11. Selecting and Using MediaSUMMAR

11. Selecting and Using Media

SUMMARY
This chapter begins with a brief account of how teachers may participate in the design of instruction bv selecting media and the materials thev display. Teams of designers may develop new materials for media. Much of the theorizing involved in the two functions, however, can be the same, according to the design model presented in this book.
Selection of media is determined by a number of factors, including the nature of the learning situation; the type of learning outcome expected; the environ- ment for learning; the conditions for instructional development; the culture in which instruction will be given; and on various practical factors including accessibility, feasibility of use, and costs. The aim of learning effectiveness is to give primacy first to the learning situation (including the nature of intended learners) and following that to the kind of learning outcome expected.
A model of instructional media selection is described, based on the work of Reiser and Gagne (1983). This model requires, first, the identification of one of six kinds of learning situations, characterized by such features as the use or nonuse of broadcasts, instructors, and self- instruction. Following this de- termination, a flowchart exhibits successive choice points of media selection as they are influenced by the requirements of effective learning for the various learning outcomes. The model is based upon the conditions of learning pertain- ing to each of the learning outcomes described in Chapters 3, 4, and 5. A summarv of implications of the model for media selection is presented in Table 11-2.
The method of media selection given here, along with the model, makes media selection a highly rational matter based upon theory and research pertain- ing to learning effectiveness. The method can be employed by teachers and designers of instruction as individuals or in teams. The model with its flowcharts is easy to understand and use. The procedure is one that devotes initial attention to learning effectiveness, excludes inappropriate media, and applies practical considerations to a shortened list of candidate media.