy, is found in the many generalizations. If the truck has a higher operation cost, that passes the cost to the consumer who now can’t afford quality food.

    In 1983, the world did not have the choices and technologies available today. Students are now not only consumers of media, but have the ability to contribute content to a global audience. The questions surrounding the issues of media are more complex. Nutritional content, accessibly, ease of intake, research, creation tools, and ease of feedback offer students new opportunities and learning approaches that were previously unavailable.

    Clark is correct in his assessment on the importance of the quality of instruction. The teacher is the most important contributor and can greatly influence learning. Another famous Clarke (1980) stated in Electronic Tutors, “Any teacher who can be replaced by a computer….should be”.

    Clark, R. E. (1983). Reconsidering research on learning from media. Review of Educational Research, 53(4), 445-459. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=18880403&site=ehost-live&scope=site

    Clarke, A. (1980). Electronic tutors .