1.

https://medium.com/precarious-physicist/the-learning-pyramid-ba85e2931b42

2. Media education in general, is a teaching and learning tool. Everything that can be used to
stimulate thoughts, feelings, concerns and abilities or skills of learners so as to facilitate
the process of learning. This limitation is quite broad and includes in-depth understanding
of the source, the environment, human beings and the method used for the purpose of
learning / training.
Meanwhile, according to Briggs (1977) is a physical means of learning media to deliver
content / learning materials such as books, movies, videos and so on. Then, according to
the National Education Associaton (1969) revealed that learning is a means of
communication media in print and point of view heard, including technology hardware.
http://educationofsaint.blogspot.com/2013/06/definition-of-learning-media.html

3. The Advantages of Using Media:

 Many media sources (feature films, music videos, visualizations, news stories) have
very high production quality capable of showcasing complex ideas in a short period of
time. This helps develop quantitative reasoning.
 Media offers both cognitive and affective experiences. It can provoke discussion, an
assessment of one's values, and an assessment of self if the scenes have strong
emotional content.
 The use of media sources help connect learners with events that are culturally
relevant. As a result, a positive consequence of utilizing media is that instructors must
keep their materials and examples up-to-date.
 News stories can be used to connect theories taught in the classroom with real
world events and policies.
 Popular media (films, music, YouTube) are a familiar medium to students that helps
gain attention and maintain student interest in the theories and concepts under
discussion. Students can see the theories and concepts in action. In more than a
figurative sense, theories and concepts leap from the screen.
 Students can hone their analytical skills by analyzing media using the theories and
concepts they are studying.
 The use of media in the classroom enables students to see concepts and new
examples when they are watching television, listening to music, or are at the movies
with friends.
 Students can experience worlds beyond their own, especially if the media is sharply
different from their local environment.
https://serc.carleton.edu/sp/library/media/why.html
4. They don’t understand it. Maybe your educators don’t completely understand those
benefits I mentioned earlier and how some computers or platforms can help them
achieve these.In this case, the easiest way to solve this problem is to show them
specific examples on how beneficial technology can be. Maybe there is another
classroom in the school that does BYOD and it’s going very well. Maybe you can
show them results of students that use different apps or platforms on how their results
have improved. Or maybe they could talk to some teachers that are more familiar with
the concepts and have already implemented them in their classroom. You see where
I’m getting, right? It’s better to show, than tell.

They don’t know how to use it. This is actually a big problem. As I mentioned above,
most schools now use an LMS, but from what I’ve seen, the amount and quality of
training that is given to educators on how to use the systems is very superficial. Of
course someone is going to be reluctant about using a tool they don’t understand very
well, even though the school board states it must be used.

They’re very traditional. Many teachers are used to doing things their (old) way, with
paper and pencils, creating their lessons on paper, distributing tests to students on
paper, assessing their tests, and so on. This is so bad not only for the school system, but
for the environment as well. There is nothing wrong with having your own style of
teaching, but you have to embrace the changes that come with evolution. These type of
teachers usually think that technology can’t do a good job, they have security issues,
they’re worried that students can easily cheat, that automatic systems calculate grades
inaccurately, and more. Basically, they don’t want to be replaced with a learning
platform and they’re afraid of losing control over their teaching methods.

They are scared of their ignorance. Most teachers, especially the ones who have been
in this field for a good number of years, don’t know how to work technology and
because of their fear of anything that’s labeled hi-tech, they don’t even try to learn.
They prefer to do things the old way because it is familiar and they’re used to it. For
them, making a change to something that is totally new is frightening. They fear to even
attempt to learn it because they think they will not understand it and that this will cause
them to lose face amongst the students and their peers.
https://blog.neolms.com/educators-still-reluctant-using-technology-classroom/

https://www.educationandtech.com/2010/01/why-teachers-are-reluctant-to-use.html

5. Types of teaching media

 Audio
Sadiman ( 2005:49) Audio Media is a tool to convey messages to be delivered in the
form of auditory symbols , verbal and non- verbal.
 Examples :
1. Radio education
2. Audio-tape recording
3. Telephone
4. Compact disc
5. Audio card

 Visual Media
Visual Media (Daryanto, 1993:27), which means all the props used in the process of
learning that can be enjoyed through the eye senses.
Examples:
1. Images or photos
2. Sketch
3. Diagram
4. Graph/chart
5. Cartoons
6. Poster
7. Black and white board
8. Flash cards

 Audio Visual
Audio-visual equipment is modern instructional media in accordance with the times
(the progress of science and technology), including media that can be seen and heard.
(Spiritual, 1997: 97-98).

Examples:

1. Audiovisual media movement, for example, television, video tape, film and audio
media such as tapes, disk, and so on.
2. Audiovisual media silence, for example, filmstrip voice, sound slides, comic
voice.
3. Media audio semi motion, for example, media board, writing moving voice
4. Media visual motion, for examples, silent film, a movie on tv, tv and animation.

https://www.slideshare.net/queentie/teaching-media-15731738

http://educasi-mediafor.blogspot.com/2013/06/the-types-of-educational-media.html

http://www.studylecturenotes.com/curriculum-instructions/audio-visual-aids-in-
education-definition-types-objectives

6. Importantly, learning media need to be developed so that they can keep up with the
times, and the media becomes more interesting to be taught to students, so students are
interested in learning and better understand the material being taught, and the learning
process becomes more enjoyable. When learning to use the media the learning process
students not only listen, but also there are observing activities and so on.
7. Media that can be used in listening learning:
 Song
The song is used as a listening medium in learning with the fill in the blank method.
The teacher gives a paper containing song lyrics that are missing from an English song.
Then, the teacher plays the song, and students listen to the song and fill in the missing
lyrics. after that match the original lyrics. Besides increasing listening skills, this
method can also improve your vocabulary skills.
 Film
By using a movie you like, you can learn to listen with fun without feeling bored. It
would be even more effective if when you saw the film you wrote a fragment of the
dialogue spoken by the actor or actress and then matched it with the original dialogue
transcript. With this method you can find out your mistakes and shortcomings. This
self-evaluation will later be able to measure your listening skills.
8. Madia that can be used in speaking teaching:
 Pictures
Using pictures as a medium for speaking with the Picture Series (Story Telling)
method. The teacher gives a picture that contains a cut of events from a story. Then
students are asked to retell the story through the serial pictures given by the teacher.
The type of text used is Narrative text, in this case it can be in the form of fairy tales,
folklore, legends and others.
 Film Script
Using the film script as a medium for speaking with the Acting Out method.
In this activity, students are asked to act out scenes or play from play or their course
books. There are two kinds of acting from a script namely play scripts; students should
consider it as real acting and the teacher as if he was a theater director and acting out
dialogue; students come out to the front of the class to play a role based on the dialogue
which has been written by them.
Media that can be used in reading teaching:
 Flashcards
To use flashcards in a classroom situation, such as learning to read shows the picture and
the word together. Ask students to look at the picture and say the word. Then they look at
the word and say it again. After presenting a number of words with pictures that the
students already know, ask for volunteers to come out and match pictures and
words.When the students have learned to read the words, you can divide them into teams
and play reading games using the flashcards.

http://devia86.blogspot.com/2009/08/kinds-of-instructional-media-for.html

 Newsletters
Using newsletters as a medium for Reading. In this activity, students are asked to read
the news then answer questions related to the news given by the teacher.

10. Media thata can be used in writing learning:

 Pictures
 In the use of media images in learning to write imperative sentences in class that is by
displaying pictures in front of the class, students will see and examine the picture.
Through a few simple questions, the teacher asks students to express their opinions
related to the picture. Students will verbally mention what they see in the picture.
Then the teacher repeats the students' answers in the correct answer. Then the teacher
explains briefly about the action verb, noun phrase and imperative sentence structure.
For training students in composing imperative sentences, students in groups discuss
pictures, formulate activities in pictures and write them in imperative sentences with
their own words.

https://jatengpos.co.id/media-gambar-t Enhance-ability-writing-language-inggris-
siswa/
 Blog
Using Blogs as a medium for Writing. In this activity, the teacher gives material about
various types of texts. The teacher gives parts of each type of text. Like Generic
Structure, Linguistic Features or Social Function. Type of English text in the form of
Recount, Descriptive, Report, Discussion, Analytical. Hortatory, Procedure,
Narrative, Explanation, News Item. Then from each type of text, students are asked to
write examples of the text and upload it through the Blog.

11. Message, Media, and methods are the various tools that not only deliver the instruction,
but also foster the acquisition of performance.

A message is any packet of communication between objects. The objects may be in the
same program, or they may be ondifferent systems. It simply doesn't matter.Objects
communicate by sending messages to each other. A message is sent to invoke a method.

Method is a function or procedure that is defined for aclass and typically can access the
internal state of anobject of that class to perform some operation.

Media is the plural of medium, which in learning and training environments, is the means
of communicating and transferring a learning concept or objective to another individual.
Media are the replicable “means”, forms, or vehicles by which instruction is formatted,
stored, and delivered to the learner.

12. Explain four roles of media in instructional process and give the example of media
used in each role!
Answer:
Media can serve many roles in the instructional process. Understanding the purpose
of media, effective planning of instruction, and systematic evaluation of media will
enable the teachers to make a careful selection of media to use for instruction.
The purpose of the media selection process is to determine the best media for a given
instructional situation. To determine the most appropriate media for their needs,
instructors must evaluate the objectives, the content, and the learner. Many instructional
programs may be combinations of the methods of communicating messages to learners.
Since, media is only a distribution system for delivering various messages and
representations to learners, each strategy mentioned below places the learner and teacher
in a different role.
 - Instructor-Directed Instruction

The role of media for instructor-directed instructional situations is for supplemental

support of the live instructor in the classroom. In other words, media is used to enhance
the live instruction. It is most effective when the instructor explains the media and
relates them to instructional objectives. In this method an instructor relates and
disseminates information to learners. This takes shape in the lecture format, educational
television, and various computer formats.
The concept of advanced organizers, has developed and is intended to create a
mindset for reception of instruction. Advance organizers can help ensure that media play
an appropriate role as a supplemental supporter of instruction. However, media
effectiveness still depends on the instructor competencies.

- Instructor-Independent Instruction

In this method of instruction, objectives and guidance for achieving the objectives,
materials, and self-evaluation are provided through packaged media, which is supposed
to be self-sufficient. This type of media contains instructions, explanations, and/or
guidance and should be well designed for a target audience. In informal educational
settings, trainees at the worksite or at home can use media such as videocassettes and
computer courseware. In some instances an instructor may be available for consultation
via telephone.

- Media Portfolios

A portfolio is a collection of student work that illustrates growth over a period of

time. Portfolios often include such media as student produced illustrated books, videos,
and audiovisual presentations. Many educators who feel that standardized assessments
and conventional paper and pencil assessments are frustrating are having students
demonstrate their achievements by compiling portfolios of their work. The idea of
portfolio assessment is to measure students achievements by their ability to create
tangible products exemplifying their accomplishments in terms of analysis, synthesis,
and evaluation. The rationale of many educators is that assessment of portfolios gives a
truer, more rounded view of a learners strengths and weaknesses.

- Thematic Instruction

Thematic instruction is the organization of a curriculum around themes or anchors.

Thematic instruction integrates basic disciplines like reading, math, and science with the
exploration of a broad subject, such as communities, rain forests, river basins, the use of
energy, and so on. Thematic instruction is based on the idea that people acquire
knowledge best when learning in the context of a coherent "whole," and when they can
connect what they're learning to the real world. Thematic instruction seeks to put the
teaching of cognitive skills such as reading, mathematics, science, and writing in the
context of a real-world subject that is both specific enough to be practical, and broad
enough to allow creative exploration.
References :http://itchybon1.tripod.com/hrd/id35.html

13.
  Subject material must be appropriate and support the achievement of instructional
objectives.
 Subject material should be appropriate to the level of education or development of
students in general.
 Establish learning material must be compatible with the order of objectives.
 Study material should include things that are factual or conceptual.
http://dianramadani150393.blogspot.com/2012/12/pemilihan-materi-pelajaran.html
14. ADDIE (Analyze, Design, Develop, Implement, Evaluate)
is both loved and hated by Instructional Designers (IDs), many IDs choose to use a more
flexible ADDIE model (Dick and Carey comes to mind). These are five basic steps in
utilizing instructional materials:
1. Analyze
As with most things, you must first figure out what it is you’re setting out to do. This
step usually involves a needs analysis, an examination of the need that you’re aiming to
meet through instruction. What resources are available to you (time, financial
constraints, human resources, etc)? What is the current situation and where does it need
to be taken? In the case of designing instruction, skills (or a lack of them) is the focus.
The main point of the Analyze step is to discover the current situation and identify the
desired goal.
2. Design
This step involved breaking down (or “chunking”) the goal into a set of major objectives
or milestones, each usually containing a set of smaller objectives within. Each of the
small objectives will lead to major objectives, the sum of these then leading to the goal
identified by the Subject Matter Expert (SME) in the Analyze step. Think of a tree with
many roots, all with smaller sections connecting at larger nodes, each of those eventually
intersecting and meeting at the base of the tree. This also lends to modularity/granularity
in instruction, allowing for the elimination or substitution of certain parts without the
entire system falling to pieces. The assessments or milestones are also drawn out here,
defining how the effectiveness of the instruction will be checked.
3. Develop
Here the IDs lay out the learning materials, content and activities. Prototypes and
wireframes of the learning materials, which are really just vehicles to transmit the
content, are outlined and tested with small target groups. Many revisions occur within
this step based on feedback from the prototype testing. The teacher-training materials
are also developed here, which is sadly one of the more overlooked parts of instruction
development. The teachers on the ground (for which I have the upmost respect) benefit
greatly from thorough yet concise “this is how you can reach your learners” aids and
guides.
4. Implement
This is the delivery and support step. The instruction has been developed, worked over,
aligned and realigned to meet the needs of the target population. The materials are
handed over to the instructors and/or made accessible (learning management system,
platform, etc). Cross your fingers and hope all the work you put into the instruction
design is going to translate into effective and efficient delivery of the content. Well,
there really shouldn’t be a whole lot of finger crossing if the Development step was
thorough, but it never hurts
5. Evaluate
So, how did it go? You won’t really know until this step. Using formative evaluation
(what did the learners think?) and summative evaluation (how did the learners actually
 perform based on the instruction?), IDs develop a plan for revisions to the instruction.
As new content is collected, expanding the breadth and depth of the subject that can be
covered in, IDs lay out a maintenance plan that will grow the course and adapt it to the
new resources and factors.

Source :https://billymeinke.wordpress.com/2012/08/01/easy-instructional-design-
thinking-the-five-steps-of-addie-at-a-glance/
15. The think-aloud strategy
Typically used to model how adept readers make meaning from a text (demonstrated in
the following short video)—can be adapted for reading a visual artifact. After you model
how to do it, have learners try this approach with a partner. Encourage elaborate
responses. If you need a crash course in visual grammar before implementing this
strategy in class, build your background knowledge with Discovering How Images
Communicate.

Visual Thinking Strategies (VTS)

is a specific approach to whole-class viewing and talking about art that primarily uses
these questions:
• What do you notice?
• What do you see that makes you say that?
• What more can we find?
VTS encourages students to think beyond the literal by discussing multiple meanings,
metaphors, and symbols.

Source :HTTPS://WWW.EDUTOPIA.ORG/BLOG/CCIA-10-VISUAL-LITERACY-
STRATEGIES-TODD-FINLEY

16. a. The factors that influence students’ decoding of visual

Children under the age of 12 are likely to single out a specific element when they’re
asked what they see in a visual unlike older students who tend to summarize the
whole scene and come to conclusion about the meaning of it. That’s why abstract
symbols and still pictures should be excluded rather than included.

Students’ cultural backgrounds affect their perceptions of visual materials. Students

who don’t have first hand experience about the scenario in a visual will interpret it
differently. That’s why we should take our learners’ backgrounds into consideration
while preparing and/or selecting visual materials.

Students’ visual preferences are not necessarily the best choice for instruction. Most
learners prefer colored visuals, but unless the color is related to the content it doesn’t
make any difference on the amount of learning. Moreover, learners prefer realistic
visuals over abstract representations, but usually line drawings may communicate
better. Teachers need to fine a balance between the two.

b. The factors that influence students’ encoding of visual.

Because of the fact that children grow up exposed to movies and television, they expect the
visuals used in instruction to be similarly packaged and sequenced. That’s why, especially
with primary school children, creative activities that call for arranging and making visuals
should be preferred.
 Taken from https://nihanytu.wordpress.com/2016/05/07/visual-principles/
17. Balance
Balance lends stability and structure to an overall design. To understand it better, think that
there’s weight behind each of your design elements. Shapes, text boxes and images are the
elements that form your design, so it’s important to be familiar with the visual weight each of
those elements possesses. Now, this doesn’t mean that the elements always need to be
distributed evenly or that they must be of an equal size — balance is either symmetrical or
asymmetrical. Symmetrical balance is when the weight of elements is evenly divided on either
side of the design, whereas asymmetrical balance uses scale, contrast, and colour to achieve
the flow in design.
Proximity
Proximity helps in creating a relationship between similar or related elements. These elements
need not be grouped, instead, they should be visually connected by way of font, colour, size,
etc.
Alignment
Alignment plays a pivotal role in creating a seamless visual connection with the design
elements. It gives an ordered appearance to images, shapes, and blocks of texts by eliminating
elements placed in a dishevelled manner.
Visual Hierarchy
In simple words, a hierarchy is formed when extra visual weight is given to the most important
element or message in your design. It can be achieved in various ways — using larger or
bolder fonts to highlight the title; placing the key message higher than the other design
elements; or adding focus to larger, more detailed and more colourful visuals than those less
relevant or smaller images.
Repetition
Repetition is a fundamental design element, especially when it comes to branding. It creates a
rhythm and strengthens the overall design by tying together consistent elements such as logo
and colour palette, making the brand or design instantly recognisable to viewers.
Contrast
Contrast happens when there is a difference between the two opposing design elements. The
most common types of contrast are dark vs. light, contemporary vs. old-fashioned, large vs.
small, etc. Contrast guides a viewer’s attention to the key elements, ensuring each side is
legible.
Colour
Colour is an important design basic and it dictates the overall mood of a design. The colours
you pick represent your brand and its tonality, so be careful with the palette you choose. As a
graphic designer, it’s always helpful to have a basic knowledge of colour theory, for example,
gold & neutral shades evoke an overall feel of sophistication, bright colours signal happiness,
and blue creates a feeling of calmness. Colour palettes can be used as a contrast or even to
complement the elements.
Negative Space
The ‘negative space’, which in simple words means the area between or around the elements.
If used creatively, negative space can help create a shape and highlight the important
components of your design.
Typography
Typography is one of the key pillars of design, and it speaks volumes about a brand or an
artwork when executed stylistically or even customised. Sometimes, ‘type’ is all you need to
showcase your design concept.
Rules
Once you’re an adept graphic designer who understands the foundations of design, then it’s
time to break some of those rules. And, by that, I don’t mean, use pixelated images or an
illegible font type. Remember, whatever it is that you’re choosing to communicate, should not
be compromised.

https://medium.com/@anahatrawal/10-basic-principles-of-graphic-design-b74be0dbdb58
18.
Printed materials Non projected materials
Text whether in print, large print, * Readily available
digital text, or braille is a * Inexpensive
representation of spoken language * No equipment required
in a different format. Text reduces * Easy to use
the memory demands of spoken * Available for all levels of instruction
language by providing a lasting * Available for all disciplines
record. Information conveyed in * Simplification of complex ideas.
text can be organized into a form
that is logical, linear, and Non-projected media can make your
concise. The permanence of text instruction more realistic and engaging
the advantages

the advantages

and the coherent structure of Posters, cartoons, charts, pictures and

documents also support attention
and comprehension. Text allows us
to make our thinking visible and
easier to refine. We can express
rough ideas into a word processor
and then read, revise, and perfect
them. Our cumulative knowledge
can be advanced by communicating
and collaborating across time and
distance with others who can read,
reflect, add to, critique or challenge
our thinking and understanding.
graphs and what students produced by
themselves can provide powerful visual
support for learning abstract ideas. The
non-projected media can be presented in
the classroom or used as part of
classroom activity. No need to use
equipment for observation so non-
projected visual are easy to use.

it lacks the inherent expressiveness Durability: It is easy to damage with

The limitations

of speech, and expensive

The limitations

regular learner use it, there is a problem

to keep non-projected visuals Storage,
and may be too small for group
viewing: non-projected visuals are not
suitable for use for group because they
are small.

Source : https://canvas.instructure.com/courses/31465/pages/advantages-and-
limitations-of-intructional-media

19.
Drawings Cartoons
Drawings are readily found in the Cartoons are very popular and familiar visual
textbooks and other classroom materials. design. Cartoons are also easily and quickly
Sketches and diagrams employ the read and appeal to learners of all ages. You
 graphic arrangement of lines to represent can use cartoons to reinforce a point of
persons, places, things and ideas. Your instruction.
students can use computer-based
programmes for layout, design, and
illustration. They can use Apple –works
and Photoshop.

Diagrams and sketches Charts

Posters Graphs
Posters are easy to produce .They are
used to catch and hold the viewer's
attention at least long enough to
communicate a brief message quickly for
a new topic or a special event.

20. Teaching media that my senior high school teacher ever used in class is audiovisual like
a short movie. So the teacher play a movie and then make the student to find out the
difficulties words, find the moral value or answer question.