DESIGN CONCEPTS >
The Educational Media Ecology and New Materialism (ETEC565B)

In an educational media ecology would need to look closely at the interpersonal relationships between the students and their instructors, as well as the classroom environments that they’re in. The instructors, each with their own experiences and educational teaching approaches (preferred learning theories) and delivery methods, which includes different types of books, guided lessons, hands on lab, types of computers/software that students work on during class, all have varying learning effects on the students.


Instructors would need to have a clear understanding of students learning styles, habits, behaviours, preferences, cultural, social values to properly frame the learning material to be more applicable and to their learning needs. Students as well, with each their own upbringing, bring their own perspectives, cultures, languages that intermix with others in the classroom, adding to the rich communication culture within the classrooms with the instructor. It's also important to consider the set-up of learning, access to learning environments and tools, whether it’s online or in person, instructors are thinking about methodologies for making the learning more effective in the ways they have students interact from the technologies and the learning goals.


The educational media ecology creates an environment that encourages how learners and educators engage within this enlightened space with structured learning theories, pedagogies, epistemologies and practices while making use and making sense of the various other interconnected media ecologies that exist in the school environment. These media ecologies in turn provide their own symbolic “code and the physical requirements for encoding, transmitting, storing, retrieving, decoding, and distributing information” (Lum, 2000. p.2) that are cognitively integrated into each learner’s own constructed reality of their educational environment.

Reference

Casey Man Kong Lum (2000) Introduction: The intellectual roots of media ecology, , 8:1, 1-7, DOI: 10.1080/15456870009367375