教学设计与媒体总复习_教学媒体的教学设计
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第一单元 技术、媒体与学习 Technology, Media and Learning
内容解析 ． Learning（学习）1.1 What is learning?
Learning is the development of new knowledge, skills, or attitudes as an individual interacts with information and the environment.Learning takes place all the time.We learn things by walking down the street, watching TV, surfing the Net, conversing with others, and just by observing what goes on around us.(we are concerned primarily with the learning that takes place in response to instructional efforts on the part of students and teachers).Learning involves the selection, arrangement, and delivery of information in an appropriate environment and the way learners interact with that information.1.2 Some Psychological Perspectives on Learning
(1)Behaviorist Perspective on Learning
The most famous behaviorist is B.F.Skinner;he conducted scientific studies of observable behavior.Behavior patterns of an organism could be shaped by reinforcing, or rewarding, the desired response to the environment.The result of behaviorist perspective is the emergence of programmed instruction, a technique of leading a learner through a series of instructional steps to a desired level of performance.How to evaluate the behaviorist perspective? They rely solely on observable behavior, and refuse to speculate on what goes on internally when learning takes place.As a result, behaviorism has limited application in designing instruction for higher-level skills.(2)Cognitivist Perspective on Learning
Cognitive psychologists explore the mental procees individuals use in responding to their environment, including how people receive, proce, and manipulate information.Cognitivism deals with how people think, solve problems, and make decisions.How to evaluate the cognitive perspective? Cognitivist have a broader perception of learning than held by behaviorists: students are le dependent on the guiding hand of the teacher and rely more on their own cognitive strategies in using available learning resources.(3)Constructivist Perspective on Learning
Constructivist emphasize that learners create their own interpretations of the world of information.The role of instruction is not to dispense facts but to provide students with ways to aemble knowledge.So, we usually say that learning occurs most effectively when students are engaged in authentic tasks that relate to meaningful contexts-learning by doing.(4)Social-Psychological Perspectives on Learning
Social-Psychologists look at the effects of the social organization of the claroom on learning.For example, what is the group structure in claroom? A small group learning, independent study, or the cla as a whole?
1.3.Approaches to Learning--Instruction
Instruction is the arrangement of information and the environment to facilitate learning.This may be done by the learner or instructor.• Behaviorists:(1)specify behavioral objectives,(2)then limit instruction to
whatever is neceary to master those objectives.This approach has been very succeful in teaching basic skills and knowledge.• Cognitivist do not limit their definition of learning to observable behavior.They believe that learners learn more than is expreed in immediate behaviors.• Constructivists provide a rich environment and allow learners to create their own experience.1.4 Finding a Middle Ground
• Active participation: Effective learning happens when students are actively engaged in meaningful tasks, interacting with the content;
• Practice: New learning requires more than one exposure to take root;practice, especially in varying contexts, improves retention rate and the ability to apply the new knowledge, skill, or attitude;
• Individual differences: Learners vary in terms of personality, general aptitude, knowledge of a subject, and many other factors;effective methods allow individuals to progre at different rates, cover different materials, and even participate in different activities;
• Feedback: Learners need to know if their thinking is on track;
• Realistic contexts: Rote learning leads to “inert knowledge”-we know something but never apply it to real life;
• Social interaction ： Fellow humans serving as tutors or peer group members can provide a number of pedagogical as well as social supports.1.5 A Philosophical Perspective on Learning
A: A college lecture with little or not interaction between the profeor and the students-low in technology and low in humanism;
B: computer-based leons—low in humanism and high in technology;
C: Similar to sample B;
D: A group meets on a regular basis to discu common reading aignments—low in technology and high in humanism.第一单元 技术、媒体与学习 Technology, Media and Learning 内容解析
2.Media（媒体）
2.1 The definition of media
• A media is a means of communication and source of information.Derived from the Latin word meaning “ between ” , the term refers to anything that carries information between a source and a receiver.The purpose of media is to facilitate communication and learning.• Instructional Media: when media provide meages with an instructional purpose, they are considered instructional media.2.2 Six basic types of media
• Text: it’s the most commonly used medium.Text is a alphanumeric characters that may be displayed in any formats—book, chalkboard, computer screen ……
• Audio: includes anything you can here—a person’s voice, music, mechanical sound, noise ……
• Visuals: includes diagrams on a chalkboard, photographs, graphics in a book, cartoons ……
• Motion media: media that show motion, including videotape, animation ……
• Manipulative: three dimensional and can be touched and handled by students
• People: these may be teachers, students, or subject-matter experts.2.3 The concrete-abstract continuum
Instructional media that incorporate concrete experiences help students integrate prior experience and thus facilitate learning of abstract concepts.Dale' s cone of experience
3.Technology（技术）
3.1 What is technology?
从单纯的硬件到解决问题的具体方法，都可以称为技术。
“The systematic application of scientific or other organized knowledge to practical tasks.”（Galbraith，1967，p.12）
When technology refers to procees to enhance learning, we will call them instructional systems.3.2 Instructional technology
1994 年，美国教育传播与技术协会（AECT）把教育技术定义为：“教学技术是设计、开发、利用、管理和评估教学过程和教学资源的理论与实践”（Seels&Richry，1994，p.9）
当我们提起“教学技术”这个术语的时候，我们指的是计算机、远程学习硬件系统和国际互联网这样的技术“产品”。． The Roles of Technology and Media in Learning
There are two types instruction in our life, the one is that instruction may be dependent on the presence of a teacher(instructor-directed learning);and the other is that instruction may not require a teacher, this type usually be called as self-instruction.4.1 The roles of technology and media in instructor-directed learning
A common use of technology and media in an instructional situation is for supplemental support of the “ live ” instructor in the claroom.And their effectivene depends on the instructor.课堂教学中，技术和媒体常见的作用是辅助教师教学。设计适当的教学媒体可以提高和促进学习，支持教师的教学。但是使用的结果主要取决于教师。
Research has long indicated the importance of the instructor’s role in effective use of instructional media.(Wittich&Fowlkes,1946);
Later research confirmed and expanded on these original findings.For example, the advance organizers, Dale’s cone of experience, and so on.4.2 The roles of technology and media in learner-directed learning
Technology and media can also be used effectively in formal education situations where a teacher is not available or is working with other students.For example, the cooperative learning.But please pay attention that this is not say that instructional technology can or should replace the teacher, but rather that media can help teachers become creative managers of the learning experience instead of merely dispensers of information.Media are often “packaged” for the purpose: objectives are listed, guidance in achieving objectives is given, materials are aembled, and self-evaluation guidelines are provided.在这种情况下，教学媒体通常是一个教学“包”，其中包括：教学目标、学习指导、学习材料和自测指南等内容。
• 协作学习是一个与自我学习密切相关的概念。当学生通过小组合作，或者与教师合作完成学习任务时，他们承担了更多的学习责任；
• 类似超媒体这样的新技术鼓励学生依靠自己的认知策略自学；
• 基于超媒体的协作学习能够增加学生之间的交流，讨论和分享彼此之间的观点；
• 采用自学材料，使教师有更多的时间判断和纠正学生的错误，为学生提供个别学习指导，增加小组教学和一对一教学的时间。
(1)Portfolio
① Definition: A portfolio is a collection of student work that illustrates growth over a period of time.Portfolios often include some artifacts, for example, written documents, media presentations, audio recordings, video recordings, computer multimedia projects, and so on.档案袋是学生作品集，描述了学生在一段时间内的成长。档案袋中通常包括学生制作的带插图的书、视频作品和计算机多媒体方案。将档案袋的概念引入到学校教育的核心目标是以多媒体形式为中介，让学生展示自己对一个学科主题的理解程度，以及他们使用媒体展示自己观点的能力。
② Portfolio might contain the following artifacts:
• Written documents such as poems, stories, or research papers;
• Media presentations, such as slide sets or photo eays;
• Audio recordings of debates, panel discuions, or oral presentations;
• Video recordings of student’s athletic, musical, or dancing skills;
• Computer multimedia projects incorporating print, data, graphics, and moving images.计算机多媒体，包括印刷文字、数据、图形和动态图画等。
③ Portfolio allows students to do the following:
• Gather, organize, and share information;
• Analyze relationship;分析主题之间的联系；
• Test hypotheses;检验假定、假设
• Communicate the results effectively;
• Record a variety of performance;记录大量的行为表现
• Reflect on their learning and activities;反思学习和活动
• Emphasize their goals, outcomes, and priorities;强调目标、结果和优先权？
• Demonstrate their creativity and personality.展示他们的创造性和个性。
④ How to design a portfolio? ⑤ Portfolio and e-portfolio
First, creating e-portfolio can expand the size of the audience to include other teachers，principals, parents, and students;second, storage space is anther benefit;Third, navigation.(2)Thematic Instruction ① Definition: Many teachers are now organizing their instruction around topics or anchors;this is known as thematic instruction.目前，很多教师围绕一个主题或者“锚”来组织教学，这样的教学成为主题教学。特别是在小学，教师把不同学科的知识和技能组合在一起，设计教学活动；在初中，来自不同学科的教师组成工作小组，一起工作，对相关或重叠的教学内容进行统一设计。
② What is a good thematic?
A good thematic must capture and hold student’s attention, provide problem-solving experiences, support interdisciplinary 各学科间的 activities, and include a variety of media and technology.You can begin the unit with a “shared experience” by having all students read the same book, view a videotape, participate in a simulation, or hear a guest speaker.Then move to “ shared experience ” through which students cooperate to gather data and information, analyze their findings, draw conclusions, prepare a group report, and share their results in a mediated presentation.一个好的主题必须紧紧抓住学生的注意力，为他们提供问题求解的经历，支持交叉学科活动，含有多样的媒体和技术。在教学中，教师可以在开始时引导学生通过读书、看录像、参加模拟游戏、参观博物馆或者听报告等方式，培养“共同经验（Shared experience）”，然后过渡到“分享技能（Shared Expertise）”，学生们合作完成收集数据和信息、分析数据、得出结论、准备小组报告，通过演示，与大家分享研究成果。
(3)Distance education
The distinguishing characteristic of distance education is the separation of the instructional team and students during learning, as a consequence, the course content must be delivered by instructional media.第一单元 技术、媒体与学习 Technology, Media and Learning
内容解析 ． Methods（方法）
Methods are the procedures of instruction selected to help learners achieve the objectives or to internalize the content or meage.We have divided the various methods into two categories: students control and direct & teachers aume the major role.5.1 Student-Directed Methods
（1）Discuion： As a methods,discuion involves the exchange of ideas and opinions among students or among students and teacher.It can be used at any stage of instruction and learning,and in small or large groups.(2)Cooperative Learning: A growing body of research supports the claim that students learn from each other when they work on projects as a team(Slavin,1989-1990;Harris,1998).(3)Gaming: Gaming provides a playful environment in which learners follow prescribed rules as
they strive to attain a challenging goal.It is a highly motivating technique,especially for tedious and repetitive content.(4)Simulation: Simulation involves learners confronting a scaled-down version of a real-life situation,It allows realistic practice without the expense or risks otherwise involved.(5)Discovery: The discovery method uses an inductive,or inquiry,approach to learning;it presents problems to be solved through trial and error.(6)Problem solving: Problem solving involves placing students in the active role of being conpronted with a novel problem situated in the real world.5.2 Teacher-directed methods
(1)Presentation:In the presentation method, a source tells, dramatizes,or otherwise dieminates information to learners.It is aone-way communication controlled by the source,with no immediate response from or interation with learners.(2)Demonstration: In this method of instruction,learners view a real or lifelike example of the skill or procedure to be learned.(3)Drill-and-practice: In drill-and-practice,learners are led through a series of practice exercise designed to increase fluency in a new skill or to refresh an existing one.(4)Tutorial: a tutor--in the form of a person,computer software,or special printed materials--presents the content,poses a question or problem,requests a learner’s response,analyzes the response,suoolies appropriate feedback,and provides practice until the learner demonstrates a predetermined level of competency.
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