Five Categories of Media

1. Five Categories of Media • Web-Based Technologies • Computer-Managed Learning Systems (non-Internet-Based) • Teleconferencing Technologies

2. Five Categories of Media (continued) • Cable and Broadcast Television • Videotaped-Based Instruction

3. Web-Based Technologies

4. Web-Based Technologies Include a wide range of communication tools that may be incorporated into content for distribution to remote areas via the Internet. Web-based technologies may be used to create small and large learning environments that are capable of supporting both synchronous and asynchronous communications between the presenter and participants as well as interaction among groups.

5. Web-Based Technologies (continued) Powerful tools for • Collaboration • Communication

6. Factors to Consider Advantages • Permits 24-hour access. • Strengthens interaction between the educator and participants. • Allows learners to facilitate their own learning experience (learner-centered). • Facilitates design and development of interactive self-study courses/training.

7. Advantages (Continued) • Promotes innovative teaching of content. Materials are designed to complement the online learning environment. • Accommodates varied learning styles. • Eliminates geographical limitations. • Provides new delivery system capabilities. • Reduces material costs.

8. Advantages(Continued) • Provides effective tracking and reporting tools. • Allows participants to retain some degree of anonymity. • Facilitates cultural interaction among participants. • Provides access to a range of educational resources. Supplementary resources may be included for participants to engage in research and in-depth analysis of course content.

9. Advantages (Continued) • Allows electronic materials to be easily updated. • Provides flexibility in depth and breadth of information. • Requires educators to evaluate their instructional planning and delivery media system. • Promotes participants’ time on task.

10. Advantages (Continued) • Supports collaborative learning among participants. • Reduces the digital divide by exposing more people to the use of computers and the Internet. • Promotes motivation to learn. • Facilitates development of instructor-led courses/training. • Incorporates multimedia. • Provides worldwide access to educational resources.

11. Disadvantages • Requires participants to have access to a computer with Internet connectivity. • Requires both the instructor and participants to have a rudimentary knowledge of computers and the Internet. • Requires technology to be user-friendly and reliable, free of technological glitches.

12. Disadvantages (Continued) • Requires participants to have self-discipline, motivation, and ability to manage time effectively. • Requires educator to have adequate writing skills, and be able to adjust to the absence of face-to-face interaction by developing a supportive learning environment. • Participants may feel detached. • Increases in the number of participants tend to decrease the level of interaction.

13. Disadvantages (Continued) • Requires technical support. • Requires modification of materials for Web effectiveness. • Requires transparency of the delivery system. • Requires participant’s access to electronic resources. • Increases risks of eye strain and other injuries. • Involves possible slow accessing of Internet resources.

14. Web-Based Tools Below is a partial listing of Web-based tools. • E-mail • Portable document files (PDF) • Computer conferencing (threaded discussion groups) • Online chat • Whiteboards • Hypertext links

15. Web-Based Technology Tools • Web-based course management software • Online databases • News groups • Presentation software • LISTSERV • Streaming media • Electronic performance support system (EPSS)

16. Instructional Strategies for Incorporating Web-Based Tools Instructional strategies may be supported by numerous Web-based tools. Below is a partial listing of instructional strategies and the corresponding Web-based tool(s). • Collaborative learning or cooperative learning (computer conferencing) • Participant feedback (e-mail, computer conferencing)

17. Simulation or role-playing (simulation software) • Group activities (computer conferencing, PDF files, e-mail) • Self-directed learning (Web sites, Web pages) • Self-paced tutorials (Web-based course management software, Web pages) • Readings (Web pages, online journals) • Self-study courses (Web-based course management software)

18. Lectures (computer conferencing, presentation software) • Discussions (computer conferencing, chat group) • Labs (simulation software) • Plenary seminars (computer conferencing) • Short presentations (presentation software, computer conferencing)

19. Case studies (e-mail, chat groups) • Seminars (computer conferencing) • Group projects (computer conferencing, e-mail, PDF) • Team presentations (computer conferencing, presentation software) • Peer counseling (e-mail, computer conferencing) • Self-help groups (computer conferencing) • Virtual tours/workshops (simulation software)

20. Practical examples (Web pages) • Instructional games (Web pages) • Self-instructional modules (Web pages) • Facilitator demonstrations (streaming media) • Lesson exercises (Web pages, e-mail) • Journal articles (LISTSERV, e-mail, Web sites, Web pages) • Problem scenarios (chat groups, e-mail, computer conferencing)

21. Study quizzes (Web course management software, Web pages) • Program presentations (presentation software) • Audio/visual materials (computer conferencing) • Summary reports (e-mail, news groups) • Hands-on exercises (e-mail, Web course management software)

22. Practice projects (computer conferencing) • Direct text readings (hypertext links) • Course assignments (e-mail, LISTSERV) • Course problem-solving exercises (computer conferencing) • Internships (computer conferencing) • Mentorships (chat groups, computer conferencing) • Apprenticeships (computer conferencing)

23. Facilitator feedback (e-mail, threaded discussion groups) • Question/answer sessions (computer conferencing) • Panel discussions (computer conferencing) • Field observations (Web pages, presentation software) • Course guide (Web course management software, Web pages) • Case problems (chat groups, computer conferencing)

24. Mock presentations (computer conferencing) • Case analyses (e-mail, computer conferencing) • Study guide (web course management software) • Critiques from research (e-mail, computer conferencing) • Guest speakers (computer conferencing, presentation software) • Group discussions (online chat sessions, e-mail)

25. Interactive and diagnostic exercises (computer conferencing, online chat sessions) • Collaborative work (computer conferencing) • Learning contracts (e-mail, computer conferencing) • Skits (computer conferencing) • Debates (computer conferencing) • Forums (computer conferencing) • Debating teams (computer conferencing)

26. Learning dyads (computer conferencing) • Peer reviews (e-mail) • Brainstorming (computer conferencing, e-mail) • Expert System (electronic performance support system) • Learner assessment procedures (Web course management software) • Symposiums (computer conferencing)

27. Discussion questions (computer conferencing) • Illustrations (presentation software) • Animation (presentation software, streaming media) • Demonstrations (streaming media) • Research (Web sites, online databases, online journals)

28. Technical Requirements • Access to a computer with e-mail, Web browsing capability. • Basic familiarity with using Web browsers, e-mail, and word-processing. • Access to streaming media files. Participants need access to a Web browser with a streaming media player.

29. Technical Requirements (continued) • For streaming media containing sound (audio), a sound card and speakers are needed. • For streaming media files that are stored on a remote server on the Internet, Internet connectivity is needed to access files.

30. ADA Guidelines For assistance in designing learning opportunities for individuals with special needs according to the American’s Disabilities Act (ADA) guidelines see the Web sites below. http://www.w3.org/TR/WCAG/ http://web.mit.edu/ada/waccess.html