Monthly Archives: October 2017

LRNT 523

Media Debate (Activity 7)

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Co-written by Jason Keddie, Alfonso MacGregor, Fiona Prince, Klaus Rimke, and Gavin Sturgeon.

Activity 7 of the course LRNT523, Foundations of Learning and Technologies, at Royal Roads University asked students to read articles by Richard E. Clark, and Robert B. Kozma. We were then tasked as a group to find four documents that challenge the analysis presented by either Clark or Kozma and subsequently critique and question the claims made by those authors.

According to the Oxford Dictionary (n.d.), ‘Influence’ is defined as “the capacity to have an effect on the character, development, or behavior of someone or something”. Clark (1994) confidently proclaimed that media will never influence learning since “they are not directly responsible for motivating learning” yet his argument seems to miss the nuance of the meaning of ‘influence’ as the following articles reveal.

Article 1 – Using Media to Motivate and Promote Language Production in the English as a Foreign Language Classroom

Bergeron (2015) asserts that media causes motivation while Clark (1994) contends that media does not cause motivation. Bergeron (2015) begins the overview section of the paper by stating that “the purpose of this paper is to provide a brief overview of how media can be effectively used to motivate” (p. 18). There is a consistent narrative throughout the paper that media are driving improvements in motivation and learning. For example, Bergeron (2015) states that “observation of students’ engagement during the unit of work suggests that the use of media tools…did effectively motivate students” (p. 23). This contrasts with Clark’s (1994) position that “media do not influence learning or motivation” (p. 1). Appropriate use of instructional methods, not media, according to Clark (1994), cause motivation and learning.

Bergeron (2015) also separates media into technical and non-technical categories, defining technical as mostly audio and video while defining non-technical as mostly writings, drawings, or images. According to Bergeron (2015), teachers should familiarize themselves with technical media because it is more effective with today’s learners. Bergeron (2015) does not adequately support the assertion that technical media is superior to non-technical media, and this concept would also contrast with Clark’s (1994) position since Clark believes that media do not influence motivation, which would mean that one form of media cannot influence motivation more than another form of media if neither form of media influences motivation.

Bergeron (2015) focused on the idea that media drives learning and motivation, but to a lesser extent comments on the instructional methods employed by the media. Bergeron (2015) details observing increased motivation and learning with the use of media, but according to Clark these increases in motivation and learning are due to changes in instructional method and not media.

Reading Bergeron’s paper while keeping Clark’s assertions in mind, it is easy to see all the instructional methods employed that may be the actual cause of the purported increases in motivation and learning.

Article 2 – Is This the Future of Adult Learning?

In this article, Bennett (2016) outlines three concepts that would improve literacy and earning power of adult learners as discussed at the MIT Media Lab by researchers, adult learning experts, and entrepreneurs. These concepts were: Read Out Loud (literacy improvement), Express Me (mobile learning during commutes), and Citizen Tutoring (provide mentoring opportunities from senior tutors). Each of these concepts incorporates the use of technology media to deliver intuitive and accessible information to adult learners while circumventing barriers of language and time.

By providing an atmosphere of accessibility and inclusivity, the media in Bennett’s article had a profound influential effect on the development of the learner and is in stark contrast to Clark’s argument. For example, Read Out Loud “allows the user to scan any book and view the text in English and any other language side-by-side” (Bennett, 2016) which enabled the parent to read along with their kids; thus, “parents are able to engage in this important part of their children’s education and play the role of teacher, while engaging in learning themselves” (Bennett, 2016). Not only does the children’s literacy improve with this media tool; the adults’ do, too.Improved literacy gives the adult learners additional options to select information integral to employment opportunities and provides “autonomy over improving general skills as well as increasing earning potential” (Bennett, 2016). When a technology provides the motivation to directly impact a person’s ability and desire to learn, develop, and improve their self-worth, that in itself is an influence; perhaps Clark will revisit this concept.

Article 3 – The Effects of High/low Interactive Electronic Storybooks on Elementary School Students’ Reading Motivation, Story Comprehension, and Chromatics Concepts

In order to explore if the media through which content is delivered to learners influences the outcome, Kao et al. (2016) divided a group of 40 fourth-grade students in two groups and provided them with the exact same reading material. All students received an e-book; what marked the difference was that one set of books were of low interactivity while the other set was of high interactivity. High interactivity consisted of having three advanced features that responded to the reader: “guidance”, “prompt”, and “feedback”.

The conclusions of the authors point toward the positive effects that interactivity has as a complement to reading material. This finding is supported by other researchers, such as Ciampa, Grant, and Lewin (as cited in Kao et al., 2016) who stated that motivation and engagement in readers are increased with illustrations, animations, and narrations when those features are congruent with the storyline and content of the e-book.

Article 4 – 7 Tech Innovations That are Drastically Changing the Way People Learn

When Clark (1994) wrote that media will never influence learning, did he foresee the invention of the following media and technology and their use in education? Miller (2017) claims that these seven tech innovations are drastically changing the way people learn because they support experiential learning–learning by doing. In keeping with our team’s focus on ‘influence’, we agree that these innovations do influence learning when thoughtfully included in the instructional design.

3D Printing
3D-printers are now affordable and easy to use right of the box. One application is to introduce learners to the basics of engineering through hands-on, problem-solving activities.
Gamification
Clear in-game rules, objectives, and competition in video games such as Minecraft (Educational Edition) increase learner engagement in subjects from history to reading comprehension.
Virtual reality
Interactive virtual reality platforms in classes, such as Biology (imagine dissection without the mess), Engineering, and Architecture allow students to learn through simulations and renderings; Google expeditions have made virtual travel a reality bringing the wonders of the world to a much greater audience.
MOOCS
Massive open online courses have increased accessibility to learning, allowing anyone with an internet connection to attend classes, even graduate studies. MOOCs are being used in both online and blended delivery models.
Skype
Even though it is a technology originating in 2003, Skype has become a popular media for connecting learners with teachers and tutors, especially for language learning services.
Big Data and custom learning
Algorithms and data tracking are used to guide the development of blended learning programs and give students the ability to customize their learning experience. This has been proven to reduce the dropout rate and increase comprehension. (Now that’s influence!)
IPads and Chromebooks A popular piece of tech that has and is immersed in the schools allowing teachers to facilitate rather than manage the learning of the students.
Clark may see these technical innovations as tools that could be replaced by other tools and methods; however, we must consider whether other tools and methods would provide the same level of engagement, motivation, and timeliness for learners.

References

Bennett, T. (2016, July 10). Is this the future of adult learning? [Blog post]. EdSurge News. Retrieved October 05, 2017.

Bergeron, S. (2015). Using media to motivate and promote language production in the English as a foreign language classroom.

Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.

Influence | Definition of influence in English by Oxford dictionaries. (n.d.). Retrieved October 05, 2017.

Kao, G., Tsai, C., Liu, C., & Yang, C. (2016). The effects of high/low interactive electronic storybooks on elementary school students’ reading motivation, story comprehension and chromatics concepts. Computers & Education, 100, 56-70.

Kozma, R. B. (1994). Will media influence learning: Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.

Miller, L. (2017). 7 tech innovations that are drastically changing the way people learn [Blog post].

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Activity 6

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Activity 6- Abundant digital content
Learning to cook, you may think that cooking skills can be pretty basic and everyone can do it. In my journey around the world, I enjoyed the ability to try new foods and flavors from many of different countries. Now in school, I’ve decided to learn how to cook new and exotic foods at home. In relation to the abundance of digital content available on this topic, I’m finding not only are the tremendous amounts Apps such as Yummly dedicated to providing cooking recipes for any topic and meal type. Variations of the recipes and the amount of variation and uploaded comments and feedback plus peer reviews can be accessed via the internet provides ample information. Online Dictionaries and search engines makes it very easy to find reasonable explanations and video when learning how to use specific tools and for example chopping techniques, and info such as measurement equivalents

The internet has made cooking accessible by everyone with internet connections.
The many cooking shows on TV describe the cooking techniques of famous chefs.

However, through the internet, U-tube, and the online cooking apps have expanded my choice of cuisine.

The convenience of cooking at home with fresh ingredients even goes one step further now with companies like Chefsplate.com, online ordering off a menu and have all the ingredients sent directly to your home with a detailed step by step instructional document. This type of program reduces the waste when trying different types of cuisine, and takes the challenge out of searching for exotic spices/herbs and or specialty ingredients. The ingredients all come measured and supplied eliminating the need to buy larger containers of the items, that you may only use once.
The internet has made cooking accessible by everyone with internet connections. When looking at the abundance of information available to learn from self-teaching and available research material can be found easily. The sharing of grandmothers recipes has been taken to a new level.

References
WWW.Yummly.com
WWW.Chefsplate.com
WWW.MAsterchef.com

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Week 5 Assignment 1

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Assignment 1 LNRT523
Has anyone else wondered about the Video and Audio enhance training material, the effect it has in comprehension and competency? In that, I’d like to explore the advantages of an optimized Visual and Audio aids in expanding written content, and whether or not video size and module sizes (i.e. a length of time spent in the modules affects comprehension and competency within the topic).
Trends and proven success in optimal training designs that have utilized innovations in the learning environments have been around for centuries. As technology and culture changes initiated a need for continued learning, from paper and the printing press, religion and the schools provided through the monks and priests. Innovative ways to train were being tried and developed alongside the theories being developed to meet the new ideas presented Persyn, and Polson, (2012). As early as WW1 circa 1927 innovative training used by the military, such as instructor-led classrooms aboard airplanes to teach urban geology, or by WW2 the use of radio and Film to train the deploying troops. In the 50’s with the Personal TV in most homes and the ability to broadcast educational films from a single broadcast location changed the impression and culture within instructional design concepts. With the invention of computers and their inclusion in higher education, early on the computing potential was realized. Yet being in its infancy, limitations in the new technologies created roadblocks through sporadic acceptance of the technology and failures in acceptance of a changing culture. Despite these difficulties, Industry, schools and personal computers popularity increased the use of multi-media and its interactive use as a multi-media learning tool. (Kettanurak, Ramamurthy & Haseman, 2001) The study showed the utilization of multi-media brought better understanding and a more meaningful learning experiences to the student. Decisions on which theories apply was consistently reviewed from a multi-disciplinary viewpoint, behaviorist, cognitivist (Jonassen, 1991).
• Behaviorist Theory- focuses on retaining or changing targeted behavior through reinforcement, with features such as;
o Verification,
o Learning progress (Stats)
o Self-Pacing Control over depth, difficulty, and type of media,
o Time spent and amount of practice
• Cognitivist Theory- focuses on What and How learning takes place to stimulate effective and efficient transfer of knowledge. Key features include;
o Questions,
o Practice /review
o Navigation requirements with elaborative feedback.
• Constructivist Theory- views learning as a process and how to make learners think and learn productively, Key features include;
o Hypermedia Structure-based navigation
o Hotspots
The cognitive theory of multimedia learning (CTML), determined cognitive frameworks in language comprehension implies that the listener breaks up the information received and builds on schemas from prior experiences and understanding to make sense of information heard. In the sense of complex information, it was determined to be able to repeat and recall info assisted in retention of knowledge. Which, however, at a lecture, the speed and repetition of information provided cannot be modulated by the listener to slow down or repeat info not understood unless its recorded and can be played back. The invention of Video Tapes and recording devices led the way to the use of the different types of media-assisted learning mediums. Some of the currently used mediums are for an example, Pod Cast, U-tube, ScreenCasts, Tutorial and video lectures, Embedded Powerpoint and published LMS modules and others. Lancellotti, Thomas, and Kohli, (2016) research covered the comprehension of material where a short video was added to one group and not another. The study found that the short videos provided a significant improvement in student learning as well as an increase in student satisfaction with < 90% of participants reported seeing a value in video enhancements. Participants responding that 73.5% preferred a combined Video and Lecture design, 24.2 % preferred traditional lectures with 2.2% preferring video only. Video production in shorter formats has been found to work better in lower bandwidth environment, adding voiceover and avatars (Bubbleheads) can be used to enhance the information provided when feasible to do so. These enhancements can also be even more useful as a tool in English as a Second Language or when lower language ability is noted. Furthermore, in Guo, Kim, and Rubin, (2014) their study included engagement and determined an average of 6 min Video, U-tube etc. is the optimal video length in maintaining engagement and knowledge retention. Video production costs can affect the ability to enhance presentations, modules or information provided, however, the gains in understanding (Competence) and student satisfaction must be weighed into the instructional design.

References

Anderson, T. (2016) ‘Theories for Learning with Emerging Technologies’, Emergence and innovation in digital learning: Foundations and applications, (1989), pp. 35–50. doi: 10.15215/aupress/9781771991490.01.

Dillenbourg, P. (2016) ‘The Evolution of Research on Digital Education’, International Journal of Artificial Intelligence in Education. International Journal of Artificial Intelligence in Education, 26(2), pp. 544–560. doi: 10.1007/s40593-016-0106-z.

Guo, P.J., Kim, J., and Rubin. R., (2014) How Video Production Affects Student Engagement: An Empirical Study of MOOC Videos http://pgbovine.net/publications/edX-MOOC-video-production-and-engagement_LAS-2014.pdf

KETTANURAK, V. (NUI), RAMAMURTHY, K. and HASEMAN, W. D. (2001) ‘User attitude as a mediator of learning performance improvement in an interactive multimedia environment: an empirical investigation of the degree of interactivity and learning styles’, International Journal of Human-Computer Studies, 54(4), pp. 541–583. doi: 10.1006/ijhc.2001.0457.

Lancellotti, M., Thomas, S. and Kohli, C. (2016) ‘Online video modules for improvement in student learning’, Journal of Education for Business. Routledge, 91(1), pp. 19–22. doi: 10.1080/08832323.2015.1108281.

Persyn, J. M. and Polson, C. J. (2012) ‘Evolution and influence of military adult education’, New Directions for Adult and Continuing Education, 2012(136), pp. 5–16. doi: 10.1002/ace.20031.