Wednesday, October 14, 2015
Teaching with Visual Symbols
Visual Symbols - representations
of direct reality, which comes in the form of signs and symbols.
Rules of Thumbs in Using Visual Symbols
1. Visuals must be directly relevant to the audio content.
2. Redundancy between visuals and audio must be avoided. If words are displayed, viewers must be given time to read it.
3. Visual displays should be big enough to be seen by the farthest pupil.
4. Visual displays must be attractive.
5. Visual displays must be aesthetically presented to maintain good taste.
Kinds of Visual Symbols
A. Drawings
Rules of Thumbs in Using Visual Symbols
1. Visuals must be directly relevant to the audio content.
2. Redundancy between visuals and audio must be avoided. If words are displayed, viewers must be given time to read it.
3. Visual displays should be big enough to be seen by the farthest pupil.
4. Visual displays must be attractive.
5. Visual displays must be aesthetically presented to maintain good taste.
Kinds of Visual Symbols
A. Drawings
The
art or act of making figure, plan, or sketch by means of lines. (Webster,1976).
One essential skill that the teacher should
posses is drawing.
B. Cartoons
It is a pictorial representation
or caricature of a person, idea, situation or issue that is designed to
influence public opinion.
Suggestion
for the use of cartoons
a.
Appropriateness to experience level
b.
Simplicity
c.
Brevity of captions
d. Use
of clear symbols
e. Adequateness
of size
C. STRIP DRAWINGS
These are commonly called comics or comic strip. Dale(1969)
asserts that a more accurate term is
strip drawings. Make use of strips that are educational and entertaining at the
same time.
Values
derived from the strip drawings
1. 1. Increases interest in the subject
2. Individualizes and personalizes instruction for certain types of pupils
3. Serves as a valuable practice in reading
4. Widens reading interest
2. Individualizes and personalizes instruction for certain types of pupils
3. Serves as a valuable practice in reading
4. Widens reading interest
D. DIAGRAMS
It is “any line drawing that shows arrangement and relations as a part
to the whole, relative values, origins and developments, chronological
fluctuations, distribution, etc”.(Dale, 1969)
Types of Diagram
- Ø Affinity Diagram- used to cluster complex apparently unrelated data into natural and meaningful groups.
- Ø Tree Diagram- used to chart out, in increasing details, the various tasks that must be accomplished to complete a project or achieve a specific objective.
- Ø Fishbone diagram- it is also called the cause-and-effect diagram. It is most commonly used to analyze work-related problems.
E. CHARTS
It is diagrammatic representation of relationships
among individuals within an organization.
Kinds of Chart
- Ø Time Chart- Is a tabular time chart that presents data in ordinal sequence.
- Ø Tree or stream Chart- depicts development, growth and change by beginning with a single course (the trunk) which spread out into many branches; or by beginning with the many tributaries which then converge into a single channel.
- Ø Flow chart - is a visual way of charting or showing a process from beginning to end. It is a means of analyzing a process.
- Ø Organizational chart - shows how one part of the organization relates to other parts of the organization.
- Ø Comparison and contrast chart
- Ø Pareto chart - is a type of bar chart, prioritized in descending order of magnitude or importance from left to right. It shows at a glance which factors are occurring most.
- Ø Gannt Chart – it is an activity time chart.
F. GRAPHS
It shows comparative
relationship of data involved in size, trends and growth.
KINDS OF GRAPHS
- Ø Circle or Pie Graph - recommended for showing parts of the whole.
- Ø Bar Graph - use in comparing the magnitude of similar items at different ties or seeing relative sizes of the parts of a whole.
- Ø Pictorial Graph- makes use of pictorial symbol.
- Ø Graphic Organizers - Visual representations of knowledge, concepts, thoughts, or ideas. Graphic Organizers historically have been organized bits of data in easy-to-understand formats, such as charts, tables, and graphs.
G. MAPS
A map is a “representation of the surface of the earth or some part of
it…”(Dale,1969)
Kinds of Map
- Ø Physical Map- combines in a single projection data like altitude, temperature, rainfall, precipitation, vegetation, and soil.
- Ø Relief Map - has three dimensional representations and show contours the physical data of the earth or part of the earth.
- Ø Commercial or economic map - also called product or industrial map since they show land areas in relation to the economy.
- Ø Political map - gives detailed information about country, provinces, cities and towns, roads and highways. Oceans, rivers and lakes are the main features of most political maps.
“Visual
Symbols will be made meaningful if we can use them as summaries of our
direct experiences or our rich indirect experiences… A little can stand for a
lot!”
The Cone of Experience
Dale’s Cone of Experience is a visual model that is composed of eleven (11) stages starting from concrete experiences at the bottom of the cone then it becomes more and more abstract as it reach the peak of the cone. Also, according to Dale, the arrangement in the cone is not based on its difficulty but rather based on abstraction and on the number of senses involved. The experiences in each stages can be mixed and are interrelated that fosters more meaningful learning.
According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of development and in order to help each learner in their holistic development.
Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.
To expand on each of the components, let us begin with the Direct Purposeful Experiences. These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited to the modern gadgets and software that are commercially available nowadays. This shows that even the simple opportunity that you give to each child could help them learn.
The next level would be the Contrived Experiences. In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality. This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.
On the other hand, the next level would be the Dramatized experiences. In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if” situation.
The next level would be the Demonstrations. It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are done.
Another level would be the Study Trips. This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.
The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners in a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.
The next levels would be the level of television and motion pictures and sti8ll pictures, recordings, and Radio. I decided to combine these two stages since it is re3lated to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of EdTech. For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditor4y devices that can be used by a lerner/group of learner that could enhance and extend lerning experience
Lastly, I also chose to combine the last two levels because they are used hand-in-hand. The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in this level are words, ideas, pricicples, formula, and the likes.
After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not enough thus if we can take take advantage of the other media. There’s nothing wrong with trying to combine several medium for as long as it could benefit the learners. Also, through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first in order to support abstract learning. Lastly, staying on the concrete experiences is not even ideal because through providing abstract experiences to the learner, the more he/she will develop his/her higher order thinking skills which is important for more complex way of thinking and for dealing with more complex life situations. Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as we facilitate effective and meaningful learning.
To understand more the Cone of Experience, you may refer to this picture:
According to one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be but it does not mean that concrete experience is the only effective experience that educators should use in transferring knowledge to the learner. Like what was mentioned above, the experiences in each stages can be mixed and are interrelated thus, a balance must be achieved between concrete and abstract experiences in order to cater the and address all the need of the learner in all the domains of development and in order to help each learner in their holistic development.
Moreover, the generalization about the Cone of Experience that was presented above is not enough. Actually, we should try to go deeper in each of the component of the cone since Educational Technology basically revolves around the Cone of Experience. By going one-by-one, starting from concrete to abstract, we will understand more the different components of the cone that will help us in grasping the real meaning of educational technology.
To expand on each of the components, let us begin with the Direct Purposeful Experiences. These are first hand experiences which serve as the foundation of learning. In this level, more senses are used in order to build up the knowledge. Also, in this level, the learner learned by doing things by him/herself. Learning happens through actual hands-on experiences. This level explains and proves one of the principles in the selection and use of teaching strategies, the more senses that are involved in learning, the more and the better the learning will be. This level also proves that educational technology is not limited to the modern gadgets and software that are commercially available nowadays. This shows that even the simple opportunity that you give to each child could help them learn.
The next level would be the Contrived Experiences. In this level, representative models and mock-ups of reality are being used in order to provide an experience that as close as reality. This level is very practical and it makes learning experience more accessible to the learner. In this stage, it provides more concrete experiences, even if not as concrete as direct experiences, that allows visualization that fosters better understanding of the concept.
On the other hand, the next level would be the Dramatized experiences. In this level, learners can participate in a reconstructed experiences that could give them better understanding of the event or of a concept. Through dramatized experiences, learners become more familiar with the concept as they emerge themselves to the “as-if” situation.
The next level would be the Demonstrations. It is a visualize explanation of important fact, idea, or process through the use of pictures, drawings, film and other types of media in order to facilitate clear and effective learning. In this level, things are shown based on how they are done.
Another level would be the Study Trips. This level extends the learning experience through excursions and visits on the different places that are not available inside the classroom. Through this level, the learning experience will not be limited to the classroom setting but rather extended in a more complex environment.
The level of study trips is followed by exhibits. It is a somewhat a combination of some of the first levels in the cone. Actually, exhibits are combination of several mock ups and models. Most of the time, exhibits are experiences that is “for your eyes” only but some exhibits includes sensory experiences which could be related to direct purposeful experiences. In this level, meanings ideas ar presented to the learners in a more abstract manner. This experience allows student to see the meaning and relevance of things based on the different pictures and representations presented.
The next levels would be the level of television and motion pictures and sti8ll pictures, recordings, and Radio. I decided to combine these two stages since it is re3lated to one another. Because of the rapid development of the modern technology, a lot of people believe that Educational technology is limited to these stages. They are not aware that these sages are only a small portion of EdTech. For television and motion pictures, it implies values and messages through television and films. On the other hand, still pictures, recordings and radio are visual and auditor4y devices that can be used by a lerner/group of learner that could enhance and extend lerning experience
Lastly, I also chose to combine the last two levels because they are used hand-in-hand. The last two levels would be the Visual symbolic and Verbal symbolic. These two levels are the most complex and abstract among all the components of the Cone of Experience. In the visual symbolic level, charts, maps, graphs, and diagrams are used for abstract representations. On the other hand, the verbal symbolic level does not involve visual representation or clues to their meanings. Mostly, the things involved in this level are words, ideas, pricicples, formula, and the likes.
After going through the different components of the Cone of Experience, it could be said that in facilitating learning, we can use variety of materials and medium in order to maximize the learning experience. One medium is not enough thus if we can take take advantage of the other media. There’s nothing wrong with trying to combine several medium for as long as it could benefit the learners. Also, through the levels provided by the Cone of Experience, it could be said that concrete experiences must be provided first in order to support abstract learning. Lastly, staying on the concrete experiences is not even ideal because through providing abstract experiences to the learner, the more he/she will develop his/her higher order thinking skills which is important for more complex way of thinking and for dealing with more complex life situations. Through understanding each component of the Cone of Experience, it could be said that Educational Technology is not limited to the modern gadgets that we have right now but rather it is a broad concept that includes all the media that we can use to attain balance as we facilitate effective and meaningful learning.
To understand more the Cone of Experience, you may refer to this picture:
Jerome Bruner's Three-Tiered Model of Learning
- Enactive - refers to the direct or actual experiences or encounter with what is. This is a life on raw, rich and unedited. they form the bases for all other learning experience.
- Iconic - refers to the more abstract experiences which could be in the form of picture.
- Symbolic - refers to the use of the words or printed materials which no longer resemble the subject under study.
Tuesday, October 13, 2015
The Roles of Educational Technology in Learning
- · Technology as tools to support knowledge construction:
For representing learners’ ideas,
understandings and beliefs
For producing organized, multimedia
knowledge bases by learners
- · Technology as information vehicles for exploring knowledge to support learning-by-constructing:
For accessing needed information
For comparing perspective, beliefs and
world views
- · Technology as context to support learning-by-doing:
For representing and simulating meaningful
real- world problems, situations and contexts
For representing beliefs, perspective,
arguments, and stories of others
For representing a safe, controllable
problem space for student thinking
- · Technology as a social medium to support learning by conversing:
For collaborating with others
For discussing, arguing, and building
consensus among members of a community
For supporting discourse among knowledge-building
communities
- · Technology as intellectual partner (Jonassen 1996) to support learning-by-reflecting:
For helping learners to articulate and
represent what they know
For reflecting on what they have learned
and how they came to know it
For supporting learners ‘internal
negotiations and meaning making
For constructing personal representations of
meaning
For supporting mindful thinking
The Meaning of Educational Technology
Educational technology is the effective use
of technological tools in learning. As a concept, it concerns an array of
tools, such as media, machines and networking hardware, as well as considering
underlying theoretical perspectives for their effective application.
Educational technology is not restricted to high technology. Nonetheless,
electronic educational technology, also called e-learning, has become an
important part of society today, comprising an extensive array of digitization
approaches, components and delivery methods. For example, m-learning emphasizes
mobility, but is otherwise indistinguishable in principle from educational
technology. Educational technology includes numerous types of media that
deliver text, audio, images, animation, and streaming video, and includes
technology applications and processes such as audio or video tape, satellite
TV, CD-ROM, and computer-based learning, as well as local intranet/extra net and
web-based learning. Information and communication systems, whether
free-standing or based on either local networks or the Internet in networked
learning, underlie many e-learning processes. Theoretical perspectives and
scientific testing influence instructional design. The application of theories
of human behavior to educational technology derives input from instructional
theory, learning theory, educational psychology, media psychology and human
performance technology. Educational technology and e-learning can occur in or
out of the classroom. It can be self-paced, asynchronous learning or may be
instructor-led, synchronous learning. It is suited to distance learning and in
conjunction with face-to-face teaching, which is termed blended learning.
Educational technology is used by learners and educators in homes, schools
(both K-12 and higher education), businesses, and other settings.
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