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Appendix: Terminology Classified by Areas

Audiovisual Communication and Learning

Abstract (adj.) Ideas and concepts that de- pend upon the capacity of the mind to understand, rather than upon the physi- cal senses. They are often presented through symbols which have been given meaning through associations or past sensory experiences (Brown). Aids, Instructional See Instructional Aids. Audience Hearers or viewers reacting, usu- ally passively, to a speaker or performer. Until the advent of broadcasting, a group in physical proximity was meant, and the performer was interacting with his audience (English). Audiovisual Communications That branch of educational theory and prac- tice concerned primarily with the design and use of messages which control the learning process. It undertakes: (1) The study of the unique and relative strengths and weaknesses of both pictorial and non-representational messages which may be employed in the learning process for any purpose; and (2) the structuring and systematizing of messages by men and instruments in an educational en- vironment. (This process includes the planning, production, selection, manage- ment, and utilization of both compo- nents and entire instructional systems.) Its practical goal is the efficient utilization of every method and medium of corn,

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munication which can contribute toward developing the full potential of the learner. Earlier definitions: (1) That field of human expression that employs visual and auditory aids to learning, including motion pictures, television, sound and silent film strips, slide

sets, recordings, transparencies, projected opaque pictures, and a variety of graphic

(2)

learning

non-printed instructional materials. A more exact definition implies any learn- ing experience involving both sight and sound (Cross). (3) A generic term referring to experiences, equipment, and materials, used for communication in instruction, it implies techniques based upon practices utilized in education and training (Brown).

arts

and

emphasize

(Gordon).

Instruction

which

procedures

Behavior, Semiotic Behavior is presupposed by Semiotic but is not defined within it. Roughly speaking, behavior consists of the sequences of responses--actions of muscles and glands by which an or- ganism seeks goal-objects to satisfy his needs. Behavior is, therefore purposive, and is to be distinguished from [random]

and from the even wider

response class of reactions. Behavior is indi- vidual or social, and when social may

APPENDIX: AV COMMUNICATION AND LEARNING

85

be cooperative, competitive or symbiotic (Morris).

Communicant The sender and receiver (in the communicative act) who is able to change roles during communication (D & T Comm).

Community Resources

In education, any

materials, agencies, activities, or persons in a community that may be utilized by a school program to provide learning experiences (Brown). Concept (1) Any object of awareness to- gether with its significance or meaning; anything one can think about that can be distinguished from other things. (2) A

general meaning, an idea, or a property that can be predicted of two or more individual items. (3) Knowledge that is

not directly perceived through the senses but is the result of the manipula- tion of sensory impressions. Thus one may directly perceive in Dobbin certain properties, but for a concept one must also apprehend these properties as con- stituting part of the general notion of "horsiness." A concept requires both abstraction and generalization--the first to isolate the property, the second to recognize that it may be ascribed to several objects (English).

A highly developed

form of learning in which meanings take on generalized understanding (Kinder). Concrete (Adj.) Specific; based upon di- rect sensory experiences as opposed to abstract (Brown). Cone of Experience A graphic represen- tation of a theory proposed by Edgar Dale in which all general categories of experience are placed in a continuum at different levels upon a gradually narrow- ing cone--the rich, concrete, sensory experiences at the base, and the highly

Conceptual Learning

abstract, symbolic experiences at the top (D & T Comm).

Learning experi-

ences designed to simulate real-life situ- ations, they often use real things or ef- fective substitutes for real things for verisimilitude (D & T Comm).

Methodology

based on the principle that a variety of audiovisual media and experiences cor-

Contrived Experiences

Cross

Media

Approach

related with other instructional materials overlap and reinforce the value of each other. Some of the material may be used

to motivate interest; others, to communi-

cate basic facts; still others, to clear up misconceptions and deepen understand-

ing. Same as multi-media approach (D &

T Comm).

Direct Experience In a learning process, actual practice with real things in a true- to-life situation, as one may learn to sell by working in a store (D & T Comm). Display (Verb) To present an organized pattern of sensory data to a learner (TerLouw).

Profes-

fesional personnel in an educational unit

of any size, from a single classroom (or

one end of a log) to a large school sys- tem or institution (D & T Comm). Environment The sum of the external conditions and factors within an instruc- tional situation potentially capable of in- fluencing an organism. Not the same as the sum of stimuli, since some of these are internal; and some parts of the en- vironment influence the organism with- out being stimuli (English).

Educational-Communicant System

Goal The end result, immediate or re- mote, which an organism is seeking (English).

descrip-

Goal

tion of the desired result of an action prior to the action (D & T Comm).

The preparation,

Graphic Communication

Specification

The

detailed

presentation, and interpretation of static,

two-dimensional, symbolic visual mate- rial. The word, "symbolic" is included to indicate that most graphics are [either] representations of the original, [or] the presentation of the actual origi- nals themselves (Langston).

Instructional Aids Devices which assist an instructor in the teaching-learning process by simply presenting supporting or supplementary material, usually inter- mittently. They are not self-supporting (D & T Comm). See also Instructional

Media.

86

AV COMMUNICATION REVIEW

Devices which pre-

sent a complete body of information, and

are largely self-supporting rather than supplementary in the teaching-learning process (D & T Comm). Also see In- structional Aids. Instructional Situation The learning en- vironment in which the student and teacher interact (D & T Comm).

Instructional Media

Learning (Noun) A change in the stable relationship between (1) a stimulus that the individual organism perceives and (2) a response that the organism makes, either covertly or overtly (Berlo).

stu-

dent population of any size, from the single student to the entire student pop- ulation in a large educational enterprise

Learning-Communicant

System

A

(D & T Comm).

Library (Information Center, AV Center,

Instructional Materials Center)

A func-

tion whose responsibility is to systemati-

cally collect and acquire information, classify it, store it and, upon demand, retrieve it and assist in adapting it to the use to be made of the information (TerLouw). Logic The process of determining by de- ductive reasoning the means for obtain- ing a desired result from a given set of conditions (IBM).

Media Instructional See Instructional Me- dia. Media Instrumentation .The transmission

systems (the materials and devices)

available for carrying selected messages

(D & T

Comm).

Men The personnel required to control or assist in information-transmission processes or presentations (D & T

Comm). Methods A planned systematic proce-

dure of dealing with the presentation of facts and concepts by a communicant

(D & T Comm).

Multi-Media Approach See Cross Media

Approach.

Muitisensory Pertaining to more than one of the human senses (D & T Comm).

Optimal

Linkage

The

best

connections

between the elements in the communi- cative act (D & T Comm). Organism A living being capable of maintaining itself as a system and com- posed of parts capable of performing certain coordinated functions (English).

Perceptual Learning Learning which re- suits from direct contact through the

senses

The utilization of

programed materials to achieve educa- tional objectives. Synonymous with auto- instruction, automated teaching, etc.

(Markel). [For all pertinent terms in this field, see p. 129.]

(Kinder).

Programed Instruction

The operation

of sensing and/or perceiving the Dis- play (q.v.), it can be an activity of an individual or of a group. With the group, it can be simultaneous or distributed in time. Another variable is the special dis- tribution of the group (all together or scattered in smaller groups in many loca- tions). Task involvement during read- out is another consideration: act of re- sponding to a display by identifying in- formation content and interpreting its significance (TerLouw). Response Any psychic process conse- quent upon previous psychic processes, whether sensory or imagined (English). Reward A satisfaction-yielding stimulus or stimulus object that is obtained upon the successful performance of a task, which may be self- or other-imposed (English).

Read-Out (Noun or verb)

Search (seeking information) The opera- tion to determine whether certain in- formation is in storage, the manner in which it is organized, and where it is located. As information is stored in a wider diversity of forms, the problem of search becomes increasingly complex. Another complicating factor is the need to include in the search procedure such considerations as the character of the audience for which the message is de- signed and the task it proposes to do (TerLouw). Sequence A series of scenes, items, or ex- periences directly related by subject or

APPENDIX: AV COMMUNICATION AND LEARNING

87

by underlying thought (D & T Comm). Subfiminal (1) Below the threshold; of

stimuli that cannot be discriminated under the conditions of the experiment. (2) Of stimuli that are too weak to be specifically apprehended and reported but not too weak to be influential on conscious processes or behavior; or of the effects on such stimuli (English). Systems Approach An integrated, pro- gramed complex of instructional media, machinery, and personnel whose com- ponents are structured as a single unit with a schedule of time and sequential phasing. Its purpose is to insure that the components of the organic whole will be available with the proper character- istics at the proper time, to contribute

to the total system, and in so doing to

fulfill the goals which have been estab- lished (D & T Comm).

Provides

a conceptual framework for planning,

orderly consideration of functions and resources, including personnel and tech- nical facilities such as television, the kinds and amount of resources needed, and a phased and ordered sequence of events leading to the accomplishment of specified and operationally defined achievements. A systems approach should provide a way of checking on the relation of performances of all com-

ponents to factors of economy, and should reveal any inadequacies of the

Systems Design (in Education)

several components, including the faults of timing and consequently of the entire system (Carpenter).

Technology (1) A systematic body of facts and principles related to a com- prehensive, practical, and useful end. The term is not limited to industry or

to engineering. The principles of effec- tive teaching (pedagogy), for example, comprise a technology. (2) The actual processes of manufacture in a given in- dustry or plant (English).

Telecommunication

Any transmission,

emission, or reception of signs, signals, writing, images, and sounds of intelli- gence of any nature by wire, radio, vis- ual or other electromagnetic systems (D & T Comm). Terminology The system of terms, espe- cially of technical terms, used in a given learned discipline, art, craft, or technol- ogy; or the study of the effectiveness of such a system (English).

Verbalism (1) Undue reliance upon words; the assumption that relationships sug- gested by facile habitual associations among words prevail in reality. (2) The uncritical acceptance of definitions as if they were explanations. (3) Wordy ex- pression lacking meaning (English)

Vicarious Learning That learning which

is

(Kinder).

indirect

or

secondary,

not

firsthand