Where to Begin?

You’ve been introduced to a great deal of material in this chapter. You’ll find it all summarized in table 8–3, which can serve as a convenient reference for you as you plan to facilitate various learning events.

Table 8–3: Tips for using media to support learning.

Media Type	When to Use	Tips	Pluses and Minuses
Flipcharts and Easels	• Informal learning events • To generate materials/items on the spot • When you need to keep the lights on	• Make your writing legible and large (six lines per page, letters 2 inches high). • Keep a record of progress throughout the learning event. • Use headings on media to keep your talk organized. • Vary colors: Blue and black lettering are most easily seen; green and red can mean “pro” and “con” or “do” and “don’t”; color-blind learners can’t differentiate green and red. • Leave blank pages in between so the text of the next page can’t be seen. • If right-handed, stand to left of chart; if left-handed, stand to right. • Write notes to yourself in light pencil on the pages. • Make tabs out of Post-it notes or tape, so you can flip easily to the desired page. • “Touch, turn, talk”: Write on the chart (and don’t talk to the chart while writing), turn, then speak.	+ Informality creates comfortable environment + Good for smallish rooms + Learners can make their own for activities/ presentations − Don’t work well in large rooms; can’t be seen by learners who are more than 30 feet away − Must have legible handwriting − Not good for more formal groups or groups who expect a presentation supported by technology
Overhead Transparencies	• Informal learning events • Generate material/items on the spot on blank ones • Multiple sites	• Moderate-sized room • If writing on media on the fly, be legible • Multiple colors; same cautions as with flipcharts • Use large fonts and graphics • Clean the glass before using • Focus the projector without revealing your transparencies by placing a coin with ridged edges on the glass • Talk to learners, not to the glass in front of you or screen behind you • Point out items on the transparency on the glass, not on the screen behind you • Turn off projector when finished with the content on that transparency and you want to direct attention elsewhere and when changing transparencies to avoid glare • Revelation technique: Place a piece of paper under the transparency and slide it slowly to reveal one item at a time	+ Learners can make their own for activities or presentations + Useful for learning events you facilitate multiple times + Can carry with you easily to multiple sites − Need fairly low room light − Machine could break down or bulb can fail − “Keystone” effect of projection screen − Can trip over cords − If you have too many transparencies, the setup creates a physical barrier for too long a time because you must stand at the projector
Whiteboards	• Informal learning events • Generate material or brainstorm items on the spot	• Use when you need to keep the lights on. • Keep a record of progress throughout the learning event, if you have enough boards. • Make your writing legible and large (six lines per page, letters 2 inches high). • Use headings on it to keep your talk organized. • Can use it to jot notes during a discussion. • Vary colors: blue and black are most easily seen; green and red can mean “pro” and “con” or “do” and “don’t”; color-blind learners can’t differentiate green and red. • “Touch, turn, talk”: Write on the board (and don’t talk to the board while writing), turn, then speak. • Use dry-erase markers.	+ Learners can use for activities/presentations + Good for smallish rooms − Can’t move the board around the room − Don’t work well in large rooms; can’t be seen by learners who are more than 30 feet away
PowerPoint Slides, Digital Presentations, or Photographic Slides	• Good for formal learning events • Useful for learning events you facilitate multiple times	• Multiple colors; same cautions as with flipcharts • Use large, sans serif fonts • Use graphics • Point out items on the screen, not on the screen behind you • Use the revelation technique: Animate and build the content item by item on the screen • Talk to learners, not the screen behind you • Don’t use these media too often or too much	+ Can be eye-catching and very visual + Works in large room with large groups + Easily transportable on a laptop or on floppy disk, CD, or memory chip where a computer and LCD projector are available already + Content is easily modified − Technology can break down − Challenging to add items on the fly during the learning event − Need low room light − Learners may be weary of too many PowerPoint presentations
Videos and DVDs	• Use for behavioral modeling (watch someone doing right/wrong) • Use for situational/case analysis	• Make sure there are enough monitors for all to see. • Stop to discuss after a maximum of 15 minutes; then start up again. • Be sure settings and clothing in film are not too dated; could be distracting.	+ Excellent as a way to provide media variety + Works well for content that doesn’t evolve or fluctuate + Works well to examine skills; can show either “do” or “don’t” − Passive medium − Can be used for too long (“the electronic babysitter”)
Written Materials	• When you want learners to have references • When learners must work alone	• Use colors and graphics as discussed above. • Provide white space for note taking. • Leave blanks for structured note taking. • Give out as they are needed so learners don’t read ahead. • Can make hard copies of PowerPoint and digital presentations for later reference.	+ Gives more detailed information for later reference + Great for visual learners − Doesn’t resonate with auditory learners
Props and Objects	• When you want to make a point especially memorable	• Use your imagination. • Be creative. • Use props that are natural and comfortable for you. • Take advantage of your own special talents. • Make sure the illustration or analogy is accurate and easily understood.	+ Memorable + Fun − Not very portable
Wallboards	• When you want learners to be able to refer to a graphically produced visual • As a content organization tool for complex material	• Laminate them so they can be written on • Use color to delineate content relationships • Better in a moderate-sized room • Use as a map to manage content, focus, and transitions • Have them professionally prepared • Learners can post comments and questions by content area	+ Maintains content continuity + Meets needs of visual and kinesthetic learners + Useful for global thinkers − Not effective for auditory learners − Does not work with large groups or rooms − Difficult to modify in real time
Reprinted with permission from Deb Tobey LLC, 2003.