t6_application of 2 dimension and 3 dimension media-final-090113
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EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
TOPIC 6 APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
SYNOPSIS
This topic discusses various 2-Dimensional (2D) and 3-Dimension (3D) media in
assisting the teaching and learning process. The importance of these media is based
on how they are used.
LEARNING OUTCOME
By going through the learning activities this topic, hopefully the teacher will be able
to:
i. Explain the definitions of 2D and 3D media.
ii. Identify the examples of 2D and 3D media used in teaching and learning.
iii. Elaborate upon the effectiveness of using 2D and 3D media in teaching and
learning.
TOPIC FRAMEWORK
Application Of 2-Dimensional And 3-Dimensional Media
2-Dimensional Media
Definition
3-Dimensional Media
Effectiveness
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EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
The development of information technology and digital media, has resulted in fewer
teacher using 2D and 3D media as teaching aids in the teaching and learning
process. Nevertheless, the importance of 2D and 3D media in motivating student
involvement in concrete learning experiences cannot be denied.
6.1 Definition of 2D and 3D media
2D media are visual materials produced on a flat surface such as cloth, paper or
glass. Two-dimensional shaped object has width and length. 2D media may require
specific display apparatus to display the information they contain. The black board,
white board, multipurpose board, magnetic board and flip charts are examples of
display boards which can be used for the puspose mentioned.
3D media are objects that have width, length and height. Examples of 3D objects are
realia (real objects), models, puppets etc. Using 3D media in teaching and learning
give students concrete experience and can stimulate creativity within them.
Think
Look around in your class and list out all the 2D and 3D media present.
6.2 Types of 2D media
6.2.1 2D mediaThere are various types of 2D media namely drawing, photograph, chart, poster and
flash card.
6.2.1.1 Drawing
Drawing is a sketch of idea which is delivered in the form of visual communication. It
is drawn in bIack and white, or with colours to link graphic elements. Drawing that
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gives a clear and exact pictorial situation or concept is able to achieve teaching and
learning objectives.
Figure 6.1: Drawing
6.2.1.2 Photograph
Photograph, either black and white or coloured, is the true picture captivated with a
camera onto a film or paper. It displays a true situation and is capable of explaining
abstract concepts clearly. Hence, using photograph is suitable for all levels of
teaching, from set induction to summing up a lesson. For educational purposes,
photographs used are scenery, occupations, daily activities, science history and
hobbies.
Figure 6.2: Photographs
6.2.1.3 Chart
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EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
A chart is a visual representation which shows past events in a given time. The main
feature of a chart is the process or flow of changes involved. Generally, it displays
the main concept only with brief supportive information. Types of charts include
organisation chart, classification chart, time chart, table chart, flow chart and graph.
Figure 6.3: Organisation chart shows the structure of levels
Figure 6.4: Classification chart shows categories
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EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
Figure 6.5: Time chart shows the relation between time and event
Figure 6.6: Table chart shows data explanation
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EDU3105 T6 – APPLICATION OF 2 DIMENSION AND 3 DIMENSION MEDIA
Figure 6.7: Flow chart shows sequential process
Figure 6.8: Bar graph
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Figure 6.9: Pictograph
Figure 6.10: Pie chart
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Figure 6.11: Line graph
ThinkState the types of graphs which you will use in each of the following
situation:
1. 1. Link products sold to three sections of a company in a year
2. 2. Show the rates of energy usage with average households for heating
3. and machinery works.
4. 3. Illustrate the petrol usage of a country for a month.
5. 4. Compare the total amount of calories in 10 different types of foods.
6. 5. Show the changes of a population of an extinct species for the last ten
7. years.
6.2.1.4 Poster
Poster is a drawing or printing which links lines, letterings and colours into a visual
displaying one or more messages. Poster is dynamic and can be full of colours with
the intention to attract attention and deliver messages spontaneously. Poster is
frequently used as a source of attraction towards an upcoming event or program.
Figure 6.12: Poster
6.2.1.5 Flash card
Flash card is a card with brief information. It is most suitable for pre-school children.
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Figure 6.13: Flash cards
Discussion
What are the strengths and weaknesses of each of the 2D média stated
above?
6.2.2 3D Media
6.2.2.1 Puppet
Puppet is an object that is moved or acted by a person either by touching or through
instructions aimed at delivering a message. According to the Oxford 4th Edition
dictionary, the puppet is a doll of child or children. While according to Wikipedia
(2012) puppet is a non-living doll or a human figure, animal or any other thing that
kind of animated or manipulated by at least one Tok Dalang to be presented in
theater, film or television. There are various types of puppets made from all kinds of
materials suited to its form and use.
i. Glove/finger Puppets
Puppets can be in the form of glove forming the body and body parts of puppets. When using this type of puppet, the fingers or only a finger inserted into the gloves
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and moved to turn the puppet’s body parts. Each finger is given a specific role to
play. Animal-shaped hand puppets can be introduced to children as insects, worms, cats,
rabbits and so on. It is made of a soft material and can be washed. Hand puppets
will entertain children and strengthen family relationships and help train children to
express themselves and develop speech faster.
Figure 6.14: Puppet Gloves / Finger
ii. Stringed Puppets
Stringed puppets or 'Marionette' is made of hard materials such as paper mache,
plaster-of-Paris or wood. Delicate ropes are connected to the puppet parts that can
move. When using puppets, the ropes are pulled to make the mobile parts of the
puppet moves.
Figure 6.15: Puppets Rope
iii. Stick Puppet
This puppet is made of a hard material or thickness. Then long sticks are placed on
the puppet body including the specific parts to be moved. The puppet is touted on
the main stick while other sticks are shaken to move the mobile puppet parts.
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Figure 6.16: Puppet Lidi
iv. Wayang Kulit
A puppet shape drawn on thick paper. This puppet is colored and cut out. Fine
sticks are placed at specific points on the body of the puppet. During the puppet
show, it is placed at the back of the white screen. A Tok Dalang will sit behind the
screen and assisted by the light. Lamp is lit and the puppet’s shadow will appear on
the screen. The stick is shaken to move the puppet parts. Another way to present
the shadow puppet show is by using the OHP as the light source and the image will
be displayed as puppets on the screen.
Figure 6.17: Wayang Kulit
6.2.2.2 Model
A model is the structure made from materials such as clay, plasticine, rubber,
plaster, or wood box intended to imitate an actual object or abstract thing. It is used
to
Compress a large object, or enlarge small objects. Show the internal structure of an object or system Show movement
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Figure 6.18: Model
Types of Model
i. Scale Model
Scale model refers to materials that are built in sizes as large as the original form or
in a smaller size, greater or equal according to the scale of certain expansion or
downsizing. Each made to resemble the original thing. It can be held and observed
easily.
Figure 6.19: Scale Model
ii. Mock Model
The modified model of a real object with real shape to show the movement or the
way some a system works in the original form. Usually a mock model is made larger
than the original condition and no magnification scale but are still able to show the
real original condition.
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Figure 6.20: Mock Model
iii. Cross-Sectional Model
Cross-sectional model is made to represent a cross-setion of a real. It aims to show
the appearance of the inside of a material. Cross-sectional models are usually used
in technical and science subjects.
Figure 6.21: Cross-Sectional Model
6.2.2.3 Realia
Realia refers to the actual (real) material. Students can see, touch, feel and hear the
realia. This gives a real and meaningful experience for students. Types of realia
include:
i. Natural Realia
Natural realia may be of natural living materials that exist and can be seen with the
naked eye, such as animals, plant or rigid non-living materials such as machinery,
equipment and vehicles.
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Figure 6.22: Natural Realia
ii. Preserved Realia
Preserved realia are once living materials that have been preserved or stored in
chemical fluids such as snakes or birds.
Figure 6.23: Realia preserved
6.2.2.4 Specimens
Specimens are examples or sample of a group of living things. It can represent a
particular group of living things that have the attributes or features that are usually
found in the group. Examples are a butterfly for a group of butterflies and a banana
tree for a group of banana trees.
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Figure 6.24: Specimen
6.2.2.5 Diorama
Diorama is three-dimensional model of a scenario that may consist of people,
buildings, animals, plants and other three dimentional object group together with
some form of background to the scenario. Diorama also refers to an exhibition
performance with structured models in order to describe the condition or appearance
of an original view of the situation. The models are arranged in boxes according to
the story and events. It can be seen in a museum, diorama showcasing the ancient
model.
Figure 6.25: Diorama
6.2.2.6 'Mobile'
'Mobile' is a material that contains a variety of shapes that were suspended and will
sway or move when touched or blown by the wind. The material grouped according
to specific categories such as groups of animals and the planet. It can attract
students because different shapes and different colors.
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Figure 6.25: 'Mobile'
6.2.2.7 Mask
According to the fourth edition of the Dewan Bahasa Dictionary (2005), mask is
defined as sesuatu yg dipakai untuk menutup muka yg berupa muka orang atau binatang dan lain-lain. Masks can be made of paper, leather or using paper mash. Masks are great for role playing or acting activities.
Figure 6.27: Mask
6.2.2.8 Aquarium
An aquarium is the place for aquaculture. Aquarium can be prepared using a glass
or plastic jar. Tropical fish can be kept in the aquarium.
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Figure 6.28: Aquarium
6.2.2.9 Terrarium
Terrarium is a small place for keeping life on soil. Terarium can be used to keep
small animals like small tortoises, iguanas and small harmless reptile. Small boxes
covered plastic or glass can be used as a terrarium.
Figure 6.29: Terrarium
Advantages of 3D Materials 1. Concepts can be properly constructed because students can see the real
thing. 2. Learning will become more efficient because the students can learn
from the use of real materials. 3. Students are able to better understand the nature, structure and movement of
things
4. Provide experience of the real situation of a substance or thing. 5. Encourage students to make further studies about an event or product.
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6. Provide more opportunities for students to interact with each other. 7. Arouse the curiosity that will lead to the concept of learning through
research.
SUMMARY
Students' understanding of a concept or idea can be readily reached through
'hands-on' experience and the involvement of various senses. By applying 2D and
3D media in teaching and learning, the knowledge and skills students will develop
continuously.
Practical
1. In groups of two, you are required to produce one of either 2D or 3D material to
be used as a teaching material for a topic of a subject that you teach. 2. In groups, choose a topic for a subject that you teach. Discuss what are the 2D
or 3D material that suits the topic chosen. Make review as to whether the
materials you have discussed are suitable for the topic that you have chosen .
BIBLIOGRAPHY
H. Simon & Spawforth, A (Eds.) (2012). The Oxford Classical Dictionary. (4th ed.)
Oxford: Oxford University Press.
Kamus Dewan Bahasa edisi Ke- 4(2005). Kuala Lumpur: Dewan Bahasa dan
Pustaka.
Muhamad Hasan Abdul Rahman (2000). Media pengajaran: penghasilan bahan
pengajaran berkesan. Serdang: Universiti Putra Malaysia.
Newby, T.J. (1996). Instructional technology for teaching and learning. New Jersey:
Prentice Hall.
Norasiah Abdullah, Nor Risah Jamilah Mat Lazim & Rosnah Ahmad Zain (2009).
Teknologi dalam pengajaran dan pembelajaran. Selangor: Multimedia.
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Noriati A. Rashid, Boon, P. Y., Sharifah Fakhriah Syed Ahmad, & Wan Kamaruddin
Wan Hasan (2012). Teknologi dalam pengajaran dan pembelajaran. Shah Alam:
Oxford Fajar.
Priscilla, N. & Karin, M. W. (2003). Teaching with technology: designing opportunities
to learn. Edisi ke 2. Canada: Thomson Wadsworth.
Razali Nor (1994). Teknologi pendidikan 1: media bukan unjuran. Selangor:
Budiman.
Sharifah Alwiah Alsagoff (1986). Teknologi pengajaran. Kuala Lumpur : Dewan
Bahasa dan Pustaka.
Smaldino, S. E., Lowther, D. L. & Russell, J. D. (2012). Instructional technology and
media for learning. Edisi ke 10. Boston: Pearson.
Smaldino, S. E., Russell, J. D., Heinich, R., & Molenda, M. (2005). Instructional
technology and media for learning. Edisi ke 8. New Jersey: Prentice-Hall.
Wikipedia (2012). Patung. Diakses pada 3 September 2012 daripada
http://ms.wikipedia.org/wiki/Patung
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