Lesson 7 - Choosing Media

18.2. Grounding Media Selection Within a Course Development Framework

Media selection does not happen in a vacuum. There are many other factors to consider when designing teaching. In particular, embedded within any decision about the use of technology in education and training will be assumptions about the learning process. We have already seen earlier in this book how different epistemological positions and theories of learning affect the design of teaching, and these influences will also determine a teacher’s or an instructor’s choice of appropriate media. Media selection is just one part of the course design process. It has to fit within the broader framework of course design.

In Figure 40 below, Hibbitts and Travin’s modification of the ADDIE model presents the following learning and technology development model that incorporates the various stages of course design:

The SECTIONS model is strategy that could be used for assessing the technology fit within this course development process. Whether you are using ADDIE or an agile design approach, then, media selection will be influenced by the other factors in course design, adding more information to be considered. This will all be mixed in with your knowledge of the subject area and its requirements, your beliefs and values about teaching and learning, and a lot of emotion as well.

All this further reinforces the inductive approach to decision making that I have suggested. Don’t underestimate the power of your brain – it’s far better than a computer for this kind of decision-making. But it’s important to have the necessary information, as far as possible. So if you skipped a part of this lesson or the previous lessons on media, you might want to go back over it!