Multimedia Approach

Multimedia Approach toTeaching Learning Process
Multimedia - Definition
Digital integration of Text, Graphics, Animation, Audio, Still images, Motion Video.
Nature of Multimedia Approach Multi -------- Many Media ------- Techniques or methods
Multimedia approach uses a number of media, devices, techniques in the teaching learning process.
Multimedia approach can convey vast information and provide many sources from which student can access the information.
Multimedia approach will improve the teaching learning process.
Multimedia approach is not restricted to a single type of learning style. It can provide the support of a wide range of activities.
Multimedia approach aims at providing meaningful learning experience via a mix of media in order to achieve predetermined objectives.
Multimedia approach provides the opportunity to gain mastery of competencies and skills.
The choice of the media has to be done carefully so that one does not hamper or reduce the effect of the other. That is each media must complement the other.
Multimedia approach will enable the learner to get access to information in dynamic environment.
Procedure for Adopting Multimedia Approach
The following are the six steps to be followed while adopting the Multimedia Approach
First Stage
In this stage the teacher initiates the teaching – learning activities.
Teacher deliver a well prepared lesson based on the objectives formulated.
Teacher could use a variety of media for his presentation.
Second Stage
Teacher demonstrates a specific and specialized unit using a mix of media.
The teacher may provide learner with programmed learning materials, cassettes, CD's etc.
Third Stage
This is a preparatory stage for the learner before he stars independent learning.
The student discusses with peer students and teachers his plan of action.
Forth Stage
In this stage the learner actively participates.
He uses variety of media and materials in his self-study.
Fifth Stage
In this stage the learner integrates theory and practice.
Sixth Stage
In this stage learner finds that teaching – learning activities have to be organized on a higher level.
The student involved in critical analysis, critical evaluation and exchange of ideas.
Role of Teacher in Multimedia Approach
Teacher has to adopt a number of methods and techniques.
Teacher has to aware of the different available media and their availability.
Teacher should be physically competent to use and demonstrate the use of the different media.
Teacher should be skillful enough to make a judicious choice of media and competent enough to mix them sequentially and in an orderly manner.
Teacher's role is that of a facilitator or manager of activities.
Teacher has to lead his student for independent, individualized learning.
Prerequisites for developing a Multimedia Instructional device
Planning
Express the idea and purpose
Develop the objectives
Consider the learner
Find related material
Prepare the content outline
Designing the Multimedia Device
Identifying the factors or criteria for media selection
Select the media
Make a story board
Develop the script
Production of the multimedia Device
Take the picture and keep a record
Process the picture
Edit the picture
Edit the narration and captions
Mix sound
Prepare final copies
Follow-up
Use the materials
Evaluate for future use
Revise the materials
Obtain the copyright for the materials.
Advantages of the multimedia Approach
Multimedia approach enable the student to represent information using several different media.
Can arouse the curiosity among the learner and provide them vivid impressions.
Multimedia can take into account different learning styles – some pupil learn by interpreting text, while others require more graphical representations.
Can develop a positive attitude among the learners towards the teaching-learning process.
Multimedia Approach allows for self-pacing
Technique of simulation can be effectively applied through the multimedia approach.
Helps in development of higher order thinking skills.
Multimedia approach provides the student the flexibility of 'any where', 'any time' learning.
Helps in developing group and interpersonal skills.
Effective remediation programmes can be implemented through the multimedia approach.
Multimedia approach can bridge language barriers since audio is not the only means of communication.
Disadvantages of the multimedia Approach
Requires highly sophisticated infrastructure facilities, which may lead to heavy financial burden.
Expertise and skill are required to operate the multimedia devices, which will lead to the problem of non-availability of human resources.
Not feasible in the all topics of study.

KURT LEWIN'S LIFE SPACE

KURT LEWIN'S: LIFE SPACE

Life space includes:

The places where you physically go, the people and events that occur there, and your feelings about the place and people. One part of this is the places you inhabit every day, or at least regularly. Another part is places you've been to, but go only very occasionally or may never go back to again.

Your vicarious life-space (my term, not Lewin's), includes the world you travel into through reading, movies, TV, what other people say, etc.

Then there is also your own personal mental life space--the places you habit in your mind, your fantasy world, etc. This was of great concern to Jung, although he did not use this term for it, but of less interest to Lewin who was most interested in our social world.

you're planning what to do tomorrow, your life-space is not the room you're in now but the place where you expect to be tomorrow. Your present locomotion in that expected environment involves deciding on one course of action rather than another, as a result of vectors that impel you in one or another direction.

The person and the psychological environment are divided into regions that undergo differentiation. Regions are connected when a person can perform a locomotion between them. Locomotion includes any kind of approach or withdrawal--even looking at a pretty object or away from an ugly one, or listening to liked music and avoiding disliked or uninteresting music. They are said to be connected when communication can take place between them. The region that lies just outside the life-space is the foreign hull. The person is a differentiated region in the life space, set apart from the psychological environment by a boundary. A barrier may block the locomotion called for by vectors. A barrier exerts no force until force is exerted on it. Then it may yield, or resist strongly. How rigid it is you can find out only by exploration. You may have a plan that another person doesn't like, but you don't know how strongly he'll resist your carrying it out until you try. An impassible barrier is likely to acquire a negative valence and may lead to cursing or attacking it.

An awakened need is a state of tension, a readiness for action but without specific direction. When a suitable object is found, it acquires positive valence, and a vector then directs locomotion toward the object. Excessive tension may blur the person's perception of the environment, so that he doesn't find a suitable object to reduce the tension.

(I sometimes do an activity in which people have big sheets of paper and draw their own physical life-spaces, complete with an indication of how they feel in each place. Then each person explains his or her drawing to half-a-dozen or so others. This tends to give group members an understanding of the others that they might never have had otherwise.)

Your perception of yourself and your relationship with yourself shifts as your life-space shifts.

How do you go about changing your life-space when you do so? If you're a member of a group, your life-space as a member of the group is a developmental process of some kind.

A limitation of Lewin's method of diagramming the life space was difficulty representing B's life space as a factor operating in A's life-space.

KURT LEWIN'S EDUCATIONAL IMPLICATIONS

* For effective learning, the teacher teacher has to provide suitable psychological environment to the changing needs of the student.

* The teacher has to help in setting the goals depending upon the individual's capacity and activities.the teacher has to guide the individual effectively if the aim of the goal is attainable,to enable the individual to cross the difficulties and barriers easily.

* If the problems of the whole situation is more clear and understandable there will be better motivation to learn.

* Help the students to release their tension. Then only they will be able to learn the situations.

* The teacher should make use of reward and punishment based upon the need of the student

What is the difference between Qualitative Research and Quantitative Research

What is the difference between Qualitative Research and Quantitative Research?

Qualitative Research is primarily exploratory research. It is used to gain an understanding of underlying reasons, opinions, and motivations. It provides insights into the problem or helps to develop ideas or hypotheses for potential quantitative research. Qualitative Research is also used to uncover trends in thought and opinions, and dive deeper into the problem. Qualitative data collection methods vary using unstructured or semi-structured techniques. Some common methods include focus groups (group discussions), individual interviews, and participation/observations. The sample size is typically small, and respondents are selected to fulfill a given quota.

Quantitative Research is used to quantify the problem by way of generating numerical data or data that can be transformed into useable statistics. It is used to quantify attitudes, opinions, behaviors, and other defined variables – and generalize results from a larger sample population. Quantitative Research uses measurable data to formulate facts and uncover patterns in research. Quantitative data collection methods are much more structured than Qualitative data collection methods. Quantitative data collection methods include various forms of surveys – online surveys, paper surveys, mobile surveys and kiosk surveys, face-to-face interviews, telephone interviews, longitudinal studies, website interceptors, online polls, and systematic observations.

Snap Survey Software is the ideal survey platform and online research software where structured techniques such as large numbers of respondents and descriptive findings are required. Snap Survey Software has many robust features that will help your organization effectively gather and analyze quantitative data.

Tolman's Theory

TOLMAN'S INTRODUCTION

  Tolman was an American psychologist who made significant contributions to the studies of learning and motivation. Considered a cognitive behaviorist today, he developed his own behaviorism when the likes of Watson were dominating the field (Kimble et al, 1991). Tolman was born in Newton, Massachusetts in 1886. He remained there as he grew up and was educated in the Newton Public Schools.

He lived in a family of "upper middle" socioeconomic status and had a father who was the president of a manufacturing company.

His brother, Richard, was five years older than he was and both he and Richard were expected to go into the family business. He and his brother decided to seek academic careers, against their family's wishes. Both went on to attend the Massachusetts Institute of Technology. Richard pursued a career in academics, ultimately becoming a world-renowned theoretical chemist and physicist, and Edward initially sought a bachelor's degree in electrochemistry. Tolman changed the course of his career during his senior year after reading the works of William James.

He decided to become a philosopher. After graduation in 1911, he attended summer school and took a course in philosophy and psychology. He concluded that he wasn't quite smart enough for philosophy and that psychology was more to his liking. That coming fall, Tolman enrolled at the Harvard Graduate School as a philosophy and psychology graduate student. At that time, the disciplines were a combined department. A course in ethics, taught by Ralph Barton Perry, as well as readings of McDougall, eventually led to his interest in motivation. After his first year as a graduate student, he went to Giessen in Germany to study for his PhD examination in German (at that time all PhD examinations were conducted in French, German, or Russian).

It was in Germany where he was introduced to Gestalt psychology through the teachings and readings of Koffka (Kimble et al, 1991).Upon returning to Harvard from his summer in Germany, Tolman studied in the laboratory under Hugo Munsterberg and Langfeld researching nonsense syllable learning. His PhD dissertation was a study of retroactive inhibition (Hilgard, 1987). He received his doctorate in 1915. He later returned to Giessen to learn more about Gestalt psychology during the fall of 1923.

Tolman became an instructor at Northwestern University and taught for three years after receiving his doctoral degree. He described himself as being self-conscious, inarticulate, and fearful of his classes. His pacifist views led him to lose his job when, during World War I, he was called to the Dean for anti-war statements reported in a pacifist student publication (Kimble et al, 1991).

Tolman went on to become an instructor at the University of California in Berkeley in the fall of 1918 where he remained for the rest of his life. Similar to his stand for academic freedom shown at Northwestern University, his passion for the pursuit of truth led to his refusal to sign the California loyalty oath. During the "Year of the Oath" (1949-50), the university attempted to impose loyalty oaths on their faculty, in compliance with state law. He advised his peers to sign and to leave the contest up to those like him, who were able to afford it. This act of courage gave him tremendous recognition. He credited his wisdom in psychology to his years at Berkeley and his happy marriage (Kimble et al, 1991)

 TOLMAN'S CONTRIBUTION TO PSYCHOLOGY

His contributions, like his accomplishments, are numerous. Tolman had four main contributions to psychology. The first was showing cognitive maps in rats. The second was latent learning in which he also used the rats to back up his findings. The third was the concept of the intervening variable, and lastly was his support of rats for subject use.To successfully show that rats used cognitive maps rather than just running and turning right, he used his rats as examples. He would run them through a maze similar to the one pictured below.A was the starting point for the rats. B was the goal at which he wanted them to reach. He ran several experiments in which one would have the rats start at A and learn to run to B to get the food. In doing so, they would have to turn right to get the food. Once the rats learned, this he tried a different method. He would start them at point C; if the rat turned right and went to section D, then they were not using cognitive maps, but instead he found they turned left and went to section B proving the use of cognitive maps. (a2zpsychology.com, 2002)This idea that rats don’t just learn movements for only rewards but instead learn even when there are no rewards suggests a latent learning theory. Again, by using a rat to run a maze, he could show how this latent learning was possible. The setup would be three different groups with as a control that would start with food automatically. Another second experimental group would not get food until the 7th day. Finally, another third experimental group would not get the food until the 3rd day. Surprisingly, in the two experimental groups, once food was given at the goal point, the rats began to improve their routes after the reward was introduced. After they were fed, the rat began to run the maze better on the next trial, showing that even though there was no reward the rat was still making a cognitive map of the maze. This was evident when the reward was introduced. Tolman coined this phenomenon, “latent learning” and said that this experiment could be extended to humans and that we too use latent learning everyday. (a2zpsychology.com, 2002)From this latent learning theory, he also found “intervening variables”. These were variables that could not be observed and. For example, hunger was an intervening variable. He showed that these variables were the actual determinants of a behavior. It forced behaviorists to think in a new light. They could no longer only use the model S-R (stimulus to response), but now had to add the organism in to become S-O-R (stimulus to organism to response). (a2zpsychology.com, 2002)Finally, Tolman was the psychologist who helped make white rats to be used as the subject as widely as they are today for experiments. He was quoted in 1945 that “let it be noted that rats live in cages; they do not go on binges the night before one has planned an experiment; they do not kill each other off in wars; they do not invent engines of destruction, and, if they did, they would not be so inept about controlling such engines; they do not go in for either class conflicts or race conflicts; they avoid politics, economics, and papers in psychology. They are marvelous, pure and delightful. And, as soon as I possibly can, I am going to climb back again out on that good old phylogenic limb and sit there, this time right side up and unashamed, wiggling my whiskers at all the silly, yet at the same time far too complicated, specimens of homo sapiens, whom I shall see strutting and fighting and messing things up, down there on the ground below me." (Tolman, 1945, csbsju.edu) He wasn’t always so happy with rats; early on in his career he was quoted to say “I don’t like them. They make me feel creepy.” Tolman’s need for control changed his mind on rats. He loved to use rats because he had to be in control of everything. He felt ordinary people were far too unreliable, especially when he had rats at his disposal.All in all, Tolman can be considered the pioneer to today’s cognitive psychology. He was a man who believed in change. Unlike many others, when information came to show something was wrong, he wasn’t afraid to change the way he thought about it and adapt. His contributions were all very important, especially the concept of intervening variables. Intervening variables made it possible for unseen behaviors to now be considered important and to be measured

 TOLMAN’S EDUCATIONAL IMPLICATIONS

Typical learning problems are

Capacity:

The learning of a task depends upon the capacity of the learner

Practice:

Tolman’s believes that practice cannot help the learner in the initial selection of a right response. Mere frequency without belongingness does not establish a connection.

Motivation:

Motivation does not help in learning something new. It simply encourages the performance as such.

Understanding:

Tolman believes in learning by creative inference, inventive ideation and so on. Insightful learning is emphasized.

Transfer:

Transfer of training depends upon applicability of the essential relationship perceived by the learner in one situation to some other situation.

Forgetting:

Repression and ratio-active inhibition cause forgetting Tolman attributes forgetting to the resistance of cathexis(relationship between drive and object also)

Educational Research

 

Education Research

Education research is the scientific field of study that examines education and learning processes and the human attributes, interactions, organizations, and institutions that shape educational outcomes. Scholarship in the field seeks to describe, understand, and explain how learning takes place throughout a person’s life and how formal and informal contexts of education affect all forms of learning. Education research embraces the full spectrum of rigorous methods appropriate to the questions being asked and also drives the development of new tools and methods

From the previous section, you can see that there are many types of activity that fall under the umbrella of educational ‘research’. These include projects that investigate educational changes or developments that are being planned to define the best way of proceeding. Development projects typically include a small pilot study of an educational intervention, carried out with a view to informing how best to implement larger-scale reform

Other projects focus on review or evaluation of existing educational activities or curriculum change. These may be small-scale, local projects (such as introducing different teaching or learning methods or new clinical activities) or evaluation of large-scale national initiatives (such as the training programmes or national examinations).

Systemic literature reviews are another educational research activity. These may be carried out as part of ongoing research to inform the research process or as a discrete activity to provide information to a specific audience about the current findings from published literature.

‘Education research is often carried out in naturalistic settings that may carry threats to the validity of the study such as loss of subjects, selection bias, historical events or maturation’ (Bordage and Dawson, 2003). Educational research therefore differs from other types of research with which you may be more familiar, such as clinical or laboratory research. Educational research draws on different research and theoretical paradigms from scientific research, which has traditionally been grounded in a positivist stance. Educational research draws largely from the social sciences in its approach, research methods and interpretation of results, and may involve a shift in perspective from the seeking of irrefutable ‘facts’ and universal ‘truths’, to offering new insights, acknowledging the subjectivity of researchers, the impact of the research process itself on subjects and outcomes, and the agency of the subjects of the research. Nonetheless, this does not make educational research and its methods less rigorous or valid than those of the physical sciences, but they may require researchers to take a different approach, draw from a different body of knowledge and take particular care over study design and consideration of confounding variables

Maslow's Hierarchy Theory

           Maslow's Hierarchy Theory

Maslow's hierarchy of needs is a theory in psychology proposed by Abraham Maslow in his 1943 paper "A Theory of Human Motivation" in Psychological Review.[2] Maslow subsequently extended the idea to include his observations of humans' innate curiosity. His theories parallel many other theories of human developmental psychology, some of which focus on describing the stages of growth in humans. Maslow used the terms "physiological", "safety", "belongingness" and "love", "esteem", "self-actualization", and "self-transcendence" to describe the pattern that human motivations generally move through.

Maslow studied what he called exemplary people such as Albert Einstein, Jane Addams, Eleanor Roosevelt, and Frederick Douglass rather than mentally ill or neurotic people, writing that "the study of crippled, stunted, immature, and unhealthy specimens can yield only a cripple psychology and a cripple philosophy."[3]:236 Maslow studied the healthiest 1% of the college student population.[4]

Maslow's theory was fully expressed in his 1954 book Motivation and Personality.[3] The hierarchy remains a very popular framework in sociology research, management training[5] and secondary and higher psychology instruction.

Physiological needs are the physical requirements for human survival. If these requirements are not met, the human body cannot function properly and will ultimately fail. Physiological needs are thought to be the most important; they should be met first.

Air, water, and food are metabolic requirements for survival in all animals, including humans. Clothing and shelter provide necessary protection from the elements. While maintaining an adequate birth rate shapes the intensity of the human sexual instinct, sexual competition may also shape said instinct.