Media For Learning--Ratih Wijayanti (1507042042)

Media For Learning

By

 Ratih Wijayanti

1507042024

In our daily life, we can’t be separated with media. The use of media is very important for human being, especially in teaching learning process. We always use media to support the activities in the classroom. Do media influence learning? Perhaps it is time to rephrase the question: How, do media affect learning? Perhaps it is time to go beyond our concern with “proving” that media “cause” learning so that we can begin to explore the question in more complex ways. Perhaps we should ask, what are the actual and potential relationships between media and learning? Can we describe and understand those relationships?

To know further information about media, you can look at the map below :

     Definition :

1. Media can be defined by their technology, their symbol systems, and their processing capabilities. The most obvious characteristic of a medium is its technology, the mechanical and electronic aspects that determine its function and to some extent its shape and other physical features. These are the characteristics that are commonly used to classify a medium as a television,a radio,computer, and so on. (Kozma, R.B.,1991:2)
2. Symbol systems are "modes of appearance" (Goodman, 1976), or sets of elements (such as words, picture components, etc.) that are interrelated within each system by syntax and are used in specifiable ways in relation to fields of reference (such that words and sentences in a text may represent people, objects, and activities and be structured in a way that forms a story). (Kozma,1991 : 3)
3. Media “stimuli” are described according to the surface features of their technologies, and their effect on learning is assessed by using “responses” on a test. Missing from this approach are any descriptions of the cognitive, affective, or social processes by which learning occurs.(Kozma,1994 : 1)
4. Media can be defined to promote any number of pedagogical objectives, ranging from sparking student interest in subject matter to possibly encouraging intergroup respect and appreciation. However, their most critical function in terms of cognitive learning appears to lie in their capacity to serve as representational applications for key course ideas. (Miller, 2009 : 2). In the 1960s, Lumsdaine ( 1963) and others (e.g., Mielke, 1968) argued that gross media comparison and selection studies might not pay off. They implied that media, when viewed as collections of mechanical instruments, such as television and computers, were sample delivery devices. (Clark, 2007 : 445-459).

References

Kozma, Rober B. 1991. Learning with Media. “Review of educational research”, 61(2), 179-212.

Kozma, Rober B. 1994. The Influence of Media on Learning : The Debate Continues. SLMQ, Vol. 22, No.4.

Miller, Michael V. 2009. Integrating Online Multimedia into College Course and Classroom: with Application to the Social Sciences. MERLOT Journal of Online Learning and Teaching, Vol. 5, No.2. 

Clark, Richard E. 2007. Reconsidering Research on Learning from Media. “Review of Educational Research”, Vol. 53, No. 4, pp. 445-459.