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TALK 4

Anita Pincas

Course Design 1 – the pedagogic media

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Text Graphics Audio Video

Written content

Written interaction Email CHAT

DrawingsChartsFlowchartsGraphsArt

VoiceRecorded speechSoundsMusic

People -communication

Film - audiovisual materials

Isolated/Any combination

Synchronous/Asynchronous

MULTIMEDIA ON THE WORLD WIDE WEB

Multimedia

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Presentation – teacher gives information - input

Practice – students work on the information through exercises - uptake

Production – students use what they have learned - consolidation

The three Ps

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1. INPUTTeacher 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. MonitoringTeacher comments on or corrects the exercises.]  4. Application Teacher sets open tasks Examples: essay, project, research.

[5. FeedbackTeacher comments on the work and offers encouragement.]

Components

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Presentation – teacher gives information – input

Practice – student exercises - uptake

Production – student use of learning - consolidation

Presentation – teacher gives information – input

Practice – student exercises - uptake

Production – student use of learning - consolidation

Resources underlying PPP

Resources for PPP

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1. Narrative media 2. Interactive media3. Experimental media 4. Communication media

 5. Productive media

PRESENTATION

PRACTICE

PRODUCTION

Pedagogic media

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Problem based learning

Resource based learning

Flexible learning

Student centred learning

Collaborative learning

Independent learning

Choices

Replicate

Change

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Presentation Narrative media

Learners are

attending

understanding

interpreting

relating to their past knowledge

apprehending

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Practice

Interaction Interactive mediaModelling Experimental media Discussion Communication media

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1. Narrative media 2. Interactive media3. Experimental media 4. Communication media

 5. Productive media

Pedagogic media

PRESENTATION

PRACTICE

PRODUCTION

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Content vs. Form

2 + 2 = 4II + 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

PRESENTATION Narrative media

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The Narrative media interactive/non-interactive

Text print, computer

Graphics print, computer

Text + graphics

Audio cassetteAudio (+ text) (+ graphics)

Film TV, video, computerFilm (+ 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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TranscriptsTRANSCRIPT 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.

 

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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 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.

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A. 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

Teacher talk Narrative – non-interactive

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Teacher talk Narrative – non-interactive

B. Animate and motivate

-give more examples

-use animations or films

-Teacher’s personality:

enthusiasm

facial expressions

voice

manner of speaking

explanatory power

-rapport

between teacher and students

between students and institution

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“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

Teacher talk – lecturing Narrative – non-interactive

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Types of lecturesScripted 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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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 to

control

Interactive Presentations

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Interactive Presentations - Live in classTEACHER

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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Teacher’s screen independent of students’ screensStudents 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 databasea statistical package

Live class practice woven into presentation.

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On campus - presentation workshop

STUDENTS

workstation

STUDENTS

workstation

STUDENTS

workstationSTUDENTS

workstationSTUDENTS

workstation

STUDENTS

workstation

STUDENTS

workstation

STUDENTS

workstationSTUDENTS

workstation

STUDENTS

workstation

Off campus - presentation Online workshop

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Skills teachingTraining videos

DemonstrationsOpening wine bottlesCutting 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

Non-lecture NARRATIVE MEDIA

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Interaction Interactive media

Modelling Experimental media Discussion Communication media

PRACTICE

Individual

or

Pair

or

Group

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Fork

Scissors

Knife

Spoon

Cutting paper

Spearing food

Slicing meat

Drinking soup

Interactive media - Animations1. Animation

2. Drag and drop

3. Bar chart builder

4. Jigsaw  

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Interactive media - hypermediaLearner 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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-numerical models -spreadsheets

-spatial models – design shapes and colours -spatio-temporal models - process simulation

- audio models – musical variants

Modelling - Experimental media