21.2: Media Categories

The media categories you can include in an online course are:

• text
  • Text is typically presented on computer screens but the resources you provide can also include print-based materials.
• audio
  • Audio can be heard from DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. However, an online course can also include resources like tapes (audiocassettes), radio, television, and live commentary.
• visuals
  • Visuals can be stored on DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. Other resources can include slides, photographs, overhead transparencies, and paper-based material.
• video
  • Video can be retrieved from DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. Other sources can include miniDV tapes, film, and VHS tapes.
• animations
  • Animations can be stored on DVD-ROM/CD-ROM disks, computer hard drives, an intranet, and the Internet. Film, VHS tapes and other sources can also contain animation resources.
• real objects
  • Real objects include actual equipment and models.

Note

• Video typically includes natural images recorded with video equipment, whereas animations are usually created artificially with computers and/or other tools.
• Video materials often include an audio component.
• There are major differences between video and film. This chapter uses the terms film and video synonymously.

Media and Learning

The media you select do not determine whether learning will occur. The media simply carry your message to the learner. However, the media you use can influence the amount of learning that occurs. If you combine the media’s strengths with instructional methods that take advantage of these strengths, you can positively influence learning.

Complete instructional packages can, but should not necessarily, include all of the different media. Note that:

• Learning from course content that includes more than one medium is usually more effective than content using only one medium. This is partly because different parts of the brain process different information. For example, some parts of the brain process text, while others process visuals. When instructional materials activate more regions of the brain, there are increases in learning and retention compared to materials that require fewer parts of the brain to process information.

Note

Teaching with more than one medium is usually more effective than teaching with only one medium.

• In many situations, you can and should use more than one medium to teach the skill. You will need to determine the media that will complement the intended instructional strategy.
• If you use too many media at one time, you can impede learning.
  • Although multi-sensory learning experiences tend to be effective, learners can only process a limited amount of information at one time. Imagine trying to read text while a supporting animation is being shown on the screen.
  • Media should support and enhance each other.
• Base your media mix decision on what is being taught, how it is being taught, how it will be tested, and the characteristics of your target audience.
  • Different media may be needed for different learning outcomes. For example, video may be appropriate for the attitude component but may not provide the corrective feedback necessary for the intellectual skills component.
  • Do not select media simply to dazzle or for convenience.