Media &

Self-DirectCaien Nikko S. Planas R.N

MEDIA

Media should be selected for use in environment that is conducive for learning . The environment for learning should be accessible

MEDIA

Media should be appropriate to audience . it is known that more effective communication occurs when the source and the receiver are similar

MEDIA

Media carry messages from the sender or transmitter ( a human being or inanimate object) to the receiver..

Media Media selection is based on three

important considerations : › What are the learning objectives? › What are the learner’s special needs? › What are the instructional strategies

selected by the faculty.

The selection of appropriate media may be initially challenging and time consuming.

Planning Media

The acronym ASSURE can help faculty plan learning experiences. By following these six steps (Smaldino, 2010)

› Analyze learners for general characteristics, specific entry competencies ( knowledge, skills, and attitudes about the topic), and learning styles.

› State the objectives or learning objectives should be stated behaviourally ( what the student will be able to do, the conditions under which the student’s performance is to take place, and criteria established for success).

› Select, modify, or design instructional materials.

Planning Media

› Use those materials and follow them up with class discussion, small group activities, or individual projects and reports.

› Require learner response to help process the knowledge or skills and obtain feedback before formal assessment takes place.

› Evaluate the media used for their impact and effectiveness.

PREPARING AND USING MEDIA Youtube Video: IV Insertion

Preparing and using Media

Preparing yourself: Carefully review the instructional materials to be used for content appropriate to the established objectives. If a study guide is provided with the medium, the instructor should identify which related audience preparation or suggested follow-up activities might be explored.

Preparing the environment: The environment must often be adjusted for use of the media. Task may include rearrangement of seating for optimum viewing, hearing ,and accomadation of individuals with mobility challenges.

Preparing the audience : Preparing the audience for instruction is the most crucial step in the entire process of using media. Bring the entire audience to the point at which they are ready to learn. This maybe accomplished by presenting a broad overview of the content of the presentation , by pointing out specific content to which learner is to pay special attention, or by defining unfamiliar vocabulary or visual cues

Preparing and using Media

Using the Media : Faculty and students who have prepared themselves well are confident that learners will experience the planned outcomes when the media are used.

Combining the media with other learning’s: Instructional media are components of planned sequences of learning activities and must be integrated with the entire instructional design process to be maximally effective.

SELF DIRECTED LEARNING

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In Self-directed Learning, the students develop their own goals, their own questions, and likely develop their own plan on how to accomplish these goals and questions.

USING SELF DIRECTED LEARNING

Self-directed learning activities are what the term suggest activities directed by students themselves. Although they may be planned by the teacher as a part of clinical activities or recommended to meet specific learning needs, self-directed are intended for completion by the students on their own.

Planning Self-Directed

One way of ensuring effective planning and use of self-directed activities is to follow the acronym PLAN

› Plan activities that assists students in meeting the outcomes of clinical course, individual learning needs or both

› Link these activities with the resources at the nursing program and those needed by the students

› Assess prerequisite knowledge and skills for initiating sefl-directed activities , students progress as they complete them and learning outcomes

› Never assume the students will learn at the same rate in the same way: allow individualization in types of learning activities, rates of learning and outcomes.

Types of Self-directed learning

Learning objects› May be used in different situations and

courses and enhanced for more complete learning. Learning objects are developed to teach a single learning concept or objective

Learning objectsTuberculosis

Chest X-Ray Result

LEARNING OBJECTS Journal of Nursing Administration

Types of Self-directed learning

Independent study› Allows students freedom in deciding their

own learning goals , strategies for learning and how learning outcomes will be assessed as part of the clinical course

INDEPENDENT STUDY Case Study on Pulumonary disease with web resources :

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