lecture 9 Flashcards
1
Q
Objects or vehicles by which information is being
communicated
A
INSTRUCTIONAL MATERIALS
2
Q
Tools and aids used to transmit information and to
enhance teaching and learning
A
instructional materials
3
Q
Tools to deliver education messages creatively, clearly,
accurately and in a timely manner
A
instructional materials
4
Q
the way information is taught that brings the learner into
contact with what is to be learned.
A
teaching methods
5
Q
examples of teaching methods
A
lecture, group discussion, one-to-one instruction,
demonstration and return demonstration, gaming, simulation, role play
6
Q
The teacher must be —- with the content and mechanics of a tool
before using it.
A
familiar
7
Q
t or f
Printed, demonstration and audiovisual materials cannot change learner
behavior by influencing cognitive, affective, and psychomotor
development..
A
false, can change
8
Q
t or f
No one tool is better than another to enhance learning
A
t
9
Q
t or f
Instructional materials should complement, reinforce and supplement and should substitute for the educator’s teaching efforts.
A
f, it shouldn’t replace the educator’s teaching efforts
10
Q
The instructional materials selected should…
A
▪ match available financial resources
▪ be appropriate for the physical conditions of learning
environment
▪ match the sensory abilities, developmental stages and
educational level of the learners
11
Q
The choice of material should…
A
match the content and tasks to be learned.
12
Q
t or f
The messages conveyed must be accurate, up to date, appropriate, unbiased and free of any unintended content.
A
t
13
Q
t or f
The tools used should contribute in a meaningful way to the learning situation by adding or clarifying information
A
t
14
Q
3 Variables to consider in choosing instructional materials
A
learner, medium, task
15
Q
Many variables influence learning. Nurse educators must know their
audience so that they can choose those tools best suited to the
needs and abilities of various learners
A
characteristics of a learner
16
Q
A wide variety of media are available. No single medium is more
effective than all other options. The educator should be flexible in
considering a multimedia approach to complement methods of
instruction.
A
characteristics of a medium
17
Q
Define the task(s) that must be accomplished by identifying
• the type of learning domain (cognitive, affective, and/or
psychomotor),
• the complexity of behaviors to be achieved to meet
identified objectives
A
characteristics of task to be achieved
18
Q
Three Major Components of Instructional Materials
A
delivery system, content, presentation
19
Q
⮚ Example: Powerpoint slides (software) for a lecture – delivered via
computer (hardware)
A
delivery system
20
Q
choice of – influence by the ff.
number of learners to be taught at one time
▪ pacing and flexibility needed for the effective delivery of
information
▪ sensory aspects most suitable to and individual patient or group
▪ geographical distribution of the audience
A
delivery system
21
Q
Intended message
A
content
22
Q
Independent of the delivery system and is the actual
information being communicated to the learner
A
content
23
Q
Factors to consider in selecting instructional materials:
▪ Accuracy of information being conveyed
▪ Appropriateness of the medium to convey the chosen information
▪ Appropriateness of the readability level of materials for the learner
A
content
24
Q
• The form of the message
A
presentation
25
Occurs along a continuum from concrete (real objects) to abstract (symbols)
presentation
26
– the condition of
being real
realia
27
Most concrete form of
stimuli that can be used
to deliver information
• Example:
Demonstration
presentation
28
Illusionary Representation
• Less concrete, more
abstract form of stimuli
to deliver a message
• Examples:
photographs, real-life
drawings
presentation
29
Symbolic Representation
• Most abstract type of
messages, most
common form of
instructional material
• Examples: numbers,
letters
presentation
30
Written Materials
• Demonstration Materials
• Audiovisual Materials
types of instructional materials
31
Most widely used and most accessible type of tools for
teaching and learning
written materials
32
described as “frozen language”
written materials
33
Leaflets, books, pamphlets, brochures, instructional sheets
(symbolic representation)
▪ Commercially prepared materials
▪ Self-composed materials
written materials
34
advantages of written materials
Available as a reference
▪ Widely used at all levels of society
▪ Easily obtained
▪ Provided in convenient forms
▪ Widely available in different
languages other than English
▪ Suitable for large number of learners
▪ Flexible in that information is
absorbed at a speed controlled by
reader
35
disadvantages of written materials
Written words are the most abstract
form to convey information
▪ Immediate feedback on the
information may be limited
▪ Large percentage of materials are
written at too high levels for reading
and comprehension by many
patients
▪ Inappropriate for persons with visual
or cognitive impairment
36
Include many types of visual, hands-on media
demonstration materials
37
Stimulates the visual senses but can combine the sense of sight with
touch and sometimes even smell and taste
demonstration of materials
38
The educator can choose one or more to complement teaching
efforts that will help learners achieve the objectives for learning
▪ Bring learners closer to reality and actively engage them in a visual
and active manner
• Useful for cognitive, affective and psychomotor skill development
demonstration of materials
39
examples of demonstration materials
Models and real
equipment
Displays
• Posters
• Bulletin boards
• Flannel boards
• Flip charts
• Chalkboards
• Whiteboards
40
MODELS
allows learner to immediately apply
knowledge and psychomotor skills by observing, examining,
manipulating, handling assembling and disassembling while the
educator provides feedback
3 dimensional objects
41
The next best option when real objects and actual equipment are
not available, accessible, or feasible, or are too complex to use
models
42
Capitalizes on the different learning styles and enhances retention
and understanding of new information
models
43
Three types of models used for teaching and learning
Replicas,
Analogues,
Symbols
44
associated with the word resemble
replicas
45
associated with the words act like
analogues
46
associated with the words stands fo
symbols
47
▪ Exact copy constructed to scale that resembles the features or substance of the
original object
▪ Its dimension may be decreased or enlarged to make demonstration easier and more
understandable.
▪ Can be examined and manipulated by the learner to get an idea of how something
looks and works
replicas
48
Have the same properties and performs like the real objects
▪ Effective in explaining and representing dynamic systems
▪ Example: sophisticated human patient simulator (Sim Man) – a manikin that
physiologically responds to treatment in a similar manner to what would occur
in live human beings
analogues
49
Used frequently in teaching situations
▪ Convey messages to the receiver through visual images
or association.
symbols
50
Examples:
▪ Written words, mathematical signs and formulas, diagrams,
cartoons, printed handouts, traffic signs
symbols
51
Two-dimensional objects that serve as useful tools for a
variety of teaching purposes
▪ They can be used to convey simple or short messages
and to clarify, reinforce or summarize information on
important topics and themes
DISPLAY
▪ Examples: whiteboards, flip charts, SMART Boards, Story
Boards
52
A type of display material, commonly utilized to communicate health
information
▪ Are hybrids of print and visual media, use the written word together
with graphic illustrations
posters
53
The primary purpose is visual stimulation, meant to attract attention
▪ Serve as a visual supplement to oral instruction in various health care settings
▪ Can serve as an independent source of information or can be used along with
other instructional methods and materials
posters
54
advantages of demonstration materials
Brings the learner closer to reality
through active engagement
▪ Useful for cognitive learning and
psychomotor skill development
▪ Stimulates learning in the affective
domain
▪ Relatively inexpensive
▪ Opportunity for the repetition of the
message
55
disadvantage of demonstration materials
Static, easily outdated content
▪ Can be time consuming to make
▪ Potential for overuse
▪ Not suitable for simultaneous use with
large audiences
▪ Not suitable for visually impaired
learners with poor abstract thinking
abilities
56
Support and enrich the education process by stimulating the senses
of seeing and hearing, adding variety to the teaching-learning
experience, and instilling visual memories
audiovisual materials
57
use of two or more types of learning modes
(audio, visual, animation) that can be accessed via computer to
engage the learner in the content
multimedia learning
58
combines e-learning technology with more
traditional instructor-led teaching methods, such as a lecture or
demonstration.
blended learning
59
major types of audiovisual materials
1. Projected Learning Resources
2. Audio Learning Resources
3. Video Learning Resources
4. Telecommunications Learning Resources
5. Computer Learning Resources
60
Appropriate for audiences of various sizes
Projected Learning Resources
61
Examples:
• Overhead transparencies, Powerpoint slides,
• SMART Board systems and other computer outputs that are
projected into a screen
projected learning resources
62
CDs, digital sound players (MP3 players, iPods), radio and podcasts
have become popular tools for teaching and learning
• These resources can be used to deliver different types of messages
• Help learners who benefit from repetition and reinforcement
• Well suited for those individuals who enjoy or prefer auditory
learning
• Useful media resources for illiterate or who have low literacy
Audio Learning Resources
63
Used for teaching in a variety settings
video learning sources
64
Examples:
• Digital video files, DVD, camcorders, DVD recorders, television
sets, computer monitors
• Multimedia streaming videos
• Webinars and streaming technology
• Use of digital video cameras to capture real-life and practice
experience situations.
video learning resources
65
are means by which information can be transmitted
via television, telephone, related modes of audio and video
teleconferencing and closed-circuit, cable and satellite broadcasting.
telecommunications
66
Allowed messages to be sent to many people at the same time in a variety of
places at great distances
telecommunications learning resources
67
Examples of devises/forms of telecommunications:
• Television – cable TV, closed-circuit TV
• Satellite broadcasting
• Video teleconferencing
• Telephones
telecommunications learning resources
68
Computer-assisted instruction (computer based learning) has been used for
education in healthcare settings
• Promote learning in primarily the cognitive domain
computer learning resources
69
Examples
* Telemedicine technology
* Flash-based online resources – available to educators and students for free or
at a cost, provide high-quality Internet materials for instruction (Adobe Flash is
required to access such resources)
* Quicktime, Acrobat Reader to provide streaming video clips, audio segments, case
studies and interactive practice activities
## Footnote
what example resource does this belong?
computer learning resources
70
Computer-based technologies
• Mobile technologies
• Internet and World Wide Web
• Webcasts and Web Conferencing
• Social media
• Blogs, wikis, Facebook, Twitter, LinkedIn, You Tube
• Email
Technologies which can be used for educational purposes
71
The approach to health education should be consistent
with the needs of learners
▪ Nurse educators do more than imparting knowledge
▪ Facilitators of learning
▪ by helping individuals to access, evaluate, and use the wide range
of available information
▪ Provide encourage and support
▪ must be willing to encourage and support learners as they seek the
knowledge they require
Use of technology in health education
72
▪ the gap between those who have access to online health
information and those who do not.
Because computer access is not universal, it is important to determine
whether the learner
▪ has a home computer, smartphone, or other mobile devices
▪ has access to the internet
▪ is knowledgeable about using a computer
▪ has navigational needs in finding information on the internet
▪ has interest in using a computer to obtain information and resource
digital health divide
73
advantages of computer learning resources
Promotes quick feedback, retention
of learning
• Potential database enormous
• Can be individualized to suit different
types of learners or different paces for
learning
• Time efficient
74
disadvantage of computer learning resources
DISADVANTAGES
• Primarily promotes learning in cognitive
domain; but can influence affective
and psychomotor skill development
• Expensive software and hardware,
therefore less accessible to a wide
audience
• Too complex and time consuming for
most nurses to prepare independently
• Limited use for many elderly, low-literate
learners, and those with physical
limitations
75
• appraising the content,
• the instructional design,
• the technical production and
• the packaging of instructional materials
evaluating instructional materials
76
PEMAT stands for
The Patient Education Materials Assessment Tool
77
what domain?
Item 1: The material makes its purpose completely evident (P and A/V).
•Item 2: The material does not include information or content that distracts from its
purpose (P).
understandability
78
under what domain?
Item 3: The material uses common, everyday language (P and A/V).
•Item 4: Medical terms are used only to familiarize audience with the terms. When
used, medical terms are defined (P and A/V).
•Item 5: The material uses the active voice (P and A/V).
understandability
79
under what domain ?
Item 6: Numbers appearing in the material are clear and easy to understand (P).
•Item 7: The material does not expect the user to perform calculations (P).
understandability
80
• Item 8: The material breaks or chunks information into short sections (P and A/V).
• Item 9: The material’s sections have informative headers (P and A/V).
• Item 10: The material presents information in a logical sequence (P and A/V).
• Item 11: The material provides a summary (P and A/V).
under understandability
81
Item 12: The material uses visual cues (e.g., arrows, boxes, bullets, bold, larger font, highlighting) to
draw attention to key points (P and A/V).
• Item 13: Text on the screen is easy to read (A/V).
• Item 14: The material allows the user to hear the words clearly (e.g., not too fast, not garbled) (A/V)
under understandability
82
Item 15: The material uses visual aids whenever they could make content more easily understood
(e.g., illustration of healthy portion size) (P).
• Item 16: The material’s visual aids reinforce rather than distract from the content (P).
• Item 17: The material’s visual aids have clear titles or captions (P).
• Item 18: The material uses illustrations and photographs that are clear and uncluttered (P and A/V).
• Item 19: The material uses simple tables with short and clear row and column headings (P and A/V).
Domain: Understandability
44
under understandability
83
Item 20: The material clearly identifies at least one action the user can take (P and A/V).
Item 21: The material addresses the user directly when describing actions (P and A/V).
Item 22: The material breaks down any action into manageable, explicit steps (P and
A/V).
Item 23: The material provides a tangible tool (e.g., menu planners, checklists) whenever it
could help the user take action (P).
Item 24: The material provides simple instructions or examples of how to perform
calculations (P).
Item 25: The material explains how to use the charts, graphs, tables, or diagrams to take
actions (P and A/V).
Item 26: The material uses visual aids whenever they could make it easier to act on the
instructions (P).
under actionability
84
Criteria for Evaluating Health-Related Websites
accuracy, design, authors, currency, authority
85
information
retention based
on level of
active learner
involvement
learning pyramid
86
redaing
hearing
seeing
seeing and hearing
seeing and writing
seeing and doing
10%
20%
30%
50%
70%
90%
87
Are supportive data provided?
Are the supportive data current and from reputable sources?
Can the same information be found on other websites?
Is the information provided comprehensive?
Is more than one point of view presented?
Does the site present fact or opinion?
accuracy
88
Is the website easy to navigate?
Is there evidence that care was taken in creating the site? Do the links work?
Are there typographical errors?
Is the information presented in a manner that is appropriate for the intended
audience?
Do the graphics serve a purpose other than decoration?
design
89
Are the sponsors/authors of the site clearly identified?
Do the authors provide their credentials?
Do the authors/sponsors provide a way to contact them or give feedback?
Do the authors/sponsors clearly identify the purpose of the site?
Is there reason for the sponsors/authors to be biased about the topic?
authors
90
Is there a recent creation or modification date identified?
Is there evidence of currency (e.g., updated bibliography and references to
current events)?
currency
91
Are the sponsors/authors credible (e.g., is it a government, educational
institution, or healthcare organization site versus a personal page)?
Are the author’s credentials appropriate to the purpose of the site? 4
authority
92
t or f
Before selecting or developing instructional materials, nurse educators
should be aware of general principles regarding the use and effectiveness of
instructional materials.
t
93
t or f
🞆 When choosing instructional materials, it is important to consider the
characteristics of the learner, the medium, and the task.
t
94
t or f
Decisions as to which instructional materials are or are not appropriate depend on
the size and characteristics of the audience, the preset behavioral objectives to be
achieved, and the effectiveness and availability of teaching tools.
t
