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Media in Instruction and Management Manual. INSTITUTION Central Michigan Univ., Mount Pleasant

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DOCUMENT RESUME ED 126 916 95 IR 003 831 AUTHOR Bergeson, John B. TITLE Media in Instruction and Management Manual. INSTITUTION Central Michigan Univ., Mount Pleasant. Inst. for Personal and Career Development. SPONS AGENCY Office of Education (DHEW), Washington, D.C. REPORT NO USOE-P-04-074578 PUB DATE 76 NOTE 292p. EDRS PRICE MF-$0.83 HC-$15.39 Plus Postage. DESCRIPTORS *Audio Equipment; Equipment Utilization; *Instructional Media; Manuals; *Media Selection; Media Specialists; *Projection Equipment; Secondary Education ABSTRACT This manual is designed to assist students ina course on media in instruction and management. Unitsare included on: (1) still picture projection;(2) audio media; (3) motion picture projection;(4) print media, duplication, and displays; (5)selection of appropriate instructional materials; and (6)selecting appropriate media. Each unit includes an introduction,pre- and post-tests, behavioral objectives, an instructional monograph,and instructional activities. (EMH) *********************************************************************** * Documents acquired by ERIC include many informal unpublished * *,laterials not available from othersources. ERIC makes every effort* *to obtain the best copy available. Nevertheless, items ofmarginal * * reproducibility are often encountered and thisaffects the quality * * of the microfiche and hardcopy reproductionsERIC makes available * *via the ERIC Document Reproduction Service (EDRS).EDRS is not * *responsible for the quality of the original document.Reproductions* * supplied by EDRS are the best thatcan be made from the original. * *********************************************************************** MANUAL SECONDARY EDUCATION 420 (2 hrs.) and SECONDARY EDUCATION 508 (1 hr.) MEDIA IN INSTRUCTION AND MANAGEMENT U S DEPARTME NT OF HEALTH, EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT AS BEEN REPRO- DUCED EXACTLY4RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT PO N TS OF VIEW OR OPINIONS STATED 00 NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY CENTRAL MICHIGAN UNIVERSITY 2 .11,11.= TABLE OF CONTENTS Use of Manual 1 Course Rational and Justification 3 General Course Description (Requirements, grading,strategy, etc.) 5-8 Map of Campus & Instructional Materials Center 9-10 Module #1--Still Picture Projection 11-72 Introduction, Procedure and Selected Readings 11-13 Pre-test and Pre-test key (Area 1) 15-18 Behavioral Objectives (Area 1) . 19-21 Monograph (Area 1) 23-43 Post-test and Post-test key (Area 1).. 45-48 Pre-tests for Equipment Operation (Area 2) 49-52 Behavioral Objectives for Equipment Operation (Area 21 53-69 Behavioral Objectives for Transparency Preparation (Area 3) 71 Module #2--Audio Media 73-134 Introduction, Procedure and Selected Readings 73-75 Pre-test and Pre-test key (Areas 1 & 2) 77-83 Behavioral Objectives (Area 1) 85-87 Student Involvement Form (Tape recorder theory & utilization) 89-94 Behavioral Objectives (Area 2) . 95-96 Monograph (Area 2) 97-108 Post-test and Post-test key (Areas 1 & 2) 109-115 Pre-tests for Equipment Operation (Area 3) 117-120 Behavioral Objectives for Equipment Operation (Area 3) 121-134 Module #3--Motion Picture Projection 135-195 Introduction, Procedure and Selected Readings 135-136 Pre-test and Pre-test key (Areas 1 & 2) 137-142 Behavioral Objectives (Area 1) 143 Student Involvement Form (Principles of MotionPicture Projection) 145-147 Behavioral Objectives (Area 2) 149-151 Monograph (Area 2) 153-168 Post-test and Post-test key (Areas )& 2) 169-173 Pre-tests for Equipment Operation (Area 3) 175-178 Behavioral Objectives for Equipment Operation (Area3) . 179-195 3 Module #4--Print Media, Duplication and Displays 197-237 Introduction, Procedure, and Selected Readings 197-198 Pre-test and Pre-test key (Area 1) 199-202 Behavioral Objectives (Area 1) 203-205 Monograph (Area 1) 207-225 Post-test and Post-test key (Area 1) 227-230 Pre-test for Equipment Operation (Area 2) 231 Behavioral Objectives for Equipment Operation (Area 2) . 233-237 Module #5--Instructional Materials Selection Technique 239-259 Introduction, Procedure, and Selected Readings 239-240 Pre-test and Pre-test key 241-243 Behavioral Objectives 245-247 Simulation Exercise (Instructor's Copy) 249-252 Simulation Exercise (Student's Copy) 253-256 Post -r'st and Post-test key 257-259 Module #6--Selecting the Appropriate Media 261-321 Introduction, Procedure, and Selected Readings 261-263 Pr-test and Pre-test key (Areas 1 & 2) 265-271 Behavioral Objectives (Area 1) 273-274 Monograph (Area 1) 275-286 Behavioral Objectives (Area 2) 287-289 Involvement Forms for Behavioral Objectives (Area 2) . 291-309 Behavioral Objectives (Area 3) 311-312 Monograph (Intructions for Preparing exercise-Area 3) . 313-314 Post-te-c. and Post-test key (Areas 1 & 2) 315-321 Glossar y 323-330 4 The original course and the May, 1973revision of Secondary Education 420: Educational Media, was undertaken and carriedout conjointly through the efforts of: John B. Bergeson, Director of InstructionalMaterials Center, Central Michigan University Sherwood E. Bridges, Director of the Divisionof Instructional Resources, Central Michigan University Phillip W. Bugg, Consultant andProgrammer for Instructional Development, Central Michigan University William W. Harper, Consultant andProgrammer for Instructional Development, Central Michigan University Robert Olson, Professor of SecondaryEducation, Central Michigan University The revision (January, 1976) was done byJohn B. Bergeson, Director of Instructional Materials Centerand Professor of Secondary Education. NOTE: This special edition for Media in Instructionand Manage- ment was done by John B. Bergeson under contract withthe Institute for Personal and Career Development,Central Michigan University. Funds for training equipment used inthis course were provided by a grant from USOE Project 04-074578 Part A, Title VI, Higher Education Act 1965. 5 iii USE OF MANUAL The Manual for Secondary Education 420(2)and 508(1): Media in Instruction and Management is providedespecially for student use. It is a collection of information pertaining to thecourse including such things as a description of instructionalstrategies, course content, glossary of terms, study suggestions for each module, objectives for each module,pre and post tests, and in- structional monographs. Since the student may wish to insertnotes or for convenience remove sheets, a looseleaf format has been used that makes the Manual easily adaptable for use ina three-ring binder. It is hoped that students will find the Manual useful bothas a source of information and as a means for organizing theircoursework and study materials. The author is particularly eager to make the Manual useful and a valuable adjunct to thecourse toward insuring the student's success in developing competencies ineducational media. I would appreciate your comments regarding theuse and usefulness of the Manual. Please submit your comments in writing-- signed or unsigned--to myselfor to your IPCD contact. Best wishes for success in this course! COURSE RATIONALE AND JUSTIFICATION Ona of the truisms for media in education andmanagement is that presentations are made more effective and efficientthrough the proper presentation of appropriate instructional materials. But many, many controversies have waged, loud and longover what learning really is, what is aaant by "effective"and "efficient", and by what constitutes "proper presentationof appropriate" instructional materials. As advances in technology have permitted,new ways of structuring and displaying presentation materials have beenintroduced and have grown in popularity - -not the leastamong these being motion picture films, slides, audio tapes, television,and so on. And within recent years audio-visual aids,devices, teaching machines, programmed instruction, and other "aids" have beenreceived by schools, recipients of instruction, businessesand governmental institutions and have created fluries ofcontroversy among teach- ers and administrators. At times there has been open warfare betweenthe supporters and the detractors of media (as it ha'..;come to be known), as used in instruction. The detractors have flatly refused to believe in the worth of such innovative "fads" and "gimmicks".The supporters have adamantly gone ahead makinguse of whatever came into their hands. Unfortunately, but truthfully, much of the media thathas been used has been used indiscriminately: the media were used without regard for appropriateness to the instructionalobjectives, without regard for the participants' needs andpreferences, and without regard for the learning experiences,actually required to insure conceptual learning, generalizations, andtransfer to job situations. Happily the real issues in this controversyare becoming clearer, and like most controversies, truth favors neither theadamant supporters nor the detractors. The detractors are beginning to concede "some" uses for instructional media, and thesupporters are no longer regarding media as a panacea.. Both sides are beginning to recognize that media'mmStte useddiscriminately- - that specific instructional problems require specificmedia solutions. The new issue in instructional technology isnot whether media should be used, but which, when and under whatconditions should media be used. It is around thib issue that thecourse: Media For Instruction and Management has beenstructured to help the participants develop competencies in knowing thespecific charac- teristics
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