Designing+Delivery

//Designing Delivery//

 * Objective: Select appropriate media and delivery **

**// This pictures shows the different media modes instructors can select to use with his or her students. //** **  Media Selection  **

If the **delivery context** presents opportunites for media ** delivery modes **, then the teacher must make a ** media selection **. Media selection must consider a number of factors including the instructional conditions that facilitate the learning of the intended task, the learner, and the media assets. First, teachers must consider the facilities, equipment, and resources at school and at the students' homes. These factors all play a major role in selecting media. For example, if a school only has one computer lab, and the majority of the students do not have internet access at home, utilizing open source software for a project would be difficult. On the other hand, if a school contains ample computers, and the majority of the students have internet access at home, then a teacher could use a blog, wiki, or podcast as a springboard for a project.


 * Media Features **

Teachers should also consider the learner. Selecting a media that is neither appropriate for the learners' technological skills nor engaging to the learner is pointless. **Interactive features** are a bonus when selecting media for instruction. **Interactive features** engage the learner and provide them feedback which enhances the lesson. These features allow the students to actively participate in their learning. Many online games today have these features, and students often have fun while they learn. ** Performance support systems ** are another factor that help the learners as they work independently. **Performance support systems** are computerized applications that provide the user support in accomplishing specific tasks. Most software applications today have a help page with tutorials and frequently asked questions, so teachers will not have to worry about support for the students or themselves when selecting media.

**Media Assets**

Finally, **media assets** are important when selecting technology. Media assets are any valuable attributes offered to -students. How will students demonstrate their new knowledge? Teachers must decide what it is they want to assess: knowledge gains in the domain, technology skills, or both. **M edia assets ** such as interactive features, video, audio, and an opportunity to share ideas with the outside world make media a fascinating alternative to traditional delivery modes. One of the main counter arguments to many technology resources is the roadblock of ** licensing of media assets **. Some programs cost money, and many schools are struggling with budget cuts. However, the term //open source software// was designed because many of the programs today are open, meaning there are no licensing obstacles or fees to pay. This means that if the school has the hardware, then the teachers have a free green light to try to integrate the software.



**//This pictures is a collection of various related media related activities students can perform in a lesson.//**

References Piskurich, G.M. (2000). //Rapid instructional design: Learning ID fast and right//. Jossey-Bass. Ragan, T.J., & Smith, P.L. (1999). //Instructional Design// (2nd edition). Upper Saddle River: Merrill/Prentice Hall. Rogers, P.L. (2002). //Designing instruction for technology-enhanced learning//. Hershey, PA: IRM Press.

Designing Content | Designing Modes | Designing Materials
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