Module 3: The Design of Educational Technology: Curriculum and Instructional Foundations
On the influence of media on learning:
Kozma (1994) points out how Clark’s (1983) claim that media does not influence learning is problematic due to its neglect of how the human mind behaves (cognitive, affective, or social processes) while learning (p. 8). He also indicates that learning takes place by interacting with the material and is not simply something “delivered.”
To support his argument, Kozma uses two educational programs (ThinkerTools & The Jasper Woodbury Series) and the positive effects they had on student learning. I think this is problematic, because the results of these studies seem to be affected by the novelty effect. If learners become reliant on using technology as a method of learning, they will have challenges learning when there is no technology as a medium for learning.
To this, Kozma acknowledges that some students do not need multimedia material to promote cognition, and that they are capable of building mental images without multimedia input. He then indicates that the usage of multimedia would benefit those who are limited in cognitive abilities.
At this point, I couldn’t help but wonder: Wouldn’t this imply that if all materials were presented through multimedia, the students would have a hard time understanding concepts if they were faced with situations that did not have multimedia, i.e. reading a textbook?
Kozma argues that media theories “must reflect both the capabilities of media and the complexities of the social situations within which they are used” because the conditions in which students learn are different for each student (p. 14).
He also notes the shift from instructionalism to constructivism, and that research in educational media should focus on finding out the elements that “produce desired events within specific situations” (p. 14) rather than simply examining the causes that lead to specific outcomes.
Kozma suggests using the analytic and systemic approach as opposed to the comparative approach taken by Clark to determine the common elements that cause learning in specific situations, and indicates the importance of instructional design to support the interrelationship between media capabilities and the methods that make use of new capabilities.
Clark argues that the method is what matters in learning, not the medium used. He holds that media does not influence learning because there is not a single attribute of media that cannot be replaced by other means. Kozma argues that the medium used is what allows specific learning to take place. I think the best instructional practice is to consider both – matching the method and the medium to learner needs in order to produce the best outcome.
Both Clark and Kozma made valid arguments in their articles concerning ID. Methods and mediums are interrelated, and should be selected and modified in accordance to learner needs.
I think that even though technology seems to be rewiring our brains, it is better to concentrate on doing one thing at a time (i.e. not talking/texting on the cell phone while driving). We as users of technology should be mindful of how such usage might affect not only ourselves but the people around us as well. But if multitasking does not affect the safety and well being of others, then by all means, multitask away =)
References:
Clark, R. E. (1994). Media will never influence learning. Educational Technology Research and Development, 42(2), 21-29.
Kozma, R. B. (1994). Will media influence learning? Reframing the debate. Educational Technology Research and Development, 42(2), 7-19.