Instructional+Media

"As part of the course design process, what technology and which forms of the different media to use--be they text in print or online, recorded audio or video, interactive audio, video, audio-graphic, or online--will have a major impact on effectiveness" (Moore & Kearsley, 2005). Selection and integration of of communications media should consider presentation, motivation, analytic and critical development, application and evaluation, and learner support (Moore, 1997; Moore & Kearsley, 2005). A combination of medium that incorporates dialogue and structure will help to support the learner and to overcome transactional distance (Moore, 1997; Moore & Kearsley, 2005). The rationale for selection of instructional media should be based on the objectives of the activities and the most appropriate delivery method, synchronous or asynchronous.
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Considerations During Instructional Media Selection
There are many research-based models for selection of instructional media and technology including Reiser & Gagne, 1983; Briggs & Wager, 1981; and Romiszowski, 1974. These questions incorporate the main aspects of these models and factors relevant to distance learning environments.
 * 1) What is the measurable objective?
 * 2) What instructional activity will meet the objective?
 * 3) How will the lesson address dialogue, structure, or learner autonomy for minimizing transactional distance? (Refer to Theory of Transactional Distance for additional information.)
 * 4) What is the most appropriate delivery method - synchronous or asynchronous?
 * 5) Does the technology support the type(s) of interaction needed to meet the objective(s)? (Refer to Learning Experiences for additional information.)
 * 6) Is there a strong need to incorporate dynamic and interactive technologies to motivate learners (Moore & Kearsley, 2005)?
 * 7)  What technology will best support learning based on its strengths and weaknesses for delivering the instruction? (Moore & Kearsley, 2005)?

Check out my Diigo Collaboration Tools bookmarks on the left and Schrock's (2011) Google Apps to Support Bloom's Revised Taxonomy.

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 * //A "Digital Footprint" Relating to Instructional Media//**

**References**
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 * 1) Briggs, L.J. & Wager, W.W. (1981). Handbook of procedures for the design of instruction. Englewood Cliffs, NJ: Educational Technology Publications.
 * 2) Moore, M. (1997). Theory of transactional distance. In Keegan, D. (Eds.), Theoretical principles of distance education (pp. 22-38). New York, NY: Routledge. @http://www.aged.tamu.edu/research/readings/Distance/1997MooreTransDistance.pdf
 * 3) Moore, M. & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Wadsworth.
 * 4) Schrock, K. (2011). Google apps to support Bloom's revised taxonomy. []
 * 5) Riser, R.A. & Gagne, R.M. (1983). Selecting media for instruction. Englewood Cliffs: Educational Technology Publications.
 * 6) Romiszowski, A. (1974). The selection and use of instructional media. New York: John Wiley & Sons. || media type="custom" key="11039614" width="120" height="120" ||