Group+2+-+Chapter+3

Group 2 - Chapter 3 (T/Th section)


 * __Traditional Instructional Media __**

- Different ways of presenting a material can emphasize different meanings of a text

- Dr. King’s “I Have a Dream Speech” is more powerful when heard or watched. It is more easily recognized when his voice is heard.  - By [|reading] his speech, one who is not fully familiar with the speech may only recognize it as Dr. King’s speech when they get to the “I have a dream” part

- When [|hearing]the speech, one can automatically recognize that it is Dr. King’s voice

- Reading texts displays the powerful and evocative words

- Hearing passages allows for the hearing of volume changes, emotional changes, pauses, and pitch tools to better convey the meaning of the speech

- [|Viewing and hearing] a speech allows the viewer to actually see the emotional facial changes of the speaker, hand cues, and also voice changes

- All different ways of learning the same speech are effective but some ways are more effective than others media type="custom" key="13124092"


 * __How We Process Sound __**

- Any disturbance that vibrates the sound waves is considered a sound

- In our brain, we have recognition networks that have different processes in understanding and receiving sounds

- How we hear sounds: media type="custom" key="12916020"

1. Air pressure pounds on our eardrums when a wave of energy hits our eardrums

<span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">2. Energy is then transformed into patterns of nerve impulses (processing modules) <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;"> 3. Our auditory cortex recognizes this as a sound

- <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Patterns of sound are //transient// > § <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">“object” – the first syllable is “ob” and the second syllable is “ject” > § <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">“ob” disappears before you say “ject” > § <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Try this with me
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">The first syllable of the word is gone before you pronounce the second syllable
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">For example:

- <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Digital Recordings


 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">This is the only way that we can “see” a sound wave
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">It is impossible to create a still shot of sound

- <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Time is inseparable from sound
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">The brain can only respond to the number of waves per second
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">You cannot freeze a sound in time, only record it and play it back
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">The time that the sound took place in is already past

- <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">One of human’s most extraordinary traits is recognize meaning of vocalizations from speech


 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Speech is a very rich subgroup of sound
 * o <span style="font-family: 'Berlin Sans FB','sans-serif'; font-size: 18px;">Human vocal cords create complex patterns

media type="custom" key="12948296" align="right"
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Processing Speech: Advantages and Disadvantages (Click Voki for more information) **

<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Advantages: → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Expressive powers → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Convey emotions through intonation, pace, volume, and sound → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Understand tone

<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Disadvantages: → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Transience → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Easily forgotten (overload memory bank)


 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Networks Involved with Speech (click Voki for more information) **

__<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Recognition Network __ → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Recognize and give meaning to wordsmedia type="custom" key="12948246" align="right" → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Bottom-Up Processing → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Top-Down Processing
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Differentiate between phonemes (individual sounds)
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Forms words from sounds
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Use prior knowledge and context to give words meanings

__<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Strategic Network __ → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Motor plans and actions associated with listening
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Organize sounds
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Relate information to previous knowledge
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Remember what is being said
 * <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Concentrate on speaker

__<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Affective Networks __ → <span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">Process emotions conveyed by facial expressions and intonation

<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">How We Process Light and Images
<span style="font-family: Leelawadee,sans-serif; font-size: 12pt;">media type="custom" key="12948448"

=**The Qualities of Text**= >
 * [[image:Text_in_the_classroom[1].JPG width="863" height="552"]]

=**The Qualities of Images**=





Images are a form of media that can be used in the classroom. Images can be displayed in textbooks, on PowerPoint slides, or on posters around the classroom. Some would suggest that using an image to represent information would be more beneficial to the student, but is that statement true? Of course images can assist visual learners in understanding and processing information better. Images also have other advantages. When comparing an image to text, text gives a more linear, less direct way of displaying information. An image gives all of the information to the learner at once. It is also suggested that images can better display emotion than text can. For example, text can tell you directly that a girl is upset whereas an image can show a picture of a child with a red face screaming at the top of her lungs with tears streaming down her face. Though one would think that images can only improve the understanding of a topic, images can have their disadvantages too. For example, sometimes images can be misinterpreted. In the black and white image above, what do you see? Some students may see a young woman while others may see an old woman. Also, some images can be complex and need a trained artist's eye to interpret what is being portrayed in the image. Some images, even if they are not complicated, need further explanation via text or verbal explanation. For example, right now I am presenting these images to you verbally and explaining what they have to do with the chapter. This text is also needed to explain the images when I am not available to verbally present the images. = = =__//**Why We Need Flexible Instructional Media**//__= <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;"> media type="youtube" key="nJ0nlh5FU5A" height="315" width="560"

<span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">Unfortunately, speech, text, and images each have strengths and weaknesses. Not all learners have the same strengths in each of these areas. In every situation these methods may not work optimally for every student. This means that more media options should be available. Unfortunately, many classrooms continue to be dominated by textbooks. There are alternatives for teachers. Teachers do not always need more media in the classroom. Teachers already have plenty of media. What teachers need is better media.
 * <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">With technolo **gy**<span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">, information can be presented in almost any medium. Images can be made darker, lighter, sharper, bigger and smaller and transferable
 * <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">Digital media is versatile. It has the ability to present media in many formats text, still image, sound, moving image, a combination of text on video, sound in text, video in text, and more
 * <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">Digital media is transformable. It has the ability to present media in multiple formats
 * <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">Digital media can be marked. Hypertext markup language allows change and mark-ups, so that a teacher can display information how they see fit
 * <span style="font-family: 'Cooper Black','serif'; font-size: 12.6667px;">Digital media can be networked. It makes it possible to link one piece of digitally stored content to another. This allows access to other digital learning support systems such as dictionaries and thesauruses. It also offers links to prompts that can help support reading comprehension and other supplementary prompts that can assist in building background knowledge, including linking to electronic notepads or visual organizers