I enjoyed my experience with PIDP 3240 : Media Enhanced Learning. I have gained so much knowledge from this course especially,online courses require discipline and proper time management. This course helps students to create, select and use of media technology and in their teaching and learning process. Throughout the course I effort to make challenge myself to understand various instructional media tools, copyright, variety of web 2.0 tools etc. My efforts were:
- Tried to set up OoVoo account, and I was successful in that however, my broadband connection was poor that’s why i couldn’t participate in the group meeting.
- Participated in discussion forum on various topics.
- Successful in all journal reflections.
This course introduces us to ‘J.A Bowen’s’ “Teaching Naked, how higher education is changing rapidly and direct more creative uses of technology and its effectiveness in the teaching learning process.I read 1-11 chapters in this book and got to know more about new technology and its effectiveness in the learning and learning.
I would like to thanks my class-fellows and Brian for providing me so much knowledge, great and valuable tools, and awareness.
Postings I made in the discussion forums:
Ten reasons every teacher should want Website
I have found an Interesting article on ‘ten reasons every teacher should want a website
Using Haiku Deck in the Classroom
“Haiku Deck is a simple presentation tool that encourages the user to (1) simplify the message, (2) use images to amplify emotional impact; and (3) keep formatting clean and consistent. It’s a terrific alternative to Powerpoint.”
“Webquest were created as a learning activity that no long after the initial development of the worldwide web. A webquest is an inquiry based activity that embeds the use of variety of learning resources with most being digital learning resources available on the internet. The inquiry activity may take the form of tests such as a problem to be solved, a position to be taken, a product to be designed or work to be created”. (University of Wollongong Research Online)
Creative commons is a non-profit organization that allows us to share and use knowledge and work that is available to the public for free. Creative commons license protects artists, authors,educators and students.
Creative commons license allows the original holders to grant permission to others to share their work without special authorization.
Following article by Michelle Fabio provides a concise a picture for Creative commons
“Infringement is the legal word for breach and violation rules in the copyright law. There are two kinds of infringements: ‘direct and indirect’.
Indirect Infringement: Indirect Infringement refers to persons who deal with infringing copies, or who without legal authority, permit a public performance of a work. These provisions usually concern commercial dealings through sales of copies, commercial distribution, and trade.
Direct Infringement: Direct Infringement is where someone, without permission, does something do or authorize. For example, only the copyright owner has the right to make a copy or authorize the making of a copy. When a person makes a copy this is obtained or an exception applies”. Retrieved From:
How to Copyright and Protect your Art
Here I have found this youtube video about How to copyright and protect your art
Today with the help of internet the amount of information available to students, whereas, in the past students would do their research work by using libraries.
“Information literacy is the ability to identify what information is needed, understand how the Information is organized, identify the best sources of information for a given need, locate those sources, evaluate the sources critically, and share that information. It is the knowledge of commonly used research techniques”. (University of Idaho).
“Information literacy is a crucial skill in the pursuit of knowledge. It involves recognizing when information is needed and being able to efficiently locate, accurately evaluate, effectively use, and clearly communicate information in various formats. It refers to the ability to navigate the rapidly growing information environment, which encompasses an increasing number of Information suppliers as well as the amount supplied, and include bodies of professional literature, popular media, libraries, the internet, and much more. Increasingly, information is available in unfiltered formats, raising questions about its authenticity, validity, and reliability. This abundance of information is of little help to those who have not learned how to use it effectively”. (Wesleyan University).
Plagiarism is not a new concept. It has gone on for years in schools, colleges and universities. Internet plays a vital role in the educational setting. I has opened the doors to many educational resources which are used by educators. Students have access to internet for improving their knowledge. But there are multiple websites which encourage students to cheat and plagiarise. Research have suggested some students lift entire passage from online sites such as http://www.123helpme.com and http://www.CheatHouse.com. (Sabella, R.A; 2010).
I agree with Terrell that this topic needs to be discussed in depth with students.
“Skype in the classroom was created for teachers like Post and Dunn, as the internet-based communication service kept hearing stories about teachers who had begun using the software in their classrooms so that they could introduce their pupils to cultures and experts worldwide in real time. Launched March 2011, Skype in the classroom is a website on which teachers worldwide can post ideas for Skype lessons, connect with other classrooms and come up with ways to collaborative via Skype in the classrooms global community boasts more than 43,000 teachers and 2,400 lessons.”
“Young people are so engaged with video, and it’s so much a part of their daily lives, says “Andrew Schmidt”‘, Skype’s head of social good, the company’s corporate responsibility arm that runs the website. “Students can both learn from experts and be the expert”.
Hashtags in the calssroom
Here the link below that I have found about hashtag in the classroom:
The Ubiquity of E-Leaning
The world is changing rapidly due to the technology. At the same time technology itself is rapidly evolving and changing. Technology helps people connecting with each other all over the world. In teaching, “technology is helping teachers to expand beyond linear, text-based learning and to engage students who learn best in other ways” (Kessler, 2010). Technology is changing the way we teach in elementary schools all the way up to post secondary institutes, as well as in the workplace. “Outside of the academy, online learning is well established. Corporations and professional organizations have been using video conferencing and e-learning for years in even the most sensitive areas” (Bowen, 2012, p. 2). He states, “ethics being taught online. He mentioned, most research institutions have a commitment to the ethical treatment of human subjects and require ethics training for principal investigators even for projects. It uses complex real scenarios to teach students the importance of academic honesty, the nature of scholarship, and how research fits into university life” (p. 2-3). He provides the plethora of detailed information about the current social forces such demographics, and technology, all aimed at sustaining a competitive edge in advanced education and, by extension in a global economy.
“We shape our tools, and thereafter, our tools shape us” (John Culkin). I think this quote supports the idea of e-learning. We have entered the world of vast technology of laptops, smartphones, tablets etc. and we do not look at the way technology shape us humans, by being sucked into the digital world.
My biggest fear is as a teacher is many of us having become distracted by media and technology that we do not critically think about it is having on us. I think e-learning is not a separate kind of learning. We just need to articulate and consider relevant e-learning technologies and applications, for example, 1. A production process that uses good tools, 2. Social Instructional design (Legault, 2017).
E-learning has to keep the people it’s designed for in mind. How do we learn? How do we acquire and retain skills and information to help us develop? Only when we address individual learning styles can the “e” in e-learning factor in. then the technical side- the electronic delivery- can be adapted to the learner. The effectiveness of an e –learners experience is greatly enhanced through student centered (usability) design. For example, students remember more information from text-book is well organized, with extensive visuals, reflection/interaction points, clear heading etc. The same concept exists for online courses- learners learn better through use of clear headings, limited distractions, visual screen friendly fonts, appropriate white space, web safe colors etc. (E –Learners, 2006, agelesslearners.com).
“The great majority of institutions have a virtual learning environment (VLE) of some kind. This may also be known as a learning management system or a course management system, or be a part of a broader integration of web services and information systems usually known as a managed learning environment” (Heather, Steve , Staphanie, 2009, p.86). Far from being automated learning or purely self-directed learning, it is clear that where effective e-learning takes place, it does so with the guidance and presence of successful and thoughtful practitioner. This is the role of the teacher in e-learning is just as important to student learning as it in the seminar room or lecture hall.
A major influence that is driving this change results from acknowledging the reality of the way we live today. We can no longer ignore the ubiquity of technology. We must to welcome it into our classrooms and learning activities. To inspire engagement, we need to keep pace with students who operate in an increasingly mobile world where information and communication are accessed 24/7 through smartphones, laptops and tablets. All of the ongoing advances and refinements in student-centered. E-learning has the same aim to prepare children for success in rapidly evolving, globalized world driven by information technology. The future of our children will inherit demands technological experience, the ability to think critically, and the development of flexible intelligence that will thrive in- and- change.
Honestly, I am still confused that how much technology I will use in my class. I will admit that I am not tech savvy, and confused about the relationship and use of technology in teaching learning process. I will try to use technology in different manner and try to improve the landscape of classroom experience.
Bowen, J.A., (2012). Teaching Naked. How moving technology out of your college classroom will improve student learning. San Francisco: John Willey and Sons.
Fry, H., K, S., M, S., (2009). A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. Third edition. Published by: Routledge, 270 Madison Avenue, New York. Retrieved from: http://biblioteca.ucv.cl/site/colecciones/manuales_u/A%20Handbook%20for%20Teaching%20and%20Learning%20in%20Higher%20Education%20Enhancing%20academic%20and%20Practice.pdf
Legault, N., (2017). E-Learning Heroes: Retrieved from: https://community.articulate.com/search?tags%5B%5D=Instructional+Design
Kessler, S., (2010). 8 ways technology is improving education. Retrieved from: http://mashable.com/2010/11/22/technology-in-education/#cuKZWgt5v5ql
Videogames and Teaching
In Teaching Naked: How moving Technology out of your college will improve student leaning: Author Jose Antonio Bowen states that “video games are really just a series of tests, but unlike most college tests they are designed to be intrinsically motivating” (p. 97).
I always thought that students could never be motivated by failure, because failure is a negative experience. Being a student I always felt that failure is embarrassing and demotivating, and it leads towards a low self-esteem. “it is precisely the combination of challenging engagement and low consequences for failure that has proved so potent in the videogame industry: if games do not provide both enough present frustration and positive feedback, they do not succeed in the marketplace” (p.94). He states, “recent studies of the brain have come to important conclusions that inform designs of learning experience” (p.76).
Bowen argues that once we understand how the brain works, we can design and develop courses that successfully motivate enable learning.
Bowen argues, “students are asked to learn differently in high school than they are in college”. The problem then becomes how to motivate students to learn in new ways (while their brain is still develop the ability to do so) while setting and maintaining high standards yet providing them a low-stakes environment when failure does not doom them. According to ‘Journal of Educational Psychology’ “there are new ways in which computer, console, or mobile educational games may yield learning benefits. It states, “we found support for claims that well designed games can motivate students to learn less popular subjects, such as, math, and the game based learning can actually get students interested in subject-matter can broaden their focus beyond just collecting stars or points” (Devitt, 2103).
Bian (2004) states, “the best teachers focus on challenging students in a supportive environment when failure is tolerated. The combination is essential; just having high standards is not enough to help students learn” (Bowen, 2012, p.93).
My reflection of this topic is I realized how motivate and driving failure can be.
Bian discovers “the best teachers expect of their students yet treat them with genuine caring and give them a sense of control. Students learn best when they believe that professor wants them to succeed. (Bowen, 2102, p.93). An another statement by Walvoord and Anderson (1998), “grading and assessment not only are about evaluation but also are an important part of the environment and motivation for learning. We can reduce anxiety and increase the opportunities for change by combining clear learning outcomes with lots of low-stakes assessments” (Bowen, 2102, p.94).
“The feedback demonstrating students incremental provides intrinsic reinforcement similar to the multiple progressive skill levels found in the most compelling video games. The recognition of the progress from their effort results in the same dopamine-pleasure response the brain experiences from game feedback that a challenge was achieved successfully. As in the computer games, this reward motivates the brain to seek that reward again, and sustains student perservance to the next progressive challenge (Willis, 2011).
According to ‘Journal of Educational Psychology’, “researchers looked at two main types of motivational orientations, mastery goal orientation, in which students focus on learning, improvement and the development of abilities and performance of goal orientation, in which students focus on validating their abilities. For instance, in the classroom, a student may be focused on improving their math skills (mastery), or instead, trying to prove how smart they are or trying to avoid looking incompetent compared their classmates performance” (Devitt, 2103).
The perfect combination of high motivation and low stakes combined with incremental increases in difficulty (in a video game), matter enormously for learning.
Being a teacher I can create a positive learning environment in the classroom where failure or less motivated students encouraged by implementing Chickering and Gamson’s (1987), “seven principles for good practice in Undergraduate Education that are still a cornerstone of pedagogy:
- Encourages contact between student and faculty
- Develops reciprocity and cooperation among students
- Encourages active learning
- Gives prompt feedback
- Emphasizes time on task
- Communicates high expectations
- Respects diverse talents and ways of learning
I think high standards alone will not help the students succeed. There are many ways to establish “low stakes “ which allows students to fail (and learn from their failures). I will treat my students with genuine caring. I will try to create a culture where failure really means potential progress. As a teacher I will make sure that my students feel comfortable. I will give them more control over their own learning. I think all these will help students become successfully by motivating them to do well.
I strongly agree with Bowen’s statement:
“Assessment that promote learning combines low stakes and high quality feedback. Both foster change and are highly motivating: it is easier to try something new if the stakes are and easier to change when you are being encouraged and when you know exactly what change is needed”. (p.95)
Bowen, J.A., (2012). Teaching Naked. How moving technology out of your college classroom will improve student learning. San Francisco: John Willey and Sons.
Devitt, J., (2013). Educational Videogames can boost Motivation to Learn, NYU, CUNY Study Shows. Retrieved from: http://www.nyu.edu/about/news-publications/news/2013/november/educational-video-games-can-boost-motivation-to-learn-nyu-cuny-study-shows-.html
Willis, J., (2011). How to Plan Instruction using the Videogame Model. Retrieved from: https://www.edutopia.org/blog/how-to-plan-instruction-video-game-model-judy-willis-md
“The Best education of the future will be a hybrid. There is value in physical contact with teachers, but there is also potential learning and real convenience in online course work”. (Bowen, 2102, p. 237)
“Hybrid education uses online technology to just not supplement, but transform and improve the learning process” (Hosler, 2013). “Most of the growth in higher education will occur in hybrid courses that meet equally online and face to face, where we can increase both learning and convenience” (Bowen, 2102, p.236).
“Academic performance, perceptions, and experiences of participants enrolled in different academic learning environment. Pre and post content knowledge tests and a student evaluation were used to measure perceptions and experiences of participants” (Frimming, Bower, Chulhwan; 2013).
I believe that in the present scenario hybrid learning is more effective than traditional classroom pattern. “Blended education. Hybrid learning. Flipping the classroom. Whatever one choses to call it, this method of learning- which combines classroom and online education- is going places and making headlines along the way. While education experts continue to debate the efficacy of hybrid learning, its very existence has challenged them to re-evaluate not just technology’s place in (and out of) the classroom, but also how to reach and teach students more effectively. That alone is one of the major benefits of hybrid learning” ( Hosler, 2013, p.1). But we cannot deny the significance of face-to-face interaction of teacher with students.
I personally, like hybrid courses, because hybrid courses are more flexible than traditional classroom courses. “Every course with a textbook is already a hybrid of sorts: students get a hybrid of perspectives between the textbook and the teacher, and that is a good thing” (Bowen, 2102, p. 236). Hybrid learning is very helpful for those people who are required to pursue their professional and academic goals simultaneously. They can make balance between their academic and professional pursuits. Also, hybrid learning can create more learning opportunities for them. The best example of hybrid learning is PIDP program which enables to provide both in-class and online courses. I believe that, some of courses should be hybrid in the educational institutions so that people can learn flexibly without any difficulty in the achievement of their goals.
As per my point of view, teachers indeed should encourage their students to learn ubiquitious technologies like the Internet and mobile communication, which are tools dynamically engage students in the education network worldwide. Learning after- all, is not just about face-to-face contact between teachers and students. Students, in-fact can gain knowledge via network technologies anytime, anywhere. The hybrid pedagogy, in sum, works well. But as each course requires different settings and resources, it is up-to lecturers or teachers to design what is best for their students. “However, to do so successfully, instructors must learn new skills. We explain which skills are most important for faculty to learn and provide our faculty development materials and online resources for the participants to back to their institutions. Instructors using the Hybrid model must also help students become more independent and self-reliant learners” (Kaleta, Garnham, Aycock; 2005). I will definitely take steps to include hybrid learning in my teaching learning process.
Bowen, J.A., (2012). Teaching Naked. How moving technology out of your college classroom will improve student learning. San Francisco: John Willey and Sons.
Frimming, R.E; Bower, G.G; Chulhwan, C; (2013). Examination of a Physical Education Personal Health Science Course: Face-to Face Classroom Compared to Online Hybrid Education. Retrieved from: https://eric.ed.gov/?q=blended+AND+learning+AND+academic+AND+performance&pg=5&id=EJ1018474
Hosler, A; (2013). Hybrid learning: How simple technology could change education. Retrieved from:
Kaleta, R; Garnham, C; Aycock, A; (2005). Hybrid Courses: Obstacles, Solutions for Faculty and Students. University of Wisconsin-Milwaukee. Retrieved from:
Low Tech Essay Report
Role of Media in the Classroom
New Technology advances cannot help students learn better, but also allow them to adapt to fast paced technological environment they are growing up in. “Presently, technology is restructuring education, and changing teaching and learning in ways that impact on all [educators]. Roles are changing, new expertise is required, and new skills must be learned…[Teachers] must find meaningful ways and workable strategies for teaching with technology” (Brode).
Media in classroom and teaching enhances students learning and engages them in the learning process. It allows teachers and students to step outside of the traditional educational environment. As a facilitator the teacher has an obligation to encourage students to learn through media. Educator guides student forward using appropriate media in order to learn new concepts. Finally educators are accountable to evaluate students’ learning by questioning and writing a paper to encourage them in learning through media.
“Historically, as each new medium is adopted in society, schools have attempted to integrate them into classroom curricula. Given the ubiquity and dominance of multiple media in the informal education of children and youth, it is not as if schools are unaware of the pervasive influence of media. For many years, schools have attempted to integrate media tools and texts into classroom practice. However, it is becoming increasing apparent that it is not enough to simply teach and learn “with” media, but a comprehensive educational environment also requires that students study “about” media in order to analyze the world of new texts, technologies and their relevant contexts” (Gutierrez & Tyner, 2012, p.3).
“Media can be a component of active learning strategies such as group discussions or case studies. Media could be as a film clip, a song you hear on the radio, podcast of a lecture or newspaper article. Students can also create their won media. Foe example, student video projects can be powerful learning experience” (Mateer, Ghent, Porter &, Purdom, 2014).
A study shows that, “The role of media and technology in the education is quite obvious in today’s educational settings. Schools are loaded with computers and even at ‘Northern Michigan University’ students receive a laptop to help them with academic studies. This is a part of NMU’s Laptop Initiative plan that believes providing every student with a laptop will help improve their academic-performance. However, media comes in many different forms such as: Internet, TV, Radio, and Books etc. all these media have affected the way students learn” (Wikibooks.org)
The use of media in the classroom makes learning more interesting, induces deep conversations, and increase students’ engagement. Media makes for easy and more in depth learning. In my past I have had very good experiences using media as a tool for my B.ed lesson presentations. Radio and Overhead Projector are always very fascinating. Radio has influenced me in tuning myself into a better personality in way to present my lesson in classrooms are not only informative but also engaging. Media used as a mode of communication in classrooms makes learning more interactive.
The print media influences and enhances discussion on various topics and affairs to quite an extent. Bring real life examples using media related technologies into the classroom to make learning more relevant and meaningful. Attract attention of students. Encourage participation and involvement in lessons. Save time and efforts. Makes lessons interesting, motivating and fun.
“Since turn of the century, teachers have used various types of audio and visual aids to help them teach. Recently, teachers have expand their repertoire of materials and procedures to include the new technologies of learning. The newer techniques include the use of computers, compact discs, videodiscs, and satellite communications.
The teacher is no longer limited to the confines of the classroom. Through the school media center and computer networks, such as the internet, the world becomes each student’s classroom” (content.hccfi.edu).
“It can facilitate learning or increase understanding of your material. Media can help achieve are following
- Attracting attention
- Developing interesting
- Adjusting the learning climate
- Promoting acceptance (of an idea)” (unmgrc.unm.edu)
“By offering critical insights into the phenomena of communication, media education should guide pupils/students to media activities that are both conscious and participatory to an extent with in the relevant life situation. Media activities that are require that people are activity in any communication situation involving media. This means that they negotiate their own importance in a given interaction their media use. Accordingly, media education, starting out from the pupil’s/student’s personal disposition and with due regard to his/her linguistic abilities, should include not only the cognitive but also the effective field. It should help pupil/ student to rethink his/her own role expectations and recognize his/her own communication needs and deficits” (Krucsay, 2016).
“Media rule our private sphere as much as our working. The technical facilities for multiplication, transfer and networking are gaining ever greater influence on the ‘natural’ environment of pupils and students; as they are part of their reality, their world. Education should accompany and encourage the children and adolescents in their relation to the world/reality.
Media experience by way of language, images, drawings, books, theatre plays etc. has indeed long contributed to shaping human reality. The sheer extent to which these media helped to form our reality/view of the world has, however, been virtually ignored in the teacher training system.
In view of the challenge posed by electronic media, school needs even more to face up to the need contribute to educating human beings who are able to communicate and to arrive at a judgment of their own, to enkindle creativity and pleasure in own creations, and with in the scope of the “media education” educational principle- to encourage individuals in finding their focus in society and a constructive- critical approach to experiences to which they are exposed” (Krucsay, 2016).
“Media can be used effectively in formal situation where students are working independently or teacher is working other group of students. The most common use of media in an instructional situation is for supplemental support of the instructor in the classroom to enhance learning. Every application of the media is somewhat unique but in any case it must be guided by both general principles of learning and the context in which these principles are employed. A teacher can make more effective use of media if he/she understands underlying concepts about teaching-learning process” (Naz, &, Akbar, p. 36- 37).
“Using media requires a complete understanding of copyright law, an appreciation of workload involved and some skill in recognizing content that will enhance learning, instead of becoming distraction”(Mateer, Ghent, Porter &, Purdom, 2014).
By the use of media in the classroom, teachers and students can work together. Differences in teaching styles, approaches to education, and even personal interests provide challenges for collaboration. Knowing how teachers think and plan is essential in facilitating collaborative learning.
“Appeal to multiple learning styles: Media appeal to visual, auditory and kinesthetic learners. Students can watch a movie, listen to music or interact with digital media on an interactive Smart board. Effective teachers do not rely on teaching students in merely one style but use a variety of styles to reach the greatest number of students. Providing a rich learning experience through classroom media keeps students focused and engaged in learning.
Creates an authentic Learning experiences: Using newspapers, brochures, job application forms and news broadcasts provides authentic opportunities for students to learn using real-world media. This method simulates real-life experiences in which student must read, evaluate and interpret information based on items that they need in their daily lives. When students use objects from the real world they can see the connection between what they learn in school and how they can use the knowledge as a member of society.
Strengthens Critical- Thinking Skills: Teachers can use media to hone critical- thinking skills. Students can write about a song, interpret a movie or interpret a news-broadcast. Teachers can use the media to ask probing questions and facilitate discussions that extent beyond basic comprehension questions. Teachers can also create projects in which students develop their own media, using classroom media as a model. This hand-on activity challenges students to formulate media, using their own creativity and interpretations from classroom media.
Teach students to use Media: Using media in the classroom teaches students how to use and care for resources to further their education. Students not only learn how to use the Internet, a dictionary or a newspaper for information, but they also learn how to care for and protect the items they use, according to the Center for Media Literacy. Students can also learn how to determine the value of media and learn methods to contribute to society, producing their own media” (Williams, 2001-2017).
- “Using media often times require additional work.
- Media scenes (e.g. humor, drama, terror, and language) may distract some students
- Utilizing media takes time away from other classroom activities” (Mateer, Ghent, Porter &, Purdom, 2014)
I want to mention some disadvantages from my experience about the use of media in the classroom:
- Budget difficulty
- Lack of audio-visual classroom facilities
- Differences between acceptors and rejecters of new media
In the nutshell, In my point of view media enhances our teaching learning process. However, it has some negative effects but we cannot ignore it’s importance in the present world of technology. Media motivates students to create their own learning patterns. Moreover, media gives the platform to students where they can make themselves up to date with the modern era.
Brode. A., Ways in which technology enhances teaching and learning. Retrieved from:
Krucsay. S. (2001). Ordinance Governing the Principles of Media Education. Ordinance of the Federal Ministry of Education Science and Culture. Retrieved from:
Gutierrez. A, Tyner. K, (2012). Media Education, Media Literacy and Digital
Competence. Retrieved from: http://www.revistacomunicar.com/pdf/preprint/38/En-03-PRE-13396.pdf
Mateer, G.D, Ghent, L.S, Porter. R, Purdom. R. (2014). Using Media to Enhance Teaching and Learning. Science Education Resource Center: Carleton College. Retrieved from: http://serc.carleton.edu/econ/media/what.html
Naz, A.A, Akbar, R.A. Use of Media for Effective Instructions It’s Importance: Some Consideration. Journal of Elementary Education, IER. (Vol 1-2), p. 35-40. University of Punjab, Lahore Pakistan. Retrieved from: http://pu.edu.pk/images/journal/JEE/PDF-Files/JEE-18(1-2)%20No_3.pdf
Williams. R. (2001). The Importance of Media in the Classroom. Retrieved from: http://classroom.synonym.com/importance-media-classroom-8038897.html