A Critique of the Proposed National Education Policy Reform
Video & Visual
1. Visual and Video Ways to
Attract, Engage & Support Different Learners
Presented
by
Erik Chocianowski
Maria Ruggiero
Michele Martinez
Michael Hodkinson
SUNY Empire State College
MALET Program
Learning with Emerging Technologies: Theory and Practice
Professor Eileen O’Conner
2. Information Processing
“how the mind functions”
Working memory or
consciousness,
information moves to
long term memory
through active
learning
Call memory,
networked ideas,
things we know how
to do
The input of information
3. Metacognition
“thinking about thinking”
Typically discussed as 3 learning strategies
• 1.Metacognitive-planning, thinking about
learning as its taking place
• 2.Cognitive Strategies-task specific, note
taking, repetition, mnemonic devices
• 3.Socioaffective-association or input from
teachers or peers—can lead to autonomy
8. Dual Channel Learning
Motivation &
We Remember
Affective Learning
10% what we read
20% what we hear
30% what we see
50% what we hear and see
Why Add
VIDEO
Allows for formation of rich
mental models
And
Promotes learning with many
learner with special needs
Supports the Development of 21st
Century Literacy
Which is a Crucial Skill
9. How Do I Choose?
Extended
• Use video if it supports
the original learning
goals. The learning goal
should be defined and
then videos chosen to
support them.
Learning Goals
Learning
• Provides other
viewpoints and/or
opportunities for
students to carry out
individual thinking
• Ability of students to
have easy access to
videos as well as be able
to start, stop, pause and
re-play for
understanding.
Learner
Control
10. Working with the Intellectually Disabled
The Brain
Multiple Intelligences
and Using Visual Ways to Enhance Learning
11.
12.
13. Why Use Visual Ways to Enhance Learning?
Research suggests that people learn abstract, new, and novel concepts
more easily when they are presented in both verbal and visual form
(Salomon, 1979). Other empirical research shows that visual media
make concepts more accessible to a person than text media and help
with later recall (Cowen, 1984). In Willingham's (2009) research he asks
a simple question to make his point, "Why do students remember
everything that's on television and forget what we lecture?" -- because
visual media helps students retain concepts and ideas. Bransford,
Browning, and Cocking (1999, p 194) also note the crucial role that
technology plays for creating learning environments that extend the
possibilities of one-way communication media, such as movies,
documentaries, television shows and music into new areas that require
interactive learning like visualizations and student-created content.
14. Learning is a unique and personal journey that
each of us experiences in our own way.
It is important to
recognize,
understand and
allow learners
to find and
experience the
style and tools
which work best
for them.
15. References
Section 3
GILES, E., PITRE, S., WOMACK, S. (2003). MULTIPLE INTELLIGENCES AND
LEARNING STYLES. IN M. OREY (ED.), EMERGING PERSPECTIVES ON
LEARNING, TEACHING, AND TECHNOLOGY. RETRIEVED DECEMBER 5, 2013,
FROM HTTP://PROJECTS.COE.UGA.EDU/EPLTT/
LANE, C.(200) IMPLEMENTING MULTIPLE INTELLIGENCES AND LEARNING
STYLES IN DISTRIBUTED LEARNING/IMS PROJECTS RETRIEVED DECEMBER 5,
2013 FROM HTTP://WWW.TECWEB.ORG/STYLES/IMSLSINDL.PDF
Section 4
Why Use Media to Enhance Teaching and Learning
RETRIEVED DECEMBER 7, 2013, FROM
http://serc.carleton.edu/sp/library/media/why.html
Hinweis der Redaktion
As with Learning Styles, a person’s learning style change and be influenced by culture, experiences. The 4 common learning styles are: Visual – concepts with pictures Aural – lectures, discussionsReading/writing- organization via diagrams and written notes Kinesthetic/tactile- hands on learning, needs external stimulation to access any information It is suggested to present the most difficult and complex information in the learners preferred style, which requires assessment of the style and pre-planning to group the students based on their learning style then to provide the lesson in potentially different forms.
Howard Gardner’s theory of M.I. presented these 8 intelligences. Understanding everyone has some degree of each of the intelligences. Verbal/Linguistic – write, read, tell stories, talk, memories, work at solving puzzles Mathematical/Logical - question, work with numbers, experiment, and solve problems Visual/Spatial – draw build, design, create, daydream, and look at picturesBodily/Kinesthetic- move around, touch and talk, body languageMusical - sing, play an instrument, listen to music, hum Interpersonal- talk to people, have friends, join groupsIntrapersonal – work alone, reflect pursue interestNaturalistic – be involved with nature, make distinctionsAlthough Gardner’s original intent was not to apply this theory in the classroom, it has been since included by many educators and is considered during lesson plan development. Research also shows that receiving a lesson or information through multiple ports helps solidify the learning. However, assessment of a students intelligence has been a challenge.
Introduce what this section is about and what areas will be covered
Describe the types of learners and learning styles that make up our learning environments and how these learners take in new information
Describe how video helps meet learning goals and objectives
Wrap up with how to use video to enhance learning environments.
Hi Michael – Not sure where you are putting the reference but I have attached it here