Page 311 - Nutrition Counseling and Education Skills: A Guide for Professionals

1 4C H A P T E R

Using Instructional Media

Objectives

• Describe key points for utilizing and/or creating instructional media.
• Explain the difference between asynchronous and synchronous education.
• Evaluate instructional media for intended audiences.
• Measure literacy and numeracy level of educational materials.
• Identify key technology trends in media.

CASE CHALLENGE 1

Julie gathered her flip chart and markers and headed for her office door at 9:00 AM. She was
conducting an employee training session on proper handwashing that began at 9:00 AM. As she entered the
training room, she said to the 20 participants, “Oh well, I’m here. Let’s begin by watching a short video.”

Julie tried to login to the classroom computer without success. She realized she would not be able to
show the DVD disk she had also brought. Frustrated and embarrassed, Julie said, “Nothing in this room
works right.” Julie called the Media Center from the training room using her cell phone, but no one
answered. She turned to the group and said, “I was in a hurry this morning, and I forgot my handouts for
the session. It will just take me a few minutes to go back to my office to get them.” She then left the room.
The commonality between science and art is in trying to see profoundly, to develop strategies of seeing and showing.

—Edward Tufte
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