Using Media to Enhance

Teaching and Learning

in the New Normal
PRESENTED BY:
LORLITO MALABORBOR
MASTER TEACHER I
DEFINITION OF MEDIA

 media has many different connotations. For instance, there are mass media, print media,
visual media and social media
 media can take on many different forms, the purpose of all media is universally the same
-- media is a channel of communication.
What is Using Media to Enhance Teaching and Learning?

 Media can be a component of active learning strategies such as group discussions or case
studies. Media could be a a film clip, a song you hear on the radio, podcast of a lecture or
newspaper article. Students can also create their own media. For example, student video
projects can be a powerful learning experience
Why Teach with Media to Enhance Teaching and Learning?

 The use of media to enhance teaching and learning complements traditional approaches to
learning. Effective instruction builds bridges between students' knowledge and the
learning objectives of the course. Using media engages students, aids student retention
of knowledge, motivates interest in the subject matter, and illustrates the relevance of
many concepts.
How to Teach with Media to Enhance Teaching and Learning

 Media -- like all other teaching techniques -- should be used judiciously in the learning
process. Media can be used to motivate discussions or lock in concepts. However, there
are a number of important considerations for faculty before they integrate media or ask
their students to use or develop media in their courses. This section explores tips for
effectively using media, notes a number of common mistakes to be avoided and describes
how to involve students in creating media on their own. The dramatic growth of 
social media creates new opportunities for engaging students. These include social
networking sites such as Facebook, MySpace, LinkedIn, and Twitter along with blogs and
wikis.
Media can be used in direct instruction, active learning teaching strategies and
student projects.

 Existing media resources can be used within lectures to stimulate interest in and develop
knowledge of the material being taught. This traditional approach is teacher-centric, and
information is pushed to the learner. Media allows the instructor to facilitate the transfer
of expert knowledge to novice learners. Given the tremendous rate of technological
change, instructors face an ongoing challenge in choosing the most effective media
platform to reach their students. Instructors can also create their own media to effectively
and efficiently convey knowledge.
 Existing media resources can also be used to engage students and facilitate active
learning strategies which promote deeper learning. For example, media provides a useful
platform for teaching with cases, cooperative learning, problem solving, and for giving
more interactive lecture demonstrations.
 Student-created media involves a high degree of engagement; promotes individual
learning, social interaction and immersion; and is highly customizable and collaborative
(Yowell and Rhoten, 2009). Student-created media provide an alternative or a
complement to traditional undergraduate student research. By doing a digital storytelling
 project, personal reflection and communication by students can be promoted.
The Advantages of Using Media:

 Many media sources (feature films, music videos, visualizations, news stories) have very high
production quality capable of showcasing complex ideas in a short period of time. This helps
develop quantitative reasoning.
 Media offers both cognitive and affective experiences. It can provoke discussion, an assessment of
one's values, and an assessment of self if the scenes have strong emotional content.

 The use of media sources help connect learners with events that are culturally relevant. As a
result, a positive consequence of utilizing media is that instructors must keep their materials and
examples up-to-date.

 News stories can be used to connect theories taught in the classroom with real world events and
policies.
 Popular media (films, music, YouTube) are a familiar medium to students that helps gain
attention and maintain student interest in the theories and concepts under discussion.
Students can see the theories and concepts in action. In more than a figurative sense, theories
and concepts leap from the screen.
 Students can hone their analytical skills by analyzing media using the theories and concepts
they are studying.
 The use of media in the classroom enables students to see concepts and new
examples when they are watching television, listening to music, or are at the movies with
friends.
 Students can experience worlds beyond their own, especially if the media is sharply
different from their local environment.
 CAUTIONS that faculty should keep in mind
in utilizing media.

 One question that inevitably arises is concern over the copyright issues that accompany
using this medium in teaching.
 Using media oftentimes requires additional work (e.g. prepositioning a DVD it at the
start of a scene before class, digitizing media for playback on a computer and making sure
that the audio-visual equipment is functioning properly beforehand).
 Media scenes (e.g. humor, drama, terror, and language) may distract some students from
the theories and concepts the scenes portray. Some students may become offended by
media with objectionable content.
 Utilizing media takes time away from other classroom activities. Instructors need to
decide whether the media makes its point efficiently and with enough effect to warrant
the use of class time. Media that are short (generally 10 minutes or less) minimize the
class time spent on content unrelated to the learning objectives.
When to introduce media?

 1. Before learning the concept. Showing media before the discussion gives students an
image to which they can compare the topics under discussion. This approach allows quick
reference to easily recalled examples. Schwartz and Bransford (1998) show that
demonstrations focused on contrasting cases help students achieve expert-like
differentiation. In addition, Schwartz and Martin (2004) found that carefully-prepared
demonstrations "help students generate the types of knowledge that are likely to help
them learn" from subsequent lectures.
 2. After a brief introduction but before learning the concept. This method provides
students with a brief capsule of what the media is about and what to look for -- helping to
focus attention while watching the media.
 3. After learning the concept. Showing media after describing a theory or concept allows
the instructor to use the scenes as a case study. This approach helps students develop their
analytical skills in applying what they are learning.
 4. Before and after. Repeating the media is especially helpful when trying to develop
student understanding of complex topics. Utilize the media before the discussion to give
students an anchor. Guide students through a description or discussion of the topics.
Rerun the media as a case study and ask students to analyze what they see using the
theories and concepts just discussed. Also punctuate the rerun with an active discussion
by asking students to call out the concepts they see in the scenes. This method helps to
reinforce what they have just learned.
Using Social Media in the Classroom:

 Students involved in projects can blog about their experiences.

 Social media content creators must protect the copyrights of others 
 In the case of a wiki or a blog, clear authorship must be determined and maintained.
 Clear grading criteria must be provided to students to encourage their participation in
the use of social media.
THANK YOU
VERY MUCH
GOD IS GOOD ALL THE TIME