Audivisual Resources porfolio Nicole Zúñiga Montero
CONTENTS:
01 02 03 04 05 06 07
Audiovisual resources and education.
Multimedia Learning from a Cognitive Perspective.
Research-Based Principles for Designing Multimedia Instruction.
Sole toolkit.
Flipped classroom approach.
Learning by doing, teaching strategy.
Interactive White Board in Teaching and Learning.
08 09 10 11
Evaluation of online learning.
The use of weblogs in higher education: benefits and barriers
Video tutorials as a pedagogical support tool
Makerspaces
AUDIOVISUAL RESOURCES AND EDUCATION.
DEFINITION: This reading is based on the growth of the information in order to ensure accessibility through accessibility by means of audiovisual audiovisual resources and thus generate an equal opportunity to all users.
SOME CHARACTERISTICS: Facilitate accessibility to all users. It favors a massive and universal access to the different digital. Digital content. Multimedia literacy strategies as: Collaborative work. Discuss. Arguing. Networking.
Multimedia Learning from a Cognitive Perspective.
ABOUT READING:
According to the author, multimedia learning from a cognitive point of view emphasizes the different levels that make up the concept of multimedia and ongoing research in this area. In addition, this reading explores the scope of multimedia, the misunderstandings about its use and the ongoing research in this field. In addition, it attempts to establish the conditions under which multimedia learning is effective and, finally, it offers some conclusions and practical and theoretical perspectives for future research. IMPORTANT CONCEPTS: 1. Multimedia Levels
4.1 Practical conclusions
2. Misconceptions about Multimedia
Multiple forms of representation
3. Effects of Multimedia Supported
Animation
Learning
Multiple sensory modalities
3.1 Multiple Forms of Representation
Non-linearity and Interactivity
3.2 Animation
Cognitive prerequisites
3.3 Multiple Sensory Modalities
Effortless learning
3.4 Non-linear teaching 3.5 Interactivity 4. Conclusions
4.2 Theoretical conclusions
RESEARCH-BASED PRINCIPLES FOR DESIGNING MULTIMEDIA INSTRUCTION. Such research has successfully concluded that when students learn words and graphics, they can perform much better on transfer tests by making instruction more interactive and incorporating a visual mode of presentation.... words and graphics, they can perform much better on transfer tests, and it also makes teaching more interactive and incorporates a visual mode of presentation, games, graphics, images, animations, videos, among others.
THE COHERENCE PRINCIPLE: Focuses on those people who have an easier time concentrating on essential material if extraneous material that might distract them is eliminated. THE SIGNALING PRINCIPLE It studied that if a lesson is designed to draw attention to the material and how it is organized, people will learn more fully.
THE TEMPORAL CONTIGUITY PRINCIPLE: A better multi-mendia message is received if the materials are presented simultaneously rather than successively. THE SEGMENTING PRINCIPLE: Students should get their material and instruction according to their pace so that they can understand the message you want to give in a multimedia way. THE PRE-TRAINING PRINCIPLE: Learning the characteristics and names of the general concepts helps to better understand the multimedia message. THE MODALITY PRINCIPLE The fact that the words are spoken rather than printed helps the multimedia message to be better received by the students.
THE REDUNDANCY PRINCIPLE: Graphics and storytelling than graphics have a greater impact on people's learning. THE SPATIAL CONTIGUITY PRINCIPLE: When the materials to be used in the classroom such as graphics, words, animations, etc., are close to the eye, deeper multimedia learning occurs.
THE PERSONALIZATION PRINCIPLE: Better learning is obtained when the multimedia message is presented in a conversational style. THE VOICE PRINCIPLE: When words are spoken in a human voice, it is less difficult to learn and understand the multimedia message. THE EMBODIMENT PRINCIPLE: Making human-like gestures, movements, eye contact and facial expressions in presentations makes them easier to understand. THE IMAGE PRINCIPLE: Don't use a static image use more dynamic materials.
Sole toolkit.
This tool is born from the initiative that is given to students to work in teams to answer a great question or exciting questions using the Internet, and to create a learning process with more interest and development on the part of the students.
RULES: Students receive a great question or are challenged. Students choose their own groups and can change groups at any time. Students can move around freely, talk to each other and share ideas Students can explore in any direction they choose: may not single right answer. Groups are expected to present what they have learned at the end of the lesson.
BENEFITS: Improve the formulation of big questions. Be more attuned to the interests of the learners. Being able to take ownership ownership of their learning experience. Learning experience. Reinforce interpersonal and presentation skills. Improve integration of what they already know in discussions both inside and outside the classroom.
Flipped classroom approach.
It is an educational method that is taught directly outside the classroom and is used to carry out activities related to the development of more complex cognitive processes that teachers need to assist and experiment with, also increases the interactive interactive period within the class however it also has its disadvantages and in this case it may be that the videos must be carefully prepared to prepare the students for the course.
You do not need to be a professional video producer to apply the flipped classroom model. You can use any source that describes the subject matter or popular authoring tools such as word, pdf, power point and others.
The role of the teacher
Correcting misunderstandings. Individual interactions with students . Promote question-based learning. Personalize learning for each student. Become a facilitator to facilitate learning rather than directly transmitting knowledge. The role of the student Watching video lessons before class and using study materials to prepare for class. Students should take responsibility for their learning. Learn at their own pace. Give feedback and comments in class.
LEARNING BY DOING, TEACHING STRATEGY. WHAT IT IS?
This method is based on learning through the experiences of each of the students, being guided by their teacher they are having results of which little by little they are seeing results and if they learned from each of their actions in the educational environment, this means that students receive a hand of their teacher to facilitate learning but they have to start to carry their own learning.
EXAMPLES:
URBAN GARDEN
1
PROBLEM-BASED LEARNING
2
PROGRAMMING
RESEARCH WORK
3
4
INTERACTIVE WHITE BOARD IN TEACHING AND LEARNING.
Activities unique to this technology. 1. Drag and drop: an item on the board that can move in various directions. 2. Hide and reveal: an item located on top of others can be removed. 3. Highlighting: a clear color that can be placed on top of writing. 4. Animation: Items can be spun, change size, and move in a pre-determined direction. 5. Storage and recall: Unlimited storage and quick recall of material. 6. Feedback.
This is a classroom tool that allows you to use a digital projector to display images from a computer screen on a whiteboard in the classroom. Teachers or students can "interact" directly with the images on the screen using tools or fingers. Teachers have difficulty connecting with students using old and outdated technologies. Students are growing up in a smart and connected world. They have access to digital knowledge and services anytime, anywhere. However, schools and teachers are still trying to engage the whiteboard.
EVALUATION OF ONLINE LEARNING.
1
It is a system that uses activity-based assessments designed by the teacher to obtain information about certain aspects of learning and to provide evidence of thinking in education.
There are forms of evaluation 1. 2. 3.
By its function: Diagnostic, formative and summative. By its timing: Initial evaluation, process evaluation, final evaluation. For its agents: Self-evaluation, co-evaluation, heteroevaluation.
Assessment Strategies An action plan to assess student learning, document progress, and identify disabilities in order to implement effective interventions in children's learning processes. Components of an evaluation strategy evaluation 1. Evaluation Activity: What am I going to evaluate? 2. Evaluation Techniques: How will it be evaluated? What will I do to evaluate? 3. Evaluation Instrument: What will it be evaluated with?
THE USE OF WEBLOGS IN HIGHER EDUCATION: BENEFITS AND BARRIERS
Weblogs are a tool that is often used in the classroom today as it has become very useful for any subject and an educational resource and makes it a more interactive way to search for material and helps students expand their assignments, projects and school activities in an engaging way.
WEBLOG TYPES -Instructor's weblog: They are a line of communication to keep students informed, since they usually provide information written by the teacher about the contents of the class, so that it is easier for students to find such information. -Student weblog: Is a learning and experience tool for students where they can document the progress and outcome of their projects.
ADVANTAGES AND BENEFITS
This feature facilitates the exchange of knowledge and information. Unlike other technologies, it is easy to set up and manage. Compared to traditional web publishing, you can easily publish all kinds of resources (text, images, videos, etc.) on the web.
BARRIERS
Most blogs are hosted on a free public server, thus leaving them open to the public, learning blogs must be hosted on a private server. System administrators often have restrictions on installing new software. The use of technology- based tools may be another barrier.
Video tutorials as a pedagogical support tool
This tool is a great help in the transmission of knowledge as it is a guide for specific tasks and also together with software applications, hardware, design processes, and among others, it helps visual and auditory learning to have a better focus on each of the viewers.
Their order of development is as follows: Content organization. Analysis of the ways of presenting information. Special lessons considering the technological skills of the students. Graphics to represent situations. The contents should serve as reference material.
This tool has been a total help for teachers to make a class much more interactive and interesting for students, as it makes learning more elaborate and meaningful.
Makerspaces
It is a space where students can have the freedom to explore, build and create projects as they wish and use their imagination.
It is of utmost importance that the creative space that each student gets to have is a physical place so that they can expand their ideas and also have enough space to work without any discomfort.
The markerspaces are known as a learning area in which students can learn on a voluntary basis, each of these areas is fully equipped with the necessary tools and materials for a good development.