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Chapter Three TE
[object Object],[object Object],[object Object],[object Object]
 
[object Object],[object Object],[object Object],[object Object],They are all  different forms of learning , and each results in a slightly different way knowing something.
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
These 5 media basically represent different clusters of symbol systems, or ways of mediating and interpreting knowledge. With the exception of face-to-face contact, each of these media can be transmitted through a variety of technologies.
[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object]
Technologies Broadcast (one way) Applications Communication (two-way) Applications Media Synchronous Asynchronous Synchronous Asynchronous Face-to-face Lectures Lecture notes Seminars Text Books Mail Audio Radio Audio-cassettes Telephone tutoring Audioconferen-cing Video Broadcast TV Cable TV Satellite TV Video-Cassettes Videoconferen-cing Digital Multimedia Webcasting Audio-streaming Video-streaming Web sites CD-ROMs DVDs Learning objects Multimedia clips Chat MUDs Web conferencing E-mail Discussion forums
[object Object],[object Object]
Can we discern any pattern or relationship among media, technology, and the representation of knowledge that may help us as teachers?
[object Object]
[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],Table
No single medium is likely to be sufficient for any university-level subject. It is the combination of different media within a single technology (multimedia) that gives technology is strength in teaching learning .
 
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object]
[object Object],[object Object]
[object Object],[object Object],[object Object],[object Object]
[object Object],[object Object]

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Te3

  • 2.
  • 3.  
  • 4.
  • 5.
  • 6.
  • 7. These 5 media basically represent different clusters of symbol systems, or ways of mediating and interpreting knowledge. With the exception of face-to-face contact, each of these media can be transmitted through a variety of technologies.
  • 8.
  • 9.
  • 10.
  • 11. Technologies Broadcast (one way) Applications Communication (two-way) Applications Media Synchronous Asynchronous Synchronous Asynchronous Face-to-face Lectures Lecture notes Seminars Text Books Mail Audio Radio Audio-cassettes Telephone tutoring Audioconferen-cing Video Broadcast TV Cable TV Satellite TV Video-Cassettes Videoconferen-cing Digital Multimedia Webcasting Audio-streaming Video-streaming Web sites CD-ROMs DVDs Learning objects Multimedia clips Chat MUDs Web conferencing E-mail Discussion forums
  • 12.
  • 13. Can we discern any pattern or relationship among media, technology, and the representation of knowledge that may help us as teachers?
  • 14.
  • 15.
  • 16.
  • 17.
  • 18. No single medium is likely to be sufficient for any university-level subject. It is the combination of different media within a single technology (multimedia) that gives technology is strength in teaching learning .
  • 19.  
  • 20.
  • 21.
  • 22.
  • 23.
  • 24.
  • 25.
  • 26.
  • 27.
  • 28.
  • 29.
  • 30.
  • 31.
  • 32.