Introduction
This is a good opportunity to expand and consolidate your studies and knowledge about the use of media in the EFL classroom. In Willingham's (2009) research he asks a simple question to make his point, "Why do students remember everything that's on television and forget what we lecture?" -- because visual media helps students retain concepts and ideas.
Media could be a a film clip, a song you hear on the radio,a podcast of a lecture or a newspaper article. Print, audio or visual media...how much do you know about the benefits and considerations related to the use of media as a resource for teaching and learning?
Task
Your goal with this webquest is to create a slideshow presentation to be shared at the forthcoming VC meeting about your research on one type of media and its pedagogical features to enhance teaching and learning. Keep your slideshow presentation short (10-12 slides) and organize your presentation in 6-7 minutes. You may work in pairs or individually.
Process
Step 1- Finding affordances. ‘Affordances’ is a term originally developed by the psychologist James Gibson (1977) to describe the perceived possibilities of an object in relation to its environment (for example, a door knob suggests to a user that it should be turned or pulled, while a flat plate on a door suggests that it should be pushed). Thus, the pedagogical affordances of a medium relate to the possibilities of using that medium for specific teaching purposes.
There are three core elements that need to be considered when analysing media affordance and deciding what media to use:
- content (media differ in the extent to which they can represent different kinds of content, because they vary in the symbol systems such as text, sound, still pictures, moving images, etc. that they use to encode information);
- content structure (books, the telephone, radio, podcasts and face-to-face teaching all tend to present content linearly or sequentially. Computers and television are more able to present or simulate the interrelationship of multiple variables simultaneously occurring);
- skills development (media also differ in the extent to which they can help develop different skills. Skills can range from intellectual to psychomotor to affective involving emotions and feelings).
You are expected to think about possible affordances of the selected medium considering content, content structure and skills development.
Step 2 - Media for a lesson or unit. Considering the competence/s to be developed, take a topic of a course you are teaching/will be teaching. Identify the key learning outcomes.Then look through the key characteristics of the medium you selected in step 1 and think about how that medium might be used to enhance teaching and learning in that lesson/unit. Describe the medium (an authentic example) you would like to use and your assessment of that medium. The main purpose here is to get you thinking about the benefits and considerations related to that medium as a classroom resource.
Some questions to help your work in step 2:
- who are the students?
- what are the desired learning outcomes from the teaching?
- what instructional strategies will be employed to facilitate the learning outcomes?
- what are the unique educational characteristics of this medium, and how well does it match the learning and teaching requirements?
- what resources are available?
Evaluation
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VC oral presentation |
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Content
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Emerging
-Contains irrelevant details. -Demonstrates little or no understanding of the given prompts. - Does not clearly define subject study and purpose for the presentation; provides weak or no support of subject; gives insufficient support for ideas or conclusions.
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Fair
-Includes some relevant details but critical information is missing. -Demonstrates basic understanding of The given prompts. -Attempts to define purpose and subject for the presentation; provides weak examples and/or minimum facts which do not adequately support the subject; includes very thin evidence.
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Satisfactory
-Includes important details but some might be missing. - Demonstrates adequate understanding of the given prompts. -Has somewhat clear purpose and subject for the presentation; some examples and facts that support the subject; includes some evidence that supports conclusions. |
Excellent
-The type of presentation is appropriate for the topic and audience. -Includes essential, relevant details. - Demonstrates clear understanding of the given prompts. -Demonstrates full topic comprehension by presenting coherent explanations and content elaboration. - Provides clear purpose and subject; pertinent examples and facts, supports conclusions/ideas with evidence.
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Organization and timing (4-5 minutes for solo presentations // 7-8 minutes for pair presentations). |
There is not a clear sequence of content. Too long or too short. |
It is quite difficult to follow the topic sequence (some content gaps and/or lack of transitions). Within two minutes of allotted time. |
Presents information in a logical sequence that can be followed. Within one minute of allotted time. |
Presents information in a logical, interesting sequence that is easy to follow and understand. Perfect timing. |
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Verbal skills (elocution) |
Emerging
Student mumbles, incorrectly pronounces terms, and speaks too quietly to be heard. |
Fair
Student’s voice is low. Student incorrectly pronounces some terms. It is difficult to hear some parts of the presentation. |
Satisfactory
Student’s voice is clear. Student pronounces most words correctly. Presentation can be heard with no inconvenience. |
Excellent |
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Reflection (conclusions) |
Emerging
Demonstrates little or no understanding of the reflection prompt on the subject matter. This conclusion needs revision. |
Fair
Demonstrates a limited understanding of the reflection prompt about the subject matter. This conclusion needs revision. |
Satisfactory
Demonstrates a thoughtful understanding of the reflection prompt on the subject matter. |
Excellent
Demonstrates a conscious and thorough understanding of the reflection prompt on the subject matter. This reflection can be used as an example for other students. |
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Language
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Emerging |
Fair
Minor grammar/language errors. Vocabulary use is too elementary or not effective. |
Satisfactory Vocabulary mostly appropriate for the purpose and the audience.
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Excellent Use of some advanced language. Effective use of appropriate vocabulary for the purpose and for the audience. |
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Conclusion
If you’ve worked your way right through this webquest, you are probably feeling somewhat overwhelmed by all the factors to take into consideration when selecting and assessing media. It is a complex issue, but if you have properly done the research proposed, you are already in a good position to make well informed decisions.
Credits
Creelman,H. ( 2019) Using media effectively in the classroom. Britannica Education.
Hildebrand, J. (2022) Using media for classroom learning and fun, PBS Teaching Media.
Mayer, R. E. (2009) Multimedia learning (2nd ed). New York: Cambridge University Press.
Mihailidis, P. (2021) Transformative Media Pedagogies. New York. Routledge.
Morrell, E. ( 2013) Critical Media Pedagody. New York. Teachers College Press.
Willingham, D. T. (2009). Why don't students like school? A cognitive scientist answers questions about how the mind works and what it means for the classroom. Jossey-Bass/Wiley.
Teacher Page
This webquest also involves the possibility of strengthening technology skills, exercising creativity, practising research skills, appreciating the complexities of making decisions in terms of resources to enhance teaching and learning English meanwhile participants rehearse and consolidate language skills in context.