TALK 4

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TALK 4
Course Design 1 the pedagogic media

• Anita Pincas

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Multimedia
MULTIMEDIA ON THE WORLD WIDE WEB

Text
Graphics
Audio
Video
Drawings Charts Flowcharts Graphs Art
People - communication Film - audiovisual
materials
Written content Written interaction
Email CHAT
Voice Recorded speech Sounds Music
Synchronous/Asynchronous
Isolated/Any combination
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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
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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.
 
   
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Resources for PPP
Presentation teacher gives information
input Practice student exercises - uptake
Production student use of learning -
consolidation
Resources underlying PPP
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Pedagogic media
1. Narrative media   2. Interactive media 3.
Experimental media 4. Communication media   5.
Productive media
PRESENTATION
PRACTICE
PRODUCTION
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Choices
Replicate
Change
Problem based learning Resource based
learning Flexible learning Student centred
learning Collaborative learning Independent
learning
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Presentation
Narrative media Learners are attending underst
anding interpreting relating to their past
knowledge apprehending
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Practice
Interaction Interactive
media Modelling Experimental
media Discussion Communication
media
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Pedagogic media
1. Narrative media   2. Interactive media 3.
Experimental media 4. Communication media   5.
Productive media
PRESENTATION
PRACTICE
PRODUCTION
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PRESENTATION Narrative media
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
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The Narrative media interactive/non-interac
tive
Text print, computer Graphics print,
computer Text graphics Audio
cassette Audio ( text) ( graphics) Film
TV, video, computer Film ( text)
( graphics)
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Content as textNarrative non-interactive
Existing material Rewrite? Add
explanations? Benefits of text online? Written
lecture? Help understanding - FAQs -
quizzes - tutor support
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Transcripts
TRANSCRIPT 1 - ORAL   I, my field is actually
linguistics, and thats where Ive come from,
from training English teachers. So maybe thats
why Ive 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. Im sorry, I asked Chris but you
werent able to organise videos. I wanted this
tape because Ill give it to my secretary and
shell type it out because I want to produce a
paper on this. But you know as well as I do Im
not going to just be able to use what Ive been
saying. The discourse is wrong. That is not
going to be a written article, it is different
discourse.  
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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 Ive
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.
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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

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Teacher talk Narrative non-interactive

• B. Animate and motivate
• give more examples
• use animations or films
• Teachers personality
• enthusiasm
• facial expressions
• voice
• manner of speaking
• explanatory power
• rapport
• between teacher and students
• between students and institution

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Teacher talk lecturing Narrative
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
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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
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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
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Interactive Presentations
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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
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Live class practice woven into presentation.

• Teachers screen independent of students
  screens
• Students work
• individually
• in pairs sharing a screen
• as a class sharing a screen
• Teachers screen a shared space with student
  screens
• students can add to it from their own
  workstation.
• EXAMPLES
• a translation
• a database
• a statistical package

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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
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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
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PRACTICE
Interaction Interactive
media Modelling Experimental
media Discussion Communication
media  
Individual or Pair or Group
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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
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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 appropriate media offer advice
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Modelling - Experimental media

• numerical models -spreadsheets
• spatial models design shapes and colours
• spatio-temporal models - process simulation
• - audio models musical variants