Selection and Use of Media for
Open and Distance Learning

Source:
Kirkwood, A. 1994. "Selection and Use of Media for Open and Distance Learning." In F. Lockwood, ed., Materials Production in Open and Distance Learning. London: Paul Chapman Publishing, pp. 64-65, 66-67, 69-70, 71.

Copyright:
Reprinted with permission from A. Kirkwood, "Selection and Use of Media for Open and Distance Learning," 1994, copyright 1994, Paul Chapman Publishing Ltd., London. This permission is for nonexclusive English-language rights only, for this edition only. Reproduction of this material is confined to the purpose for which this permission is hereby given; and for use on a noncommercial basis by handicapped persons and the blind.

TEACHING FUNCTIONS

Both a video-cassette and a textbook can be very valuable in teaching and training, but they differ in terms of the type and the form of the information they carry. Because different media convey differing forms of symbol system (sound, written language, moving pictures, etc.), each has its own potential in terms of the teaching or learning that it can effectively promote.

Classroom-based teaching and training is still largey undertaken by means of the lecture or a similar form of presentation. It relies on the human voice to convey spoken language, although written words, diagrams and pictures can easily be provided to illustrate or reinforce the spoken word. If your teaching or training relies solely on printed materials, you can make full use of written language, symbols, diagrams, drawings, pictures and you can describe real events with words and illustrations. However, you cannot convey sounds or speech, animation o r moving pictures. If you use computer-based materials, you can convey written language and symbols, still and animated pictures (possibly in colour) and, with some equipment, you may be able to include sounds or speech. Each medium you consider using can convey certain symbol systems, but not others.

An alternative approach is to consider your desired learning outcomes and then use this analysis to help in the selection of appropriate media. For example, any course seeking to develop skills in the use of a foreign language would need to include some means of conveying the sound of the spoken language; a demonstration of how a complex piece of equipment works would lose a great deal if moving pictures and sounds were not provided. Can you apply this sort of analysis to a teaching or training situation for which you must develop materials? Does it help to clarify what you can (and can't) achieve with the media you have available?

Most media are flexible, in that each can be used for a variety of teaching functions. However, while most media can present abstract knowledge and ideas, which are mainly conveyed through the use of spoken or written language, few media are able to present concrete examples of objects, processes, events, etc. Video material is a very rich and flexible medium capable of conveying both abstract knowledge and concrete examples, so it is particularly valuable for demonstrating procedures or events.

However, you shouldn't only consider the content or form of the teaching when trying to select which medium to use; the kind of learning skills to be developed must also be considered, e.g. motor skills, comprehension, problem-solving, interpersonal skills, etc. Certain media are better than others in terms of how they represent objects, facts, ideas, processes, etc., and their potential to develop learning skills. Text is particularly good for comprehension, abstract ideas, developing arguments, etc. Computers are good for rule-based knowledge, for which there are correct answers or procedures. Video material is particularly good for procedural and interpersonal skills and for conveying concrete examples. It is also good for presenting complex, real-life situations that require interpretation, where ambiguity may be advantageous and a variety of learner responses acceptable.