Media Theory
The instructional design knowledge base
Key Principles
• The value of media in the learning process is a function of their fidelity & the extent to which the experiences seem to be occurring simultaneously with real-life events.
• Concrete experiences facilitate the acquisition of abstract generalizations.
• Learning is increased as the number of audio & visual stimuli increase
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Key Principles• Visual information is retained more than
verbal information since it is processed in both the visual & verbal working memories
• Media selection & design should adapt to the characteristics of the learners, the content, the learning environment
• Media can influence the development of student cognitive skills & the internal representation of information
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Philosophical emphases• The following generalizations can be made:
• Objects directly presented to our senses represent the objects that actually exist in nature
• Reality can be baased upon directly experiencing & manipulating concrete objects
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Basic research support
• Skinner’s research on contingencies of reinforcement, Paivo’s research on dual coding
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Early contributors
• William Allen, Edgar Dale, Charles Hoban, Jr. & Arthur Lumsdaine
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ID Application
• Automating instruction
• Media selection (face-to-face & Online setting)
• Multimedia Computer-Based Instruction
• Online Worlds
• Simulations and Games
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Supporting ID Research
• Media & learning research
• Media attributes research
• Media comparison research
• Media design & development research
• Media use research
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Related concepts:
• Aptitude-treatment interactions
• Cone of experience
• Flexible learning
• Immersive technologies
• Teaching machines & individualized instruction
• Technology-Enhanced Learning Environment (TELE)
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ID design domains & elements related to media theory
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Learners & Learning processes
• Learner characteristics (aptitude, demographics, background)
• Distributed learning process
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Learning & performance contexts
• Instructional environment (e.g. Location of instructor & students, group size, delivery conditions, connectivity, storage & facilties)
• Instructional resources available• Similarity between learning & performance
contexts• Support available(technical &
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Content structure & sequence
• Visualization of content
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Instructional & noninstructional strategies
• Facilitating activity & engagement
• Facilitating communication online
• Facilitating interaction (between learners, between learners & instructors)
• Individualizing instruction
• Providing concrete experiences
• Reproducing real-life activities & events
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Media delivery systems
• Media capabilities & attributes (e.g. richness, social presence)
• Media costs
• Media functions (e.g. presentation,feedback,practice,manager of interactions)
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Media delivery systems• Media selection (cues, interaction, symbol
system, relating to content, learner characteristics, instructional strategy, environment, management)
• Role in learning process (e.g. part of stimulus,part of response)
• Type of delivery (e.g. synchronous or asynchronous)
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Designers & design processes
• Design of online learning
• Multimedia design (e.g. increasing cues, sound over visuals)
• Product development
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Media Theory
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The instructional design knowledge base: Theory research & practice
Rita C. Richey, James D. Klein, & Monica W. Tracey 2010