I signed off my last post with the question: “How can technology selection be made based on pedagogy when pedagogy is affected by technology?”
Bates (2015, Chapter 7) discusses three core elements to consider when deciding what media to use. How should the content be represented? Different symbol systems convey different information about the same content. What we know about something comes from multiple channels. Bates uses heat as an example. We can touch it, know what temperature it is, read about it, and see its effects. So, what do we want the learner to know about the content? How should the content be structured? Should it be linear/sequential (e.g. progressive logic structure) or is there an inter-relationship between content (e.g. multiple variables happening simultaneously or branching/alternative routes). What is the intended skill to be developed? Referring to Bloom’s revised taxonomy, where does it fall between remembering and creating? In short, the specific affordances of media types provide different ways to represent and structure content as well as develop different skill levels. “Thus a first step is to identify learning objectives or outcomes, in terms of both content and skills, while being aware that the use of some media may result in new possibilities in terms of learning outcomes.” (Bates, pg. 229) The answer to my question about: It’s an iterative process. Begin by matching media to the learning outcomes and continue to explore potential learning outcomes based on the affordances offered by the media. Module 2: Bringing the Right Mix: Choosing the Right Tool
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What's this about?Documenting my exploration of Ed Tech and how it applies to the field of Adult Education. These are my Ang-ventures. ...see more Archives
April 2017
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