I look at what is available and then at what will fit the content that I am teaching so that the students will learn what they need to learn. I then choose the media that will be the most effective way to teach the content.
Chris,
Sounds like a rational plan, well thought out and apparently effective in your approach to assuring positive student outcomes!
Barry Westling
How do you select media for content delivery?
The first step for me would be to look at my target audience and the subject matter being presented. Questions like, 1. "What am I trying to accomplish?", 2. "Does it support/mirror my training instructions?",and 3. Will the students glean any knowledge from this instructional format?". These are just a few initial questions I need be concerned about as an instructor. Choose whatever media you feel will deliver the message and that you feel comfortable. Then, at the end of the presentation, get feedback from your target audience by surveys, critiques, etc., to determine how effective was the instructional media.
Ann,
I like YouTube as well. All students are visual learners to some degree. Viewing a procedure or situation in action can potentially convey as much valuable information as what reading from the textbook could provide. I try to keep the segments extremely short because I've found students can quickly zone out after a few minutes, even if the material is interesting.
Barry Westling
I find actual video online to be very helpful.
In the health field, "youtube" has a conglomerate of useful resources. I apply links to my powerpoint presentations and find the students enjoy the feedback after I have a feedback session.
Tracey,
Media is a tool that really has to be right sized for the circumstances, such as size, topic, resources, time available, etc. in the best case, it will add to the learning experience, and of course, that's our goal.
Barry Westling
I select media based on size of class and diversity of the students.
John,
Yes, variety can make the difference between students enduring their lessons and becoming fully engaged in them.
Barry Westling
I have learned that a combination of media in the classroom as well as interactive learning works best with my students.
Gordon,
Students usually appreciate our creative flow when selection media. The variety helps make classes more interesting and enjoyable. And breaking up the class into segments helps keep students engaged and participating, as well as potentially improving retention of key information.
Barry Westling
Media selection should be based on subject material. Using multiple forms of media also helps, by engaging different sensors in the brain.
- I.E. for an anatomy lecture on bones, using a skeleton would be an appropriate media.
Jaclyn,
This sounds great, and feedback is always a good thing. As instructors, we are responsible for the knowledge and understanding of the material the students need to learn. Sometimes we have to achieve our mission with media resources that students don't particulary care for but we use it because we know it will help the students.
Barry Westling
Based on each class. each has found different things more or less helpful. Early on I incorporate several different types of media (movies, diagrams, animated gifs...) and I will weed out the ones that the class didnt enjoy or find helpful. I am always asking them if that helped or was interesting. After a little while I have a good understanding of what works best for that particular class. I guess I use a lot of feedback in choosing media types.
Richard,
Nice. Over nearly 35 years, our program has undergone multiple changes, versions, models, policies, and we possess a variety instructional resources. All of these are archived or present in a shared file that is accessible by all faculty to take, use, cut and paste, or use as reference material as they see fit. Old doesn't mean bad, we just have to be selective to make sure a given resource is the best we have to offer for a given teaching segment.
Barry Westling
I try to find a variety of different media for use in the classroom. We have a SharePoint database set up with videos and PowerPoint's to exchanges files with each other. I also keep in contact with other professors I have met at professional development classes and exchange with them.
Gracie,
Media can be a tremendous asset (when used appropriately). Anything in excess will not be as effective, so mixing up a given instructional session with variety (video, YouTube, DVD, PPT, white-board, flip chart, overhead) along with lecture, discussion, worksheets, pair-share, and similar student-led activities keeps attention and focus, and helps limit distractions.
Barry Westling
I think it is important to use technology in our content delivery because the world has become so technology based. I like finding short, instructional videos that model examples of how to do things as well as using power points so students can take notes. Students most students are very visual, so using modeling for them is very helpful. As a student, I can always remember wanting to see an example of the right way to do something. Then I could usually figure out how to do it myself. I think in today's world, the technology we have at our fingertips makes it easier for us to use media in the classroom.
Allison,
It's interesting that many of our students are tech-savvy and accustomed to electronic and social media connections in their personal lives. Yet even well intentioned media use in the classroom can miss the mark, which just goes to show there has to be something meaningful, beneficial and pertinent to the students study in order to keep their attention. As for YouTube, I try to keep these segments under two minutes. After that, attention begins to drift. Longer segments are best left to professionally produced topics (DVD or video delivery for instance).
Barry Westling
I like to scan youtube for media. In my field it is very helpful for the students to see first hand the skill involved in treating patients.
Tracy,
PPT can be a valuable and important media to portray ideas and essential information to students. And while there are many fabulous features that are user friendly, simple and strightforward will be better tolerated by students subjected to our "wonderful works of art". If we look through the lens of students we might appreciate the beauty and benefits of simplicity.
Barry Westling
