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Audio-Visual
Foundations
Marjorie C. Rena BEED-III
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Visualization enhances thelearning process
Hoban, Hoban and Zisman
(1937) explained impact ofvisuals on the learningprocess based on the mental
processing includingdifferentiation and integrationto reach ultimate goal of
education generalization.
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The similar type of support
came from Dales Cone of
Experience (1946) relatedto visualization and
learning.
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Dale talked about thedecreasing concrete
experiences of motion
pictures and its placebetween direct purposeful
experiences and verbalsymbols.
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The visual materials both
motion and still pictures putthe transition point. He also
stressed the efficiency ofthe visualization; that one
can reduce unnecessary
part of the experience and
concentrate the related
parts.
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visualization is important for
making learning processmeaningful via diverse
representations of thecontent to support both
retention within relations
and transfer relationsbetween the other contents.
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Moreover, learning
processes become moreeffective and efficient if
unnecessary andunimportant parts are
dismissed via utilizationof visuals.
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Like the vision of Oettinger (1969),
the visual materials are still very
important manipulative to teach
abstract concepts currently. However,
the role of visual materials are notlimited to the progress of
concreteness to abstraction but also
tied to individualized instructionregarding learning style or type of an
intelligence of a person. For example,
Gardners (1983) multiple intelligence
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. Receiving a message involvesreceiving a message and thendecoding its meaning. The form and
structure of the message is of concernto instructional designers. The purposeof communications theory is to increaseknowledge and understanding of some
knowledge or skill; and, to persuadeand/or motivate retention of the same.
Communications theory can aid in the
design of instructional materials byfacilitating the transmission ofmessages and information from oneperson to another.
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Systems Theory
One definition of a system is that it is a set of
interrelated objects working together toward acommon goal (Hall & Fagen, 1975). In other
words, the system has a purpose or goal; its
parts are organized and hierarchical. General
systems theory assumes that the natural worldis ordered and rational; and, planning and
creation of order are valuable activities.
Systems theory provides a framework for us to
order the world around us in our own minds. Ithelps us understand relationships between
people and other people, people and things,
and things and other things.
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The environment places constraints on a
system. Through feedback mechanisms,
dynamic systems change wheninteracting with the environment. These
changes can lead to progress or self-
destruction. Instruction is a system because it is
purposeful, organized, governed by
processes and is comprised of a set ofinterrelated part working together toward
a common goal. It is used to create
meaning out of existing structures, create
new structures and ways to organize
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Contructivist Learning Theory [1]
What we call contructivism is basedon the assumption that learning
occurs as a result of what learners
understand about their world. It isabout the individual construction of
knowledge. Constructivism is not a
learning theory, per se, but rather
philosophical approach to teachingand student learning
http://www.cdli.ca/~elmurphy/emurphy/cle2b.htmlhttp://www.cdli.ca/~elmurphy/emurphy/cle2b.html7/27/2019 Audio Visual Foundations
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. Constructivist education involvesthe creation of student-centred
learning environments. Teachersadopt strategies and techniquesthat assist students in
constructing knowledge bymaking links between old andnew knowledge and experiences,in recognition that students bringold knowledge and experience tonew learning experiences.
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Mental constructs (schema,
mental models, etc.) areconstructed by past
experience, and modified
through assimilation andaccommodation of new
knowledge and experience per
the Piagetian framework of
thinking about human learning
processes.
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Constructivism, then, is a way
of thinking about how we knowwhat we know and understand
things; and, a referent for
models of instruction andlearning (Tobin & Tippin,
1993). In this sense, it is more
of a philosphical approach to
education which has
implications for instructional
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Instructional Theory
Reigeluth (1983) defines
Instructional Theory as "identifying
methods that will best provide the
conditions under which learning
goals will most likely be attained." In
other words, the focus on
instructional theory is on how tostructure instruction and instructional
material so it can be learned.
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Many researchers have
contributed to the base ofinstructional theory, but Robert
Gagne is considered the first to
have direct connections toinstructional technology. His most
notable work includes his
conditions of learning, nine eventsof instruction, learning hierarchies
and taxonomy of learning
objectives