Audio Visual Foundations

7/27/2019 Audio Visual Foundations

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Audio-Visual

Foundations

Marjorie C. Rena BEED-III


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Visualization enhances thelearning process

Hoban, Hoban and Zisman

(1937) explained impact ofvisuals on the learningprocess based on the mental

processing includingdifferentiation and integrationto reach ultimate goal of

education generalization.


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The similar type of support

came from Dales Cone of

Experience (1946) relatedto visualization and

learning.


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Dale talked about thedecreasing concrete

experiences of motion

pictures and its placebetween direct purposeful

experiences and verbalsymbols.


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The visual materials both

motion and still pictures putthe transition point. He also

stressed the efficiency ofthe visualization; that one

can reduce unnecessary

part of the experience and

concentrate the related

parts.


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visualization is important for

making learning processmeaningful via diverse

representations of thecontent to support both

retention within relations

and transfer relationsbetween the other contents.


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Moreover, learning

processes become moreeffective and efficient if

unnecessary andunimportant parts are

dismissed via utilizationof visuals.


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Like the vision of Oettinger (1969),

the visual materials are still very

important manipulative to teach

abstract concepts currently. However,

the role of visual materials are notlimited to the progress of

concreteness to abstraction but also

tied to individualized instructionregarding learning style or type of an

intelligence of a person. For example,

Gardners (1983) multiple intelligence


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. Receiving a message involvesreceiving a message and thendecoding its meaning. The form and

structure of the message is of concernto instructional designers. The purposeof communications theory is to increaseknowledge and understanding of some

knowledge or skill; and, to persuadeand/or motivate retention of the same.

Communications theory can aid in the

design of instructional materials byfacilitating the transmission ofmessages and information from oneperson to another.


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Systems Theory

One definition of a system is that it is a set of

interrelated objects working together toward acommon goal (Hall & Fagen, 1975). In other

words, the system has a purpose or goal; its

parts are organized and hierarchical. General

systems theory assumes that the natural worldis ordered and rational; and, planning and

creation of order are valuable activities.

Systems theory provides a framework for us to

order the world around us in our own minds. Ithelps us understand relationships between

people and other people, people and things,

and things and other things.


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The environment places constraints on a

system. Through feedback mechanisms,

dynamic systems change wheninteracting with the environment. These

changes can lead to progress or self-

destruction. Instruction is a system because it is

purposeful, organized, governed by

processes and is comprised of a set ofinterrelated part working together toward

a common goal. It is used to create

meaning out of existing structures, create

new structures and ways to organize


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Contructivist Learning Theory [1]

What we call contructivism is basedon the assumption that learning

occurs as a result of what learners

understand about their world. It isabout the individual construction of

knowledge. Constructivism is not a

learning theory, per se, but rather

philosophical approach to teachingand student learning
http://www.cdli.ca/~elmurphy/emurphy/cle2b.htmlhttp://www.cdli.ca/~elmurphy/emurphy/cle2b.html


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. Constructivist education involvesthe creation of student-centred

learning environments. Teachersadopt strategies and techniquesthat assist students in

constructing knowledge bymaking links between old andnew knowledge and experiences,in recognition that students bringold knowledge and experience tonew learning experiences.


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Mental constructs (schema,

mental models, etc.) areconstructed by past

experience, and modified

through assimilation andaccommodation of new

knowledge and experience per

the Piagetian framework of

thinking about human learning

processes.


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Constructivism, then, is a way

of thinking about how we knowwhat we know and understand

things; and, a referent for

models of instruction andlearning (Tobin & Tippin,

1993). In this sense, it is more

of a philosphical approach to

education which has

implications for instructional


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Instructional Theory

Reigeluth (1983) defines

Instructional Theory as "identifying

methods that will best provide the

conditions under which learning

goals will most likely be attained." In

other words, the focus on

instructional theory is on how tostructure instruction and instructional

material so it can be learned.


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Many researchers have

contributed to the base ofinstructional theory, but Robert

Gagne is considered the first to

have direct connections toinstructional technology. His most

notable work includes his

conditions of learning, nine eventsof instruction, learning hierarchies

and taxonomy of learning

objectives

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