Module 2: Using the Internet as a "Media Lab": Working with Media using New Media
Working with media used to mean finding videos and video clips from the library or the video store. Finding the "right" video was often difficult, and even more difficult was the process of fast forwarding and rewinding to the "right" clip. When found, it was usually the teacher who controlled the selection and number of clips to be used that day.
Today's technologies not only provide a way to access
video clips more readily, they also promote practices that allow students to
be the decision makers through the learning process. Though most clips are not
"downloadable," you can provide links to select video either on your
homepage, a web quest or at Nicenet. Take for example the Media Education
Foundation web site at http://www.mediaed.org/index_html
. Many videos available at this site offer at least a 10 minute clip available
for free viewing with the Real Player plugin for your browser. So if
you plan to use a clip from this web site in your lesson plan, or your web quest
that you are building at http://www.kn.pacbell.com/wired/fil/,
simply provide the link along with some instruction about what the learners
should do when they get there. You may, for example, have your students view
the video Tough Guise, before logging into Nicenet
http://www.nicenet.org/ to respond to the video.
In a way, most of the media and collaboration about
the media can all be completed through "new media" web sites like
Nicenet, Filamentality, and the Media Education Foundation.
Be sure to check out even more sites under the "Links" menu at the
top. Most provide new media tools to develop instruction with and about media
texts.
Building Learner Centered Environments through Technology Integration
I. A model for teaching with technology:
A. Why technology? Technology
--allows learner control
--fosters collaboration
--promotes social construction of knowledge
--makes thinking audible
--builds understanding
--engages learners in literacy practices
--enhances critical viewing skills
II. Open learning environments (OLEs): OLEs involve "…processes wherein the intents and purposes of the individual are uniquely established and pursued…OLEs support the individuals efforts to understand that which he or she determines to be important." OLEs like the Internet, for example, require an instructional design that harnesses the resources, tools, scaffolds and enabling contexts for active and meaningful learning. (Hannafin, Land, Oliver, 1999).
III. Explore links associated with OLEs: http://www.tc.umn.edu/~rein0012/teaching5.html
Resources: sources and material that support learning. Some resources include
1. Data bases
2. Journal articles
3. Humans!
Tools: means for which learners appropriate and manipulate resources and their
own ideas. Some tools include 1. Processing tools: google.com; teoma.com
2. Manipulation tools: spreadsheets, concept mapping tools
3. Communication tools: email, internet messenger, synchronous and asynchronous
learning environments
Scaffolds: processes that support learning efforts in open ended learning environments
1. Conceptual: software agents
2. Metacognitive: learning communities, software agents
3. Procedural: pop up windows
4. Strategic: asking guided questions
Enabling contexts: contexts that guide learners to help generate problems, frame
learning needs, and activate prior knowledge 1. Externally induced ALPS (http://learnweb.harvard.edu/alps/
)
2. Externally imposed: IMMEX (http://www.immex.ucla.edu/
)
3. Individually generated: Inquiry (http://inquiry.uiuc.edu/index.php3
)
Hannafin, M., Land, S., Oliver, K. (1999). Open learning environments:
Foundations, methods, and models. In C. Reigeluth (Ed.), Instructional design
theories and models; A new paradigm of instructional theory (Vol. II, pp. 115-140).