Media for Instruction and Learning

Media for Instruction and Learning

Magana (2017) asserts that learners who consume content-related information through media are provided multi-means of representation. However, media remains a translational use of technology when it has simply translated what was once analog (textbooks, newspapers, etc.) to digital information (videos, slideshows, audiobooks, etc). To be sure, value is added to student learning potential through the use of media such as digital textbooks, blogs, websites, device apps, videos, etc, all students are able to access content and curriculum due to the multiple means of representation. For technology to be transformational in the classroom we need to employ media to transfer the "locus of control of the learning experience, and cognitive load from teachers to learners (Magana, 2017)." This shift transforms the student from consumer to producer if certain criteria are met. Criteria such as using media tools to produce knowledge artifacts of previously set mastery goals. Further, technology can then transform students from producers to contributors by using their personally created multimedia knowledge artifacts to teach or tutor others. Students and teachers can store these multi-media knowledge artifacts in a single cloud-based location and allow students to become the curators of their learning progress and teachers curators of student-contributed content (Magana, 2017).

While recorded teacher produced video lessons or student-produced video tutorials have translational and transformational potential, Kirschner & van Merriënboer (2013)argue that students are not the best managers of their own learning, especially when it involves technology and the digital world. This assertion is based on the locus of control observed for students when students were allowed preference for learning activities over system control. The paradox of choice comes into play and when the student is only given shared control, the results are superior to that overall control is given to systems when it comes to motivation and learning. Therefore students should be enrolled solely in independent study or strictly online virtual schools if there is not an invested and involved parent or other mentoring adults. Additionally, Schwartzbeck & Wolf (2012)contend that although education is clearly in a paradigm-shifting state, thought out policies over piece-meal and fragmented efforts need to be made in order to effectively engage in a collaborative, platform and service-crossing system. Access equity and privacy must remain at the forefront of such reforms as well as learning for all students in order to positively affect the life-gap.

Suggested Media Tools:

            Ted Talks, Edpuzzle, iMovie