1. The Use of Media in the Classroom

2. What the Curriculum says… How to deal with Texts and Media The guiding aim (the ability to act in intercultural contexts) and the various changes in our own and the target cultures (for example the development from a writing-based culture to an image-based culture) have led to an extended notion of what a “text” is. The guiding aim (the ability to act in intercultural contexts) and the various changes in our own and the target cultures (for example the development from a writing-based culture to an image-based culture) have led to an extended notion of what a “text” is. As a consequence, all forms of text (print, picture, sound, electronic mediation) are to be included in the foreign language class. […] Multiple-code texts are used alongside literary and non-literary texts. As a consequence, all forms of text (print, picture, sound, electronic mediation) are to be included in the foreign language class. […] Multiple-code texts are used alongside literary and non-literary texts.

3. What is a “Medium”? Definition (media pedagogics): In communicative contexts, media transmit, store, order or process potential signs in the form of images or symbols. In communicative contexts, media transmit, store, order or process potential signs in the form of images or symbols. The term ‘medium’ includes some kind of technological support. The term ‘medium’ includes some kind of technological support. It refers as much to the technical device(s) as to the resulting material. It refers as much to the technical device(s) as to the resulting material.

4. Terminology Image: has some similarity to the object it represents. Symbol: the connection between symbol and meaning is established through convention. “Codes“

5. Media Characteristics I Kinds of coding image orsymbol true to reality schematic verbalnon-verbal (e.g. photo)(e.g. animation) (e.g. word) (e.g. busy signal)

6. Media Characteristics II Sense modalities auditive = related to hearing auditive = related to hearing visual = related to seeing visual = related to seeing staticdynamic audiovisual = related to both senses audiovisual = related to both senses

7. Kinds of Media Media based on writing (single code) Media based on writing (single code) Media based on image (single code) Media based on image (single code) Media based on sound (single code) Media based on sound (single code) Media based on film (multiple code) Media based on film (multiple code) Computer-based media (multiple code) Computer-based media (multiple code)

8. Why Use Media in the Classroom? Provision of indirect experience where direct experience is impossible or too dangerous. Provision of indirect experience where direct experience is impossible or too dangerous. Facilitating social exchange where direct encounters are difficult to arrange or too expensive. Facilitating social exchange where direct encounters are difficult to arrange or too expensive. Opportunity for actively manipulating learning material. Opportunity for actively manipulating learning material. Take-over of teaching functions (relief of the teacher). Take-over of teaching functions (relief of the teacher). More flexible approach to teaching and learning (individualisation, differentiation; pair / group work). More flexible approach to teaching and learning (individualisation, differentiation; pair / group work). Objects of analysis and evaluation, e.g. criteria of design / composition, techniques of manipulation… Objects of analysis and evaluation, e.g. criteria of design / composition, techniques of manipulation… Utilisation for own productions. Utilisation for own productions.

9. What Effects Do Media Have on Learning? (1) There is no scientific evidence to support such percentages. However, there is strong evidence that a combination of text and (illustrating) picture leads to better learning results than the use of only written or spoken text. (2) If information is presented aurally AND visually (spoken text + picture), this has a better effect than the only visual presentation (written text + picture). (3) Such a general statement is misleading. Pictures should only be used if they really illustrate what they are supposed to illustrate. If text + picture are used, their presentation should be in close proximity to each other. Furthermore, illustrations should be commented to avoid misunderstandings and confusion.

10. (4) A simultaneous presentation of spoken text and illustration renders better learning results than their successive presentation. (5) If a learner considers a medium “difficult” (e.g. a written text) (s)he usually makes a greater mental effort and often achieves better results than with an “easy” medium (e.g. TV). However, learning success here also depends on individual attitudes and motivation. (6) The use of many different media or the overuse of a complex medium (e.g. TV, computer) can lead to overflow. There are considerable differences between students’ abilities to deal with a change of code (image/symbol) and/or modality (auditory/visual).