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