The document traces the history of instructional design and technology from the early 1900s to the present. It highlights several key events and developments, including the first use of media for instructional purposes in 1905, the emergence of visual instruction and audiovisual instruction between 1905-1930s, the influence of cognitive psychology principles in the 1980s, and the increasing focus on constructivist and learner-centered approaches from the 1990s onward. The field has evolved significantly over the past century due to technological innovations and refinements in instructional strategies.
Instructional media refers to the physical resources and materials that teachers use to deliver instruction and help students achieve learning objectives. This includes traditional materials like chalkboards and videos, as well as newer technologies like computers, the internet, and interactive videoconferencing. Instructional media can be categorized into different types including real objects, printed text/visuals, display boards, audio/video files, software, and web-based resources. Effective use of instructional media requires preparation from teachers, such as ensuring equipment works properly, designating time for media use, and staying up-to-date on new technologies.
This document discusses non-digital or conventional instructional support materials. It defines instructional materials as print and non-print items used to impart information to students. Some examples of non-digital materials discussed include writing boards, flip charts, zigzag boards, nature tables, textbooks, posters, dioramas, drawing kits, and display boards. Guidelines for designing effective conventional materials focus on unity, simplicity, legibility, consistency, and clarity. Both non-digital and digital tools can enhance teaching when used appropriately.
Instructional materials are tools used by teachers to help students learn, including resources for active learning and assessment. There are many types of instructional materials classified as visual, audio, audiovisual, printed, software, equipment, electronic, non-projected, two-dimensional, and three-dimensional materials. Instructional materials make teaching easier by gaining student attention, highlighting key points, stimulating understanding, and providing shared learning experiences.
Keynote Presentation at the UGC Sponsored Seminar on Innovations in Higher Education at Vijaywada on 7 November 2014.
This presentation summarizes the purposes of instructional media and its types. The pictures were taken from the Google images and from personal photos.
Sources: Multimedia (2011). Retrieved from http://www.slideshare.net/Shivam_Tuteja/multimedia-8114447?related=2 Nyirenda, M. (2013). Retrieved from http://www.ippmedia.com/frontend/?l=57601 Multimedia as an educational tool (n.d.). Retrieved from cemca.org.in/ckfinder/userfiles /files/Section2.pdf Benefits of Using Multimedia in Education (n.d.). Retrieved from http://hrsbstaff.ednet.ns.ca/engramja/gradcourse/ multimedia/benefits_of_multimedia.htm *unable to include sample video clips