Digital Media Selection and Use (10 links)

A Systematic Approach to Media Selection. Lee. W.W., Owens, D.. The authors propose and describe a systematic Media Analysis Model with four key components: 1. Organizational Assessment, 2. Information Structure and Objectives, 3. Media Selection, and 4. Cost Analysis. Business-oriented but broadly applicable to the educational setting when large-scale and costly applications are being considered.

Choosing Teaching Strategies and Instructional Media. Rodgers, P.L.. Provides a handy matrix specifying the appropriate teaching strategies and media characteristics for the following learning outcomes (each with a sample objective): Discrimination, Concrete Concepts, Defined Concepts, Rules, Problem Solving, Cognitive Strategies, Verbal Information, Motor Skills, and Attitudes.

Choosing Technologies for Your Distance Learning Course. University of Washington - Catalyst. Reviews technologies to choose from when creating and teaching distance learning courses. Approaches discusseed include: Web page; Print; Course Readings on the Web; Images; Audio; Video; and Online Discussion. Each technology has an action plan with suggestions on how to implement the technology and some planning considerations which describe the advantages and disadvantages of each technology along with some ideas for implementing them.

Instructional Technologies - Analysis and Selection Criteria. Air Force Institute for Advanced Distributed Learning. Presents and applies a standard set of criteria for evaluating a variety of instructional media and outlines a process for selecting instructional media when migrating existing resident instruction to an instructional technology or distance learning format.

LOCATE: Matching Media with Instruction. Hancock, V.. Describes a simple step-by-step model for selecting and evaluating instructional media. LOCATE stands for Learners, Outcomes, Comparison, Assembly, Trial and Evaluation. The model is suitable for all levels of instruction and all types of materials, from textbook-readings to individualized multimedia lessons.

Media Selection. Hogue, M. Based on media characteristics, learner attributes, and Gagne's nine instructional events, recommends a practical approach to media selection.

Media Selection & Design. University of Alabama School of Medicine - Office of Curriculum Development and Management. Topics include: Factors in Media Selection; Media Selection by Learning Outcome; Instructional Handouts; Designing Visual Illustrations; and Slides vs. Overhead Transparencies.

Media Selection Matrix. Luck, AT. Recommends media for each of several instructional strategies at three different levels ('low tech,' 'medium tech,' and 'high tech') based on learners' anticipated access to and familiarity with education technologies.

The ASSURE Model for Selecting Instructional Media. Douglas College (British Columbia). Applies the ASSURE model (Analyze Learners, State Objectives, Select Media and Materials, Utilize Media and Materials, Require Learner Participation, Evaluate and Revise) developed by Robert Heinich and Michael Molenda of Indiana University and James Russell of Perdue University) to the selection and use of instructional media.

The selection of media for distance education in agriculture. Truelove, W. Recommends that the following factors be considered in selecting instructional media: learner factors; circumstantial factors (of learners and educators); subject matter; desired interaction pathways (learner-material and teacher-student interaction); and the inherent nature of media.