Instructional Media PDF

**Instructional media** Medium, which plural mean media, is used in general to mean a means of communication. It refers to anything that carries information between a source/sender and a receiver/destination. Instructional education media are means of communication used to carry message with an ins...

**Instructional media** Medium, which plural mean media, is used in general to mean a means of communication. It refers to anything that carries information between a source/sender and a receiver/destination. Instructional education media are means of communication used to carry message with an instructional intent. Examples include printed materials, photographs, audio recordings, video recordings, radio, television, films. etc. **The Media consist of:** i. Print- this includes text books, news-paper, magazines. Journals/periodicals, handouts, etc. ii. Audio- this includes radio, tape, CD-ROM. etc iii. Audio-visual ---this includes TV, video recorder, computer, overhead projector. films, etc **The instructional multimedia system:** According to Feldman Tonny in Finney, A. and England, E. (1999, p.1). "Multimedia is the seamless integration of text, sound, and images of all kinds under the control of software within a single digital information." From this definition, it can be observed that multimedia encompasses the application of media integrated by computer, thus it includes both on-line and off-line applications. An off-line (kiosks and CD-ROM) operation is self-contained, does not interact with anything outside its immediate environment, and usually communicate with nothing outside the computer, it runs on except for the user, while on-line (web pages/network) operation needs to communicate with distant resources and sometime distant users. Sometimes the application will actually be running on distant computer, but more often your local application will be gathering information and assets from distant resources over a network. In this context, multimedia simply means a combination of media for a given instructional purpose such combination helps them to complement one another as the advantages of one help makes up for the limitations of the other. Media combinations are generally referred to as multimedia system. Multimedia system has become useful in current educational practices; this is because it helps towards individualization of instruction and promotion of active learner participation. Secondly, learning on the real world involves more than a sense, thus it is multi-sensory i.e. learning take place in various sources, such as discussions, radio television, newspaper, pictures, bill hoards, computer-based system. etc Multimedia systems are therefore useful in making learning more meaningful exciting and enjoyable. **3.7.3. General Principles for selection and use of Audio-visual Materials** As a principle, in any selection of audio-visual material, primary consideration should be given to the relationship of the material to the school's defined philosophical goals and objectives of the given curriculum, the teacher and student needs, the existing resources and possible resources that might be available through networking, the subject etc, (Souhegan School Board, 1994). **3.8. ICT, E-Learning and Nigeria Education** Educators and managers of education are deeply worried about the state of education in Nigeria. This is because the formal education system cannot cope with admission requests. Only about 20 percent of applications are admitted into universities, Polytechnics and colleges of education. 1CT predicts the transformation of the teaching-learning process and the way teachers and learners gain access to knowledge and information without necessarily students being in physical contact with the teacher. ICTs provide an array of powerful tools that may help in transforming the present isolated, teacher-centered and text-bound classrooms into rich, student-focused, interactive knowledge environments. To meet these challenges, schools must embrace the new technologies and appropriate the new ICT tools for learning. They must also move toward the goal of transforming the traditional paradigm of learning. To accomplish this goal requires that: There is therefore the need to enhance re-engineering of education for all and life-long learning initiatives. We believe that the government should bridge the gap between demand for and supply of engineering education and training at all levels of education. It should be noted that, for many years now, the government only allotted less than 10% of the total budget to education as against the minimum of 26% suggested by the United Nations This is grossly inadequate as engineering education is capital-intensive. In general, teachers often fear that if they are separated from their students the result will be a dramatic drop in effective learning. However, if much of the teaching content is delivered outside the traditional classroom, teachers are going to find greater flexibility in the use of their time. More emphasis can be placed on activities that can significantly improve the quality of the teaching process. Time can he spent planning and producing learning resources. We believe that a good learning system seeks as many ways as possible to present information and ideas to students and to stimulate their thinking. Good teaching practice includes providing opportunities for students to be active learners, taking into account individual encouragement for student to seek solutions independently. We believe that there is need to move away from the traditional closed learning system to open learning system. Such a paradigm shift will assist the engineering education Such that: - There is going to be a change from elitist-based to mass higher engineering education. - We will witness exponential growth in engineering knowledge - We will view engineering education from post-modernist perspective. It can be suggested that the development in ICT has globalized information and this should be greatly harnessed in favour of engineering education. **3.8.1. The Concept and Definitions of ICT** ICT is the convergence of two different technologies; i.e. Computer Technology and telecommunication Technology. For proper engineering education, its application in education cannot he over emphasized. The appropriate deployment of ICT will enhance quality and widespread use of engineering education in Nigeria. Open learning and distance education relies heavily on ICT. The ICT is so powerful that it could-transform traditional educational provision. The rapid growth of off-campus courses using this technology is an indication of improved distance education of different sorts. The technology will almost certainly create a paradigm shift from institution based, on campus teacher-centered education to learner-centered education where students using PCs at home or in the office, create and gain their own degrees (Koschmaun, 1996). Our institutions can collaborate with one another to patch together diplomas and/or degrees based on the particular strengths of each participating institution. Such courses are offered via the internet and use a range of ICT platforms including e-mail, news groups, and synchronous/ asynchronous text video conferencing. The WWW and its wide spread can also be heartily exploited in this regard. Another area where ICT can play a major role is in the use of various media to deliver learning information and to link students and teacher. Some media can be used for both purpose, but they generally fall into two categories: 1. Those which can be used to convey subject content, such as print materials, video tapes, audio tapes, television, computer-based software and CD-ROM. 2. Those which permit communication between teachers and students, such as fax radio teleconferencing, videoconferencing and internet. The telephone offers the opportunity for group links via teleconferencing, and television has led development of videoconferencing. It should be noted that recently the federal government of Nigeria established many television and radio stations scattered all over the country. It can be suggested that preferences should be given to engineering education since they are meant for the recently established national Open University. For Example: - If low literacy levels are a factor, audio resources will be useful. - If students are very isolated, the telephone will help lower the distance barrier. - If the course requires students to develop physical skills, realistic video demonstrations will be helpful. - If an assessment task requires student to interview a client, they can record their activity on audio tape. Finally, we believe that ICT offers fascinating credentials that can be used in favour of engineering education in Nigeria; this suggests that ICT is imperative to teachers and students. **3.8.2. The Imperatives of ICT for Teachers and Students, Today** In order to fit into the new economic order, it is necessary for Nigerian institutions and individuals alike to develop a society and culture that places a high value on education and training. Thus ICT based technology like e-learning has great potential to supplement traditional learning. This is so because ICT-enhanced learning can provide new opportunities to explore high---level cognitive activities Such as autonomy creativity, problem solving and team work while providing teachers with the means to take into account individual needs of students, especially while using web-based technology (Kwache, 2005). Accordingly, some of the definite and specific reasons for implementing ICT-based technology for teachers and students are: 1. New ICT facilities allow students and teachers to control, manipulate and contribute information to learning and teaching environments as interactive books, journal and the like are usually made available via. internet (Oxfam education report, 2002) 2. The use of new multimedia technologies and internet will improve the quality of teaching-learning related activities not only in Nigeria but Africa sub-Saharan region as well. 3. As a social process it will facilitate interaction and collaboration not only among learners but among teachers as well both at local and for global levels. 4. It will give opportunity to individuals who might wish to combine work and learning at his or her own pace, irrespective of location. 5. It enhances performance of lectures in time of course materials delivery and provides maximum attention to students as they could meet through e-mail, feedback facility or otherwise. 6. It will revolutionize distance learning which used to be "just-in-class" to just-in-time', thus enhancing easy accessibility to education. 7. A flexible user interface, since it is attractive and interactive, may motivate the learner's interest, which in turn will sustain continuous learning. 8. It promotes human resources capable of responding to the demands of the new world economy that is supported and driven by ICT. 9. Open and distance university education, if well supported by e-learning technology, will provide accessibility, and collaborative work to both the urban and rural Populace of Nigeria and Africa in general, who might not have the privilege to attend conventional universities. This has life---long value to quality education and to all who seek knowledge irrespective of age, geographical location or time. Thus with the evolution of the new information and communication technology, higher education institutions are able to provide a flexible and more open learning environment for students and teachers alike. In Nigeria, indications are that with increasing enrollments at all levels of education, distance or blended learning shall continue to grow, which calls for immediate technology support (Kwache, 2005).