Teaching and Learning Media (Criteria for the use of media during health…
Teaching and Learning Media
Real Objects and Models
Unmodified real things
Syringes, needles, instruments, monitors and scopes
Modified real objects
human bones that has been separated from the rest of the body for the purpose of study.
Whole organs or pieces of tissue. Valuable in teaching anatomy.
Projected Visuals and videos
Simple and effective resource to use under normal lighting conditions but a pointer should be used to focus attention.
Computer and data projector
Planning and creating a PowerPoint presentation
Determine the purpose of the presentation
Identify the audience of the presentation
Gather curriculum information
Become familiar with the topic you have choses
Sketch or draft the slide information
avoid using too much text and full sentences
used bullet points no more than 5 per slide.
Limit the amount of slides to 1 slide per minute
Choose your slide layout according to your draft plan
Choose contrasting colours background should be light and pattern free text bold and bright
Select your transition and animations with discretion don't distract your audience.
Do a trial run of your presentation
Videos and moving visuals
Show something that takes place in real life such as a situation or conversation which would be unsafe to demonstrate in real life
Used to dramatize and event, explore attitudes, learn cultural norms and behaviour.
Normal and abnormal breath sounds, heart sounds and certain arrhythmias
Audio file - downloaded from internet that can be used for teaching.
Labour intensive - you have to plan, write and record the content.
Audio clips used that can be added to introduce, describe or critique a visual image.
Video, audio and print used in combination to appeal to a variety of learning styles
Large notices that give small pieces of information in such a manner that they attract attention.
easily understandable words
Single idea, which is persuasive and captivating
Planning and preparing to use media
Purpose for using media
Clear and appropriate
Used to stimulate senses
improving meaningful learning and attention
Increase student participation and engagement
When planning take the following into consideration
student characteristic - those that influence learning
state the learning outcome which the medium is will play a role in achieving.
Design or select the media accordingly
Evaluate the feedback.
Learner's level of readiness
Use in environment that is conducive to learning
Contain information relevant to topic
Appropriate for audience
Should provide opportunity for learners to apply knowledge
Support the learning experience
Designing graphic materials
Provide a sense of coherence
Help student to identify main theme
Easier to identify key elements
provides a continuity of thought
Criteria for the use of media during health education
Design should be structured and concise with good illustrations
Pictures and diagrams should be used, headings should be logical
Use facilitative rather than prescriptive style
non-alarmist and non-patronising and active rather than passive language.
avoid too basic or to technical information
advice must be supported by evidence
Patients must be actively engaged by providing symptom diaries
Address common concerns and misconceptions
Refer to all relevant treatment or management options
Honest information about benefits and risks
Include quantitative information where possible