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TALK 4

TALK 4. Anita Pincas. Course Design 1 – the pedagogic media. Multimedia. MULTIMEDIA ON THE WORLD WIDE WEB. Text. Graphics. Audio. Video. Drawings Charts Flowcharts Graphs Art. People - c ommunication Film - a udiovisual materials. W ritten c ontent W ritten interaction

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TALK 4

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  1. TALK 4 Anita Pincas Course Design 1 – the pedagogic media

  2. Multimedia MULTIMEDIA ON THE WORLD WIDE WEB Text Graphics Audio Video Drawings Charts Flowcharts Graphs Art People - communication Film - audiovisual materials Written content Writteninteraction Email CHAT Voice Recorded speech Sounds Music Synchronous/Asynchronous Isolated/Any combination

  3. The three Ps Presentation – teacher gives information - input Practice – students work on the information through exercises - uptake Production – students use what they have learned - consolidation

  4. Components 1. INPUT Teacher provides new knowledge, information or instructions Examples: an explanation, a demonstration 2. Input follow-up: Activity workshop or seminar - uptake Teacher sets guided or controlled exercises Examples: writing a definition, doing/reporting anexperiment, a field trip. [3. Monitoring Teacher comments on or corrects the exercises.] 4. Application Teacher sets open tasks Examples: essay, project, research. [5. Feedback Teacher comments on the work and offers encouragement.]

  5. Resources for PPP Presentation – teacher gives information– input Practice – student exercises - uptake Production – student use of learning - consolidation Resources underlying PPP

  6. Pedagogic media PRESENTATION 1. Narrative media 2. Interactive media 3. Experimental media 4. Communication media 5. Productive media PRACTICE PRODUCTION

  7. Choices Replicate Change Problem based learning Resource based learning Flexible learning Student centred learning Collaborative learning Independent learning

  8. Presentation Narrative media Learners are attending understanding interpreting relating to their past knowledge apprehending

  9. Practice Interaction Interactive media Modelling Experimental media Discussion Communication media

  10. Pedagogic media PRESENTATION 1. Narrative media 2. Interactive media 3. Experimental media 4. Communication media 5. Productive media PRACTICE PRODUCTION

  11. PRESENTATIONNarrativemedia Content vs. Form 2 + 2 = 4 II + II = IV Two plus two equals 4 Mary hit John. John was hit by Mary. It was Mary that hit John. It was John that was hit by Mary

  12. The Narrative media interactive/non-interactive Text print, computer Graphics print, computer Text + graphics Audio cassette Audio (+ text) (+ graphics) Film TV, video, computer Film (+ text) (+ graphics)

  13. Content as textNarrative – non-interactive Existing material Rewrite? Add explanations? Benefits of text online? Written lecture? Help understanding - FAQs - quizzes - tutor support

  14. Transcripts TRANSCRIPT 1 - ORAL I, my field is actually linguistics, and that’s where I’ve come from, from training English teachers. So maybe that’s why I’ve been more aware of this, discourse analysis, than many other people would be. But, you see that I am taping my lecture now, or my talk. Now, I want to tape it, on an audio tape, not a video. I’m sorry, I asked Chris but you weren’t able to organise videos. I wanted this tape because I’ll give it to my secretary and she’ll type it out because I want to produce a paper on this. But you know as well as I do I’m not going to just be able to use what I’ve been saying. The discourse is wrong. That is not going to be a written article, it is different discourse.

  15. Written version My field is actually linguistics and the training of English teachers. That is where my viewpoints come. This may be the reason why I have become more aware of the discourse features of explanatory talk than other people are. When you look at a transcript of a taped lecture now, whether on an audio tape or a video, and you see it on a paper like the paragraph above, you know as well as I do that this is not appropriate to be read, even though it does represent what I’ve been saying. But the discourse is wrong. That is not going to be a written article, it is different discourse. So, if I want to write out my talk, I have to change it to something like this written version.

  16. Teacher talk Narrative – non-interactive • Shaping the knowledge - information is organized in a specific way ie, related to a specific set of learners • -select and arrange the content so it is graded just • - link the subject to the specific objectives of the course • - link to prior knowledge • - correct expected misunderstandings • - rephrase and repeat key points • - expand on difficult issues • - summarise • - plug gaps • - make links to current events • - refer to recent advances in field

  17. Teacher talkNarrative – non-interactive • B. Animate and motivate • give more examples • use animations or films • Teacher’s personality: • enthusiasm • facial expressions • voice • manner of speaking • explanatorypower • rapport • between teacher and students • between students and institution

  18. Teacher talk – lecturingNarrative – non-interactive “the overwhelming weight of university opinion is that lectures have an essential function, particularly for opening up a subject for students who are not in a position to do it for themselves by unassisted reading, and also for giving more detailed information where suitable text-books are lacking. Lectures have certain advantages over discussion periods in that continuous exposition, free from interruptions, can be better prepared and more profound than teaching in a discussion period, can cover more ground, and can enable an inspiring teacher to influence more students. Nias, J. Ed. (1993) The Human Nature of Learning; Selections from the Work of M.L.J. Abercrombie Society for Research into Higher Education, Open University Press p. 76

  19. Types of lectures Scripted monologue with/without slides Unscripted but prepared monologue with slides without slides Unscripted but prepared interactive lecture Unscripted unprepared interactive teaching

  20. Presentation choice Narrative: interactive / non-interactive High tech synchronous two-way dialogue: Videoconferencing; Chat Lower tech asynchronous one-way teacher talk: video [WEB page: +/- text +/- Chat ]

  21. Interactive Presentations 1. Videoconferencing synchronous Q-A between teacher and students Can be very disorienting and hard to control 2. Videostreaming on the WEB timetabled periods for synchronous Q-A either by voice or CHAT Can be very disorienting and hard to control timetabled periods for asynchronous Q-A by email or web board discussion Not disorienting and easy to control 3. Video on CD or on cassettes like this film, with timetabled periods for synchronous Q-A either by voice or CHAT Can be very disorienting and hard to control timetabled periods for asynchronous Q-A by email or weboard discussion Not disorienting and easy tocontrol

  22. Interactive Presentations - Live in class TEACHER console and large screen STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation STUDENT workstation

  23. Live class practice woven into presentation. • Teacher’s screen independent of students’ screens • Students work: • individually • in pairs sharing a screen • as a class sharing a screen • Teacher’s screen a shared space with student screens • students can add to it from their own workstation. • EXAMPLES • a translation • a database • a statistical package

  24. On campus - presentation workshop STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation STUDENTS workstation Off campus - presentation Online workshop

  25. Non-lecture NARRATIVE MEDIA Skills teaching Training videos Demonstrations Opening wine bottles Cutting sharks fins Showing local people rather than distant models Trainees video themselves and send the videos in for feedback. Virtual field trips – to need to rely on the weather Calculations

  26. PRACTICE Interaction Interactive media Modelling Experimental media DiscussionCommunication media Individual or Pair or Group

  27. Interactive media - Animations 1. Animation 2. Drag and drop 3. Bar chart builder 4. Jigsaw Fork Scissors Knife Spoon Cutting paper Spearing food Slicing meat Drinking soup

  28. Interactive media - hypermedia Learner power to Create links Construct own knowledge systems Tutor might set very specific goals provide lists of options prepare sets of activities in appropriatemedia offer advice

  29. Modelling - Experimental media • numerical models -spreadsheets • spatial models –design shapes and colours • spatio-temporal models- process simulation • - audio models –musical variants

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