https://opentextbc.ca/teachinginadigitalage/chapter/9-1-models-for-media-selection/
After the brainstorming stage of my design challenge, I was able to find many great ideas through my own brainstorming and from the feedback I received from my cohort. Thank you, George, Krista, Darin, Jason, Karen, and Stu for all your great feedback and ideas such as using gamification, debates, and videos to keep the students engaged in their online courses.
I decided to use the SECTIONS model to find out what would be the best solution to my challenge. The SECTION model is based on research, has been used for a while and it is also a practical model (Bates, 2015). SECTIONS stands for:
- S tudents
- E ase of use
- C ost
- T eaching functions, including pedagogical affordances of media
- I nteraction
- O rganizational issues
- N etworking
- S ecurity and privacy
(Bates, 2015)
The SECTION model is easy to understand and simple to follow and it also considers the demographics of the users and also their access which is something I can relate to in my organization. However, the model had a great amount of detail which took me a long time to read and follow. The SECTION model helped me to narrow down my solutions form the brainstorming step and made me realize that not all the solutions I have in mind would be possible options at this time due to the lack of resources and cost.
I found the following steps most useful:
- S tudents – since it helped me to focus on users’ access and demographics
- E ase of use – since it helped me to focus on what would be easier to use and would need the least amount of training for the users.
- I nteraction – this step was especially useful for me since my challenge is based on student engagement in the course.
References:
Bates, A. W. (2015). Chapters 8. In Teaching in a digital age: Guidelines for designing teaching and learning. Vancouver BC: Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/part/9-pedagogical-differences-between-media/
Leave a Reply