MEDIA, INDIVIDUAL, AND

SOCIETY
Module 3
 MODULE’S LEARNING OBJECTIVES
The learner…
• demonstrates understanding of media and information literacy (MIL)
and MIL related concepts;
• demonstrates understanding of different resources of media and
information, their design principle and elements, and selection criteria;
• determines the types of opportunities and challenges of media in
various institutions;
• researches on the power of media and information to affect change;
• evaluates today’s technological advancements that could further
influence media and information;
• identifies trends in online education;
• synthesizes the overall implication of media and information to an
individual (personal, professional, educational, and others) and the
society as a whole (economic, social, political, educational, and
others);
• cites studies showing proofs of positive and negative effects of media,
information on individual and society;
• describes the different dimensions of people media;
• categorizes different examples of people and state reasons for such
categorization;
• discusses the nature and history of advertising;
• identifies the concepts and types of advertising media; and
• deduces how to spot propaganda techniques in advertising.
 MEDIA AND INFORMATION
OPPORTUNITIES AND TRENDS
(Module 3 – Subtopic 1)
Last time we looked deep into the different issues and legal actions with
media use. This time, we will focus on how this digital age empowered
media and information.
 Opportunities and
Challenges in Media
 OPPORTUNITIES CHALLENGES
• Boosting tourism, trading, and other • Intellectual Property rights
digital economy locally and violations such as trademark and
ECONOMIC internationally copyright violations
SETTING • More job opportunities that could • Cybercrime-related activities
reach even those who do not have the targeting businesses and
means to work outside their consumers
communities

News Sources: https://www.gmanetwork.com/news/scitech/technology/275532/mobile-broadband-accounted-

for-7-3-percent-phl-s-economic-growth-since-2000/story/ &
https://www.philstar.com/business/2019/10/18/1961289/more-half-philippine-companies-use-pirated-software
 OPPORTUNITIES CHALLENGES
• The government can keep the • Propaganda and disinformation
people better informed of its initiated by different political parties
POLITICAL projects, actions, and other
SETTING undertakings.

News Source: https://kyotoreview.org/yav/social-media-blogging-under-duterte-regime/

• With political contents available to
everyone, political leaders are
becoming more wary and
accountable for their actions.

Photo Credit: https://sites.bu.edu/cmcs/2018/11/17/do-social-media-influence-citizens-political-participation/

 OPPORTUNITIES CHALLENGES
• Prosocial effects of media exposure • Violence and aggression due to
SOCIAL • Collaboration and connectivity of media exposure
SETTING people all around the globe enabling • Cybercrime-related activities
different advocacy campaigns on such as cyberbullying,
health, environment, and the like cyberlibel, cybersex…

Photo Credits: https://kwhs.wharton.upenn.edu/2011/11/what-is-social-media/ & https://mindhandheart.mit.edu/news/nine-tips-healthy-social-media-use

 OPPORTUNITIES CHALLENGES
EDUCATION • Multitude of online learning platforms • Digital divide
SETTING • Education made available for
everyone everywhere

Photo Credits: https://www.theasianschool.net/blog/role-of-internet-in-education/ & https://nces.ed.gov/blogs/nces/post/the-digital-divide-differences-in-home-internet-access

Trends in Media and
Information
• Artificial intelligence (AI) and machine learning.

https://www.forbes.com/sites/bernardmarr/2020/05/25/3-ways-every-company-should-prepare-for-the-internet-of-things/#2818790b434f
Photo Credits: https://www.forbes.com/sites/bernardmarr/2020/06/22/10-wonderful-examples-of-using-artificial-intelligence-ai-for-good/#4be4e9582f95 &
The increasing ability of machines to learn and
act intelligently will absolutely transform our
world. It is also the driving force behind many of
the other trends.

• The Internet of Things (IoT) & Intelligent spaces

and smart places. IoT refers to the ever-growing
number of “smart” devices and objects that are
connected to the internet. Such devices are
constantly gathering and transmitting data,
further fueling the growth in Big Data and AI.
Intelligent spaces and smart places refers to
seeing physical spaces – like homes, offices, and
even whole cities – becoming increasingly
connected and smart.
• Wearables and augmented humans. What

20/#4aadfe5665a5 & https://www.linkedin.com/pulse/new-big-data-iot-trend-analytics-edge-bernard-marr

Photo Credits: https://www.forbes.com/sites/bernardmarr/2020/06/08/5-predictions-for-wearable-technology-from-fitness-trackers-to-humans-
started with fitness trackers has now exploded
into a whole industry of wearable technology
designed to improve human performance and
help us live healthier, safer, more efficient lives.
In the future, we may even see humans merge
with technology to create “augmented humans”
or “transhumans.”

• Big Data and augmented analytics. Big Data

refers to the exponential growth in the amount of
data being created in our world. Thanks to
augmented analytics (highly advanced data
analytics, often fueled by AI techniques), we can
now make sense of and work with enormously
complex and varied streams of data.
• Cloud and edge computing. Cloud computing –

between-virtual-reality-augmented-reality-and-mixed-reality/#56189cb835d3
Photo Credits: https://bernardmarr.com/default.asp?contentID=1904 & https://www.forbes.com/sites/bernardmarr/2019/07/19/the-important-difference-
where data is stored on other computers and
accessed via the internet – has helped to open
up data and analytics to the masses. Edge
computing – where data is processed on smart
devices (like phones) – will take this to the next
level.

• Digitally extended realities. Encompassing

virtual reality, augmented reality, and mixed
reality, this trend highlights the move towards
creating more immersive digital experiences.
• Digital twins. A digital twin is a digital copy of an
actual physical object, product, process, or
ecosystem. This innovative technology allows us

https://bernardmarr.com/default.asp?contentID=1812
Photo Credits: https://www.forbes.com/sites/sap/2020/06/16/the-time-for-industry-40-is-now/#1e1cb1fa12dc &
to try out alterations and adjustments that would
be too expensive or risky to try out on the real
physical object.

• Natural language processing. This technology,

which allows machines to understand human
language, has dramatically changed how
humans interact with machines, in particular
giving rise to voice interfaces and chatbots –
communicating with machines by simply
speaking or typing our request.
• Computer vision and facial recognition.

& https://www.forbes.com/sites/bernardmarr/2019/10/25/what-is-5g-technology-and-how-must-businesses-prepare-for-it/
Photo Credits: https://www.forbes.com/sites/tomtaulli/2020/06/13/facial-recognition-bans-what-do-they-mean-for-ai-artificial-intelligence/#7f930c1546ee
Machines can talk, so why shouldn’t they “see”
as well? This technology allows machines to
visually interpret the world around them, with
facial recognition being a prime example.
Although we will no doubt see greater regulatory
control over the use of facial recognition, this
technology isn’t going anywhere.

• 5G. The fifth generation of cellular network

technology will give us faster, smarter, more
stable wireless networking, thereby driving
advances in many other trends (e.g., more
connected devices and richer streams of data).
How do the technological advancements affect the education sector? Read
this another article from Bernard Marr to know how these advancements are
continuously influencing education:
https://www.forbes.com/sites/bernardmarr/2020/01/20/the-top-5-tech-trends-
that-will-disrupt-education-in-2020the-edtech-innovations-everyone-should-
watch/#5cc922442c5b

Photo Credit: https://builtin.com/edtech/future-education-technology

 • Adaptive learning technologies provide
students with learning activities, an
assessment of their learning, and feedback
on their learning. Based on their level of
achievement, they are provided an adaptive
pathway that is personalized to their
strengths and weaknesses demonstrated on
the assessment. Importantly, adaptive
learning technologies are a broad umbrella
and can look very different from one product
to another.

Photo Credit: https://www.mheducation.com/ideas/what-is-adaptive-learning.html • Examples: RealizeIt, ALEKS, BioBeyond,

Smart Sparrow
 • Open Education Resources (OER) is course
content, materials, or activities that are open,
meaning that they are easily accessible by
instructors and students. They may be free or
low cost, are usually produced by members
of the community rather than publishers or
vendors, and are usually easily accessible
rather than behind a paywall.

• Examples: Repositories (Merlot, OER

Commons, OpenStax), Courseware (Equella,
Pressbooks), Other Technologies (Adobe DC,
Dropbox, Google Docs, Google Drive,
Photo Credit: https://www.tes.com/lessons/IS3WY5o-cCJxsw/what-are-open-educational-resources-oer
Wordpress), Learning Management Systems
 • A Learning Management System (LMS), an
example of OER, is a software-based
platform that facilitates the management,
delivery, and measurement of an
organization’s corporate e-learning
programs. The powerhouse of a complete
learning technology solution, an LMS is a
fundamental component of an effective
learning strategy.

• Learning management systems are used to

deploy a variety of learning strategies across
different formats, including formal,
experiential and social learning to manage
functions…
Photo Credit: https://www.css-oc.com/services/lms
 • Massive Open Online Courses (MOOCs) are
free online courses available for anyone to
enroll. MOOCs provide an affordable and
flexible way to learn new skills, advance your
career and deliver quality educational
experiences at scale.

• Millions of people around the world use

MOOCs to learn for a variety of reasons,
including: career development, changing
careers, college preparations, supplemental
learning, lifelong learning, corporate
eLearning & training, and more.

Photo Credit: https://thelogicalindian.com/story-feed/awareness/moocs/

 • Gamification is learning that incorporates
gaming elements into the learning activity
(content and interaction), assessment, or
course. Common examples of this include
point systems and badges.

• Game-based learning is when games are

used to facilitate learning. This learning is
often related to the learning of concepts to
enhance cognitive knowledge or the learning
through the simulation activities to enhance
students’ cognitive, behavioral, and affective
abilities that often parallels real-life
situations.

Photo Credit: http://www.immersedgames.com/gamification-vs-game-based-learning/

 • Mobile devices are untethered devices that
offer cellular communications including voice
and data. The generation of mobile devices is
moving from the dominant 4G or 4th
generation to 5G and next-generation
wireless, WiFi 6. With the widespread
adoption of mobile devices, their fast data
speed, and the substantial number of
applications available, mobile devices have
become an extension of students. Their use
of mobile devices to access their learning
and their expectation of seamless
Photo Credit: https://www.teachermagazine.com.au/articles/researching-education-five-further-
readings-on-mobile-devices-in-the-classroom
interactivity greatly influence digital learning.
“Many of the technological advances we are seeing today will shape our daily
life in the future – the way we relax, interact, communicate and conduct
business... ICT will continue to advance, empower and transform every aspect
of our life” (The Commission on Higher Education, 2016, p. 85).
 References
• Joosten, T., Lee-McCarthy, K., Harness, L., & Paulus, R. (2020). Digital Learning Innovation Trends. Eric.
https://files.eric.ed.gov/fulltext/ED603277.pdf
• Marr, B. (2020, April 20). These 25 Technology Trends Will Define The Next Decade. Forbes.
https://www.forbes.com/sites/forbes-personal-shopper/2020/07/01/best-gas-grills/#22f055a75ff6
• Mooc.org. (n.d.). About MOOCs.
https://www.mooc.org/#:~:text=Massive%20Open%20Online%20Courses%20(MOOCs,quality%20education
al%20experiences%20at%20scale.
• Ping, A. (2017, June 11). Media and Information Literacy (MIL) - 9. Current and Future Trends in Media and
Information. SlideShare. https://www.slideshare.net/arnielping/9-media-and-information-literacy-mil-
current-and-future-trends-in-media-and-information
• Powell, M. (n.d.). What is a Learning Management System? (2019 Update). docebo.
https://www.docebo.com/blog/what-is-learning-management-system/
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
MEDIA AND INFORMATION
LITERATE INDIVIDUAL
(Module 3 – Subtopic 2)
What does it mean to be a media and information literate individual?
What do we get from being one?
 Media and Information
Literate Individual’s Skills
• Solution fluency refers to the capacity and

Photo Credits: https://www.talenttalks.net/digital-learner-new-breed-learner-digital-age/ & https://www.tes.com/lessons/Y71nWbs_Wbq6Vw/digital-learning

creativity in problem solving and requires whole
brain thinking executed when students define a
problem, design the appropriate solution, apply the
solution, and assess the process and result.

• Information fluency involves 3 subsets of skills

namely: ability to access information, ability to
retrieve information, and ability to reflect on,
assess and rewrite for instructive information
packages.

• Collaboration fluency refers to teamwork with

virtual or real partners in the online environment.
• Media fluency refers to evaluating messages in a

Photo Credits: https://www.talenttalks.net/digital-learner-new-breed-learner-digital-age/ & https://www.tes.com/lessons/Y71nWbs_Wbq6Vw/digital-learning

chosen medium as well as having the creative
ability to publish digital messages.

• Creativity fluency is the proficiency in the use of

design, layout, colors, font types and patterns in
presenting a message.

• Digital ethics is guided by the principles of

leadership, global responsibility, environmental
awareness, global citizenship, and personal
accountability.
 Media and Information
Literate Individual’s Benefits
“There is no denying the extent of how the media and information age has drastically
improved the lives of people. Communication has been made easier. Information has
become widely accessible. Conducting research has become more convenient. All
these and more are enjoyed by media literate individuals and prove just how much the
quality of life has improved thanks to media and information.”

Photo Credit: https://amgregorio.wordpress.com/2017/02/19/chapter-10-media-and-information-literate-individual/

“The media and the government have a long-standing relationship in the fields of
public service. While the government serves the people by leading the nation towards
progress, the media serve them by informing the public about subjects they need or
want. Through the media reports of government activities and issues, the public is
informed of the political affairs in the country and are further encouraged to take a
more active role in the government.”

Photo Credit: https://www.iasexpress.net/social-media-in-elections-upsc-ias/

“The media industry has grown in number on today’s information age both in content
and in the workforce… The influx of media offerings has indeed led to the creation of
more jobs in the media. The convergence of various media platforms has created
hybrid mediums that require experts to run… As media and information grow, so does
jobs that require media and information literate individuals. And when jobs grow, so
does the economy. Employment or the lack thereof persists as an economic problem
in most developing countries like the Philippines. The media industry in the age of
information plays a vital role to address that.”

Photo Credit: https://www.marstranslation.com/blog/role-of-internet-in-the-economic-growth

As presented in our previous lecture, education is also advancing with the digital age.
“Since the media is source information and information age is characterized by the
abundance of data, media and information have been closely linked to the
improvement of the learning environment in the present age. A media and information
literate individual take advantage of this to further his or her lifelong learning
process.”

Photo Credit: https://onlinefreecourse.com/various-benefits-of-online-education/

“By keeping them informed, as well as connecting them in ways that weren’t possible
before, media and information literates become more cohesive social units (i.e., more
effective in working together). This creates a bond that does not only have relational
implications but also creates social impacts.
The media is said to have the power to affect social change. While this is true, it is not
the media that does the heavy lifting to create change in society, it is the individuals in
the society who developed a clamoring need for change because of media. The media
may play a hand towards a holistic development of the society, but without media and
information literate individuals sharing the same goal, development would not occur.”

Photo Credit: https://www.edu-leaders.com/articles/43864/cyient-foundation-brings-digital-empowerment-to-neighborhoods

 Being a media and information literate individual now could mean
another thing tomorrow. This is why it is best to equip ourselves with the
needed knowledge and skills to keep up with the drastic changes
brought about by factors such as technological advancements.
 References
• E-Learning Guide on Media and Information Literacy. (n.d.). The Media and Information Literate Individual.
https://sites.google.com/view/elearningmil/lessons/the-media-and-information-literate-
individual?authuser=0
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
PEOPLE MEDIA
(Module 3 – Subtopic 3)
What’s the difference between ‘people as media’ and ‘people in media’?
People Media
• It refers to persons that are
involved in the use, analysis,
evaluation and production of media
and information.
• They are the sources of information,
and are responsible in
disseminating those information.
• They may also be defined as the
utilization of people credible in their
respective fields to talk about their
expertise.
 People People
AS Media IN Media
People are media themselves since they
have the ability for mass communication.
People who are Media
well-oriented to practitioners
media sources who provide
and messages People information
People
and able to coming from
provide AS IN their expert
information as Media Media knowledge or
accurate and first- hand
reliable as experience of
possible. event.
People AS Media
• They are media itself.
• The person serves as the medium
for another person to learn or
acquire new knowledge.
1. Opinion Leaders
2. Citizen Journalism
3. Social Journalism
4. Crowdsourcing
• highly exposed to and actively
using media
• source of viable interpretation
of messages for lower- end
media users
• opinions are accepted by a group
• examples: Facebook and Twitter
• People without professional
journalism training can use the
tools of modern technology and
internet to create, augment or
fact-check media on their own or
in collaboration with others.
• examples: GMA News YouScoop
• Journalists are using
social media to make
their content available to
more people.
• The practice of obtaining needed
services, ideas, or content by
soliciting contributions from a
large group of people and
especially from the online
community.
• examples: Waze, Wikipedia
People IN Media
• they are the people behind another
form of media
• they use other forms of media such as
text media, visual media, multimedia,
etc., in disseminating information and
imparting knowledge
• media practitioners
• provide information coming from their
expert knowledge or first- hand
experience of events
1. Print Journalists
2. Photojournalists
3. Broadcast Journalists
4. Multimedia Journalist
• They are people who deal with delivering news through
newspaper, magazines, etc.

Philippine Daily Inquirer The Philippine Star

• They are someone who
photographs, edits, and display
images in order to tell a visual
story.
• They are skilled at interpreting
and communicating an event
through photographs.
• It deals with broadcasting news through television or radio.
• They are storytellers who
work across many
dimensions.
• They tell stories through
combination of text, images,
sound, video, and graphics.
Now that you are familiar with the difference between ‘people as media’
and ‘people in media’, could you summarize the responsibilities of both
in handling media and information?
 References
• Cruz, R. (2014). People Media. SlideShare. https://www.slideshare.net.RinnaMaeCruz/people-media-30945930
• Google Sites. (n.d.). People as Media. https://www.sites.google.com/site/peopleasmedia/
• Career Explorer. (n.d.). What is a Photojournalist? https://www.careerexplorer.com/careers/photojournalist/
• Elmhurst University. (n.d). What is Multimedia Journalism? https://www.Elmhurst.edu/blog/multimedia-
journalism/
• Nautiyal, D. (2020). Types of Journalism. College Dekho. https://www.collegedekho.com/articles/types-of-
journalism/
• Ping, A. (2017). Media and Information Literacy – People Media. SlideShare.
https://www.slideshare.net/arnielping/11-media-and-information-literacy-mil-people-
media?from_action=save
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
ADVERTISING MEDIA
(Module 3 – Subtopic 4)
When you encounter the word ‘advertising’, what’s the first thing that
comes into your mind?
Nature and History of
Advertising
• An impersonal communication of information
about products, services or ideas through the
various media, and it is usually persuasive by
nature and paid by identified sponsors (Bovee,
1992).
• They are messages paid by those who send
them and are intended to inform or influence
people who received them (Advertisement
Association of the UK).
• It pertains to the techniques and practices used
to bring products, services, opinions, or causes
to public notice for the purpose of persuading
the public to respond in a certain way toward
what is advertised.
Early Advertising
• People from the early times were spreading information which
in fact is “promotion”. The earliest form of advertising can be
traced to Babylonian merchants hiring barkers to shout out
goods and prices.
• “By the 15th century, ads as we know them now were
abundant in Europe” (Baran, 2021, p. 288).
Industrialization and Civil War
• These phenomena expanded advertising.
• In 1840s, Volney B. Palmer opened the first advertising
agency in Philadelphia and established the roots of the
modern-day advertising agency.
 (Baran, 2021, pp. 289-290).

Magazine Advertising
• By the 20th century, “magazines were financially supported
primarily by their advertisers rather than by their readers, and
aspects of advertising we find common today were already in
use.”
The Advertising Agency and Professionalism
• In the 1860s, advertising agencies begun to establish
professional standards and to regulate itself as advertising
became more complex and was conducted on a larger scale.
Advertising and Radio
• The first radio ad was broadcast in 1922.
• Radio “allowed advertisers access to sophisticated
nationwide consumer and market information for the first
time.”
 (Baran, 2021, pp. 291-292)

Word War II
• “The advertising industry turned its collective skills toward
the war effort, and what product advertising that there was
typically adopted a patriotic theme.”
• “expansion of manufacturers’ advertising departments and of
advertising agencies”

Advertising and Television

• Television commercials prospered, but also drew criticisms
that led to the formation of industry self-regulation –
“investigates consumer complaints as well as complaints
made by an advertiser’s competitors”.
Media and Advertising
• Advertising media are the means or
vehicles through which advertiser
communicates his message to
prospective customers to influence
their behavior.
• Major advertising media include
press media, direct advertising,
outdoor media, audio-visual media,
advertising specialties, and others.
 (Baran, 2021, p. 299)

1. Institutional or Corporate 5. Industrial Advertising

Advertising 6. National Consumer Advertising
2. Trade or Professional 7. Direct Market Advertising
Advertising
8. Out-of-Home Advertising
3. Retail Advertising
9. Public Service Advertising
4. Promotional Retail Advertising
*Online Advertising
 Companies do more than just sell products; companies also promote their
names and reputation. If a company name inspires confidence, selling its
products is easier. Some institutional or corporate advertising promotes only
the organization’s image... But some advertising sells the image at the same
time it sells the product.
 Typically found in trade and professional publications, messages aimed at
retailers do not necessarily push the product or brand but rather promote
product issues of importance to retailer – volume, marketing support, profit
potential, distribution plans, and promotional opportunities.
 A large part of the advertising we see everyday focuses on products sold by
retailers. Ads are typically local, reaching consumers where they live and shop.
Typically placed by retailers, promotional advertising focuses not on a product
but on a promotion, a special event held by a retailer.
Advertising of products and services directed toward a particular industry is
usually found in industry trade publications.
Constitutes the majority of what we see in the media we routinely consume. It is
usually product advertising, commissioned by the manufacturer.
It can include ads on billboards, street furniture, transit vehicles, and the digital
screens. “More than half of all out-of-home ad spending is on digital
technologies, such as billboards that can be tailored by time of day, weather,
traffic conditions, and even proximity of individual consumers as revealed by
their smartphones” (Slefo & Poggi, 2018 as cited in Baran, 2021, p. 299).
Advertising that does not sell commercial products or services but promotes
organizations and themes of importance to the public.
 “In the early days of the Internet, the ad world, was still just like print or TV
advertising. Ads were created to reach as broad an audience as possible”
(Smooth, 2018). But how did online advertising evolve to what it is today?
Watch this video to learn more about online advertising and “why companies
want to know everything you’re looking at”:
https://www.youtube.com/watch?v=cmRcoJZRXEY&list=PL8dPuuaLjXtM6jSpzb
5gMNsx9kdmqBfmY&t=110s
Propagandas in Advertising
• It is an information that is biased or
is used in such a way that it
misleads the targeted individual, in
turn motivating them to think or act
a certain way.
• It is the careful presentation of
information in a way that influences
how a customer or potential
consumer sees the product or
service and how they act, think or
feel as a result.
1. Card-Stacking Propaganda 6. Glittering Generalities

2. Name-Calling Propaganda Propaganda

3. Bandwagon Propaganda 7. Plain Folks Propaganda

4. Testimonial Propaganda

5. Transfer Propaganda
• most common type of propaganda
in advertising today

• an advertiser omits any information

that may affect their image
negatively and includes just that
information that will lure you into
the trap.
• This ad uses stats to portray why the
product is healthy. It implies that Sun
Chips are better than ‘regular chips’
because they contain 30% less fat
than said chips.
• But what if the amount of fat in
regular chips is so high that 30% less
is still very dangerous for you?
• You won’t go and check the
nutritional value on the back of the
packet – the ad will have convinced
you to buy the product and potentially
cause harm to your body.
• it is portraying the other product
negatively in comparison to
yourself to make you come out on
top and appear to be the better one

• name-calling advertising is the

most common between two brands
that are similar, well-known, and
have a loyal fan base
• Although the name of the rival brand
(McDonald’s) is not found anywhere
in the ad, their signature Big Mac box
has been used.

• And the message is clear: The

Whopper is so big that it can’t fit into
the box that holds the Big Mac. So
basically, you are getting a bigger
burger than the famous Big Mac.
• Advertisers know that it is human
nature to not want to be the one left
out.

• They know that if they convince you

that everyone else is buying their
product or using their service, you
will want to ‘jump on the
bandwagon’ too.
• This is a classic bandwagon
propaganda advertising example.

• After all, if they’ve served 99 billion,

there must be something special
there, right? And who would want to
miss out on that? So instead of just
driving past and honoring the no-fast-
food promise you made to yourself,
you stop and grab a meal on your way
home.
• Advertisers use the testimonials of
influencers, authority figures, or
experts in the field to convince you
that their product is worth your
money.
• This is mainly because if a famous
person or one who has a lot of
knowledge and experience in the
niche is vouching for it, there has
got to be something that sets it
apart.
• Nike wants to sell a ball.
• Nike knows that its target audience is
mostly young sportspersons, many of
whom look up to Wayne Rooney, a
famous soccer player who is known
around the world.
• Even if they don’t, they acknowledge
and admire his skill on the field and
deem him an expert in all things
soccer. So they are definitely going to
want to buy a ball that Rooney is
holding out and referring to as ‘The
world’s best ball.’
• This is a technique in which an
advertiser tries to ‘transfer’ the
good or bad feelings you have
associated with something to their
brand, product or service.
• Any sane person has a very strong
feeling attached with Hitler – a feeling
of immense hatred. And that is what
this advertisement tries to cash in on.
• The message is clear: if you are
riding in a car alone, it is as if you
have Hitler in the car with you. And no
one wants that.
• In this way, the viewer is encouraged
to join a car-sharing club.
• makes use of fancy words that elicit
a positive response or feeling from
you.

• In turn, this feeling is what makes

you want to buy the product, try the
service or become affiliated with
the brand.
• The use of the word ‘better’ in this ad
is what triggers a positive reaction.
• We are always looking for ways to
make things better, make
experiences better. And that is what
this ad promises. And it doesn’t even
stop at food – it isn’t even mentioned.
• So anything, ranging from a pizza to a
movie to a day out gets better with a
Coca Cola.
• When applied to advertising this basically means
that they want to see how a particular product or
service brought value to a regular human being
like themselves.
• In other words, this is quite the opposite
technique to testimonial propaganda where a
celebrity, a decision-maker or an influencer is
trying to tell you to choose something over the
other.
• You can relate more to the experiences of people
like yourself. Because after all, you are likely to
have a similar experience with a brand as people
who you have something in common with, as
opposed to someone with a completely different
life, such as a celebrity.
• Why is it an example of an ad making use of
the plain folks technique? Well, because the
mother-child duo with a shopping cart is the
perfect example of regular folks indulging in
regular activity.
• Any mother who has ever done grocery
shopping with their little one can relate to
this picture – they see themselves in it.
• Paired with the promise of saving money on
groceries and gaining the ability to spend it
elsewhere to improve the quality of your life,
it is the perfect message.
 With your widened knowledge about advertising, how are you going to
protect yourself from the dangers of online advertising and the different
propaganda techniques?
 References
• Baran, S. (2021). Introduction to mass communication, eleventh edition. McGraw-Hill Education.
• Canz Marketing. (n.d.) 7 Types of Propaganda Techniques Advertisers Use. Canz Marketing.
https://www.canzmarketing.com/7-types-of-propaganda-techniques-advertisers-use/
• CrashCourse. (2018, April 11). Online Advertising: Crash Course Media Literacy #7 [Video]. YouTube.
https://www.youtube.com/watch?v=cmRcoJZRXEY&list=PL8dPuuaLjXtM6jSpzb5gMNsx9kdmqBfmY&t=110s
• Frolova, S. (2014). The Role of Advertising in Promoting a Product. Theseus.
https://www.theseis.fi/bitstream/handle/10024/80777/Frolova_Svetlana.pdf
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
TYPES OF INFORMATION IN
MULTIMEDIA
Module 4
 MODULE’S LEARNING OBJECTIVES
The learner…
• demonstrates understanding of different
resources of media and information, their
design principle and elements, and selection
criteria;
• defines text in the context of multimedia;
• describes the different dimensions of text,
visual, audio, motion and manipulative
information and media;
• comprehends how text, visual, audio, motion
and manipulative information and media are
formally and informally produced, organized,
and disseminated;
• evaluates the reliability and validity of visual,
audio, motion and manipulative information
and media and their sources using selection
criteria; and
• produces and evaluates a creative visual,
audio, motion and manipulative based
presentation using design principle and
elements
TEXT INFORMATION AND
MULTIMEDIA
(Module 4 – Subtopic 1)
Text Information
➢ a simple and flexible format of presenting
information or conveying ideas whether hand-
written, printed or displayed on-screen
 written pictures

graphics sounds

spoken moving
words images
If you are struggling to find the time in class to read, it can be
helpful to broaden the definition of text. Photos, infographics,
diagrams, videos, and even lectures can all be considered
texts.”
- Heather Lattimer
1. Title – to identify the overall topic and to understand the main idea
2. Headings – to identify specific topics and divide texts into sections
3. Bold, Print, and Italic – highlighted statement/s which are deemed
important
4. Illustrations – visual way of text
5. Caption – used to explain illustrations
 ✓Availability
➢ Printed materials are available in
✓Flexibility
different variety of topics
➢ Adjustable to many purposes ✓Portability
➢ Easily transported with or without
✓User-friendly
the use of machines
➢ Cheap to produce and purchase
✓Economical
 X
➢ The drawback of text as a
knowledge-building ad
communication tool is that it lacks
the inherent expressiveness of
speech
 X
➢ A transcript may accurately record
the spoken words, but the strategic
and emotive qualities and impact of
speech are diminished on the page
Text as Visual
➢ it is a text that we view

➢ the words and images work together to create a

meaningful patterns, symbols, ideas, and messages
for the reader
Source:
http://news.abs-
cbn.com/focus/multimedia/infographic/09/04/17/ what-is-
japanese-encephalitis
Design Principles
and Elements
1. Emphasis 5. Organization

2. Appropriateness 6. Repetition

3. Proximity 7. Contrast

4. Alignment
 EXAMPLE:

➢ importance or • make the text bold

• Italicized
value given to a • have a heavier weight
part of the text- • darkened or lightened
based content • enlarged
Source: https://tympanus.net/codrops/2011/10/08/25-examples-of-emphasis-applied-in-web-design/
Source: https://twitter.com/philredcross/status/706041623839244288
➢ how fitting or EXAMPLE:
▪ Times New Roman
suitable the text is ▪ Arial
▪ Aharoni
used for a specific ▪ Rockwell
▪ Edwardian Script
audience, purpose
▪ Jokerman
or event
Sources: http://bonfx.com/bad-typography/
Sources: http://bonfx.com/bad-typography/
➢ how near or how far the text elements from each
other

VS

NOTE: when two things are closely related, bring them close together
➢how the text is positioned in the page
➢left, center, right, or justified
Source: http://www.printwand.com/blog/basic-alignment-principles-in-graphic-design-with-examples
➢conscious effort to organize the different text
elements in a page

➢ensures that while some text elements are

separated from each other, they are still somehow
connected with the rest of the elements in the page
Source: MIL TG by CHED
Source: https://docontent.wordpress.com/2015/04/08/want-a-good-design-remember-to-c-r-a-p-contrast-repetition-alignment-proximity/
 ✓Same font size
➢consistency of elements
✓Same font style
➢unity of the entire design
✓Same spacing
➢repeating some typefaces
✓Same alignment
within the page
CONSISTENCY!
 Contrast: Two Elements are different
▪ large font witha small font
➢creates visual interest
▪ serif and sans serif
➢two elements are ▪ thin elements with wide
different from each
elements
other ▪ cool color and warm color
▪ white text on a dark background
 References
• Fournel, J. (2014). What do we mean by text. National Council of Teachers of English.
https://ncte.org/blog/2014/09what-do-we-mean-by-text/
• Emaze. (2016). Text Information and Media. https://app.emaze.com/mobile/@aorzliqtq?tgjs=0#/10
• Ping, A. (2017, September 7). Media and Information Literacy (MIL) - Text Information and Media (Part 1).
SlideShare. https://www.slideshare.net/arnielping/media-and-information-literacy-mil-text-information-and-
media-part-1
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
VISUAL INFORMATION AND
MULTIMEDIA
(Module 4 – Subtopic 2)
Visual Information
A picture speaks a
thousand words;
this is the power of
visual information.
➢ these are sources that are visible to the naked eye
and in form of visual aids, visual presentations,
models, displays, still photographs, motion pictures or
clips with or without sounds
➢This involves any symbols,
pictures, icons, signs and
others that communicate with
one’s sense of sight.
1. Ideograms
2. Statistical Visualization
3. Pictures
4. Graphic Design
5. Video
6. 3-D Image
 Samples of
Modern Ideograms
➢ These are graphical symbols

that represent ideas.

➢ Examples of such are signs,

logos and symbols.

 Example:
➢ This refer to the study and
creation of data using visual
representation.
➢ Charts and graphs are examples
of statistical visualization.
 Example:
➢ Photography, painting, drawing.
It is used widely by people to
express their ideas, opinions
and sentiments.
 Example:
➢ This refers to the art of
combining text and pictures to
communicate information.
➢ Examples of such are
infographics, posters, and
graphic advertisements
 Example:
➢ These are combination of
motion picture, or of motion and
audio.
➢ Example of this are films, short-
clips, and music videos.
 Example:
➢ A three – dimensional visual
medium can be a sculpture, an
architecture, a real- life object,
or a person.
VISUAL VISUAL
MEDIA INFORMATION

Visual information are the information that a person gets

from visual media: ideogram, statistical visualization,
picture, graphic design, video and 3-D image.
 The purpose of
Visual Information
is to gain attention,
create meaning,
and facilitate
retention.
 VS

Source: Source: http://www.comoxvalleyrd.ca/EN/meta/whats-new/news-archives/2015/practice-how-to-drop-over-and-hold-on-during-shakeout-bc-day.html

The second photo is better than the first one because it shows
illustration that can help to understand the message of the text.
 The Power Of Visual Content BY DemandGen Report (2014)
Source: https://www.demandgenreport.com/industry-topics/rich-media/2906-the-power-of-visual-content-infographic
 Visual Communication is a powerful form of
communication for visual message stimulate both
intellectual and emotional responses.
- Pettersson (2015)
Visual Literacy
 VISUAL READING
LITERACY PICTURES

Visual literacy has been defined as the

“ability to understand, interpret and
evaluate visual messages” (Bristor &
Drake, 1994).
➢ It is about analyzing and creating messages based
on the images.

➢ It is based on the idea that pictures can be “read”

and that meaning can be communicated through a
process of reading.
➢ Those who create visual images (such as photographs)
do so with a purpose in mind, using certain techniques.

➢ In order to “read” or analyze an image, the audience must

be able to understand the purpose and recognize the
techniques.
 Understanding How
Photographs Communicate
❑ Angle ❑ Focus

❑ Framing ❑ Composition

❑ Light
 – the vantage
point or direction from
which the artist
photographs the
subject
 – deciding where the
edges of the image will be, the
photograph determines what
you will (and will not) see –
whether the subject will fill the
frame and appear “close up” or
will be seen at a distance as
part of a larger context
 – it is the most
powerful tools of the
photographer. The
manipulation of light and dark
and the sharpness of contrast
between light and dark
contribute to the mood a
photograph conveys.
 – the clarity or
blurriness of the image.
The range between the
nearest and farthest things
that appear in clear focus
defines the photograph’s
depth of field.
✓What is in the foreground?
✓Are the elements arranged
in any particular pattern?
✓Do you see any geometric
shapes?
✓Are the lines of the
photograph straight or
curving, think or thin?
✓Do you see any visual
elements repeat?

Adapted from Susan Schekel, Personal Communication, Stony Brook University

❑For picture

❑For symbols

❑For maps

❑For color
✓Write caption to explain the pictures
✓ Choose illustrations carefully and
use visual sequencing techniques
(photography, drawing techniques,
etc.) to present complex ideas.
✓Leave out unnecessary elements
and avoid excessive detail.
✓Use color, position, size, and shape
✓Use a combination of pictographs and
words
✓Use realistic figures rather that
abstract one
✓Restrict number of visual symbols
on maps.
✓Keep it simple
✓Be consistent
✓Use color to express a certain
emotion.
✓Use color to emphasize or play an
element down.
✓Use color to show differences or
similarities.
✓Use color to help readers recall
information or discover new
information.
 References
• Baker, F. (2015). Media Literacy in K-12 Classroom. International Society for Technology in Education.
https://id.iste.org/docs/excerpts/medlit-excerpt.pdf
• Ping, A. (2017, September 10). Media and Information Literacy (MIL)- Visual Information and Media (Part 1).
SlideShare. https://www.slideshare.net/arnielping/media-and-information-literacy-mil-visual-information-and-
media-part-1
• Portuguez, E. (2019). Visual Information and Media. SlideShare.
https://www.slideshare.net/mobile/eivyportuguez/visual-information-and-media-179026230
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
AUDIO INFORMATION
AND MULTIMEDIA
(Module 4 – Subtopic 3)
Audio Information
➢ is the audible part of transmitted signal that is a
recording / reproduction of acoustic signals (sound)

➢ it is a sound, especially when recorded, transmitted,

or reproduced
➢ media communication that uses audio or
recordings to deliver and transfer information
through the means of sound
▪ Inexpensive

▪ Resistant to damage

▪ Read and easy to use

▪ Reproducible

▪ Can provide message to non-readers

▪ Follow a fixed sequence

▪ Does not monitor attention

▪ Potential for accidental erasure

Audio Sources: Radio, Cassette, VHS Tape, CD, Stereo

Types of Audio Information
❑ Radio Broadcast
❑ Music
❑ Sound Recording
❑ Sound Clips / Effects
❑ Audio Podcast
➢ live or recorded audio sent
through radio waves to reach a
wide audience
➢ vocal or instrumental sounds
combined in such a way as to
produce beauty of form,
harmony, and expression of
emotion
➢ recording of an interview,
meeting, or any sound from the
environment
➢ any sound artificially
reproduced to create an effect
in a dramatic presentation (ex.
sound of a storm, or a door)
➢ a digital audio or video file or
recording, usually part of a themed
series, that can be downloaded from a
website to a media player or a
computer
➢ streaming or downloading of audio files
recorded and stored on distant servers
Ways to Store Audio
Information
❑ Tape
❑ CD (Compact Disc)
❑ USB Drive
❑ Memory Card
❑ Computer Hard Drive
❑ Internet / Cloud
➢ a magnetic tape on which
sound can be recorded
➢ a plastic-fabricated, circular
medium for recording, storing,
and playing back audio, video,
and computer data
➢ an external flash drive, small
enough to carry on a key ring,
that can be used with any
computer that has a USB Port
Storage Card
➢ is a small storage medium
used to store data such as text,
pictures, audio, and video, for
use on small, portable, or
remote computing devices.
➢ secondary storage devices for
storing audio files
➢ websites or file repositories for
retrieving audio files, and more
precisely the files are stored in
some datacenter full of servers
that is connected to the
Internet
Audio File Formats
 MP3 (MPEG Audio Layer 3) M4A / AAC (MPEG4 Audio /
➢ a common format for consumer Advanced Audio Coding)
audio, as well as a standard of ➢ an audio coding standard for

digital audio compression for the glossy digital audio compression

transfer and playback of music ➢ Designed to be the successor of

on most digital audio players the MP3 format, AAC generally

achieves better sound quality
than MP3 at similar bit rate
 WAV (Waveform Audio File WMA (Windows Media
Format) Audio)
➢ is a Microsoft audio file format ➢ is an audio data compression
standard for storing an audio bit technology developed by
stream on PCs Microsoft and used with Windows
➢ It has become a standard file Media Player
format for game sounds, among
others
Units and Characteristics
of Sound
▪Decibel (dB) – noise of sound
measurement

▪Hertz (Hz) – unit of sound frequency

▪Phon – unit of subjective loudness

▪ Volume – intensity of a sound
▪ Tone – the audible characteristic of
a sound
▪ Pitch – how high or low a sound is
▪ Loudness – the magnitude of the
sound heard
Elements and Principles
of Sound Design
▪ Dialogue – speech, conversation, speech-over

▪ Sound Effects – any sound other than music or

dialogue

▪ Music – vocal or instrumental sounds (or both)

combined in such a way as to produce beauty
of form, harmony, and expression of emotion
 Mixing Pace
➢ the combination, ➢ time control, editing,
balance and control of order of events (linear,
multiple sound elements non-linear or multi-
linear)
 Stereo Imaging Transition
➢ Using left and right ➢ how you get from one
channel for depth. This segment or element to
refers to the aspect of another
sound recording and
reproduction.
▪ Hearing
➢the act of perceiving sound by
the ear

▪ Listening HEARING
➢requires concentration so that
vs
your brain processes meaning
LISTENING
from words and sentences.
Listening leads to learning.
 References
• Baran, S. (2021). Introduction to mass communication, eleventh edition. McGraw-Hill Education.
• John, D. (2017). MIL Audio Information and Media. Academia.
https://www.academia.edu/31405255/MIL_Audio_information_and_media
• Oxillo, M. (2017). Audio Information and Media – Media and Information Literacy. SlideShare.
https://www.slideshare.net/markjhonoxillo/audio-information-and-media
• Schneider, S. (2009). Audio in Multimedia – Its Fast Changing Methods and Growing Industry. Theseus.
https://www.theseus.fi/bitstream/handle/10024/4127/Schneider_Sebastian.pdf
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
MOTION INFORMATION
AND MULTIMEDIA
(Module 4 – Subtopic 4)
Motion Media
➢ a form of media that has the appearance of moving
text and graphics on a display (Roblyer, 2006)

➢ an integrated sight-and-sound kinetic media

(Shelton, 2004)
➢ is visual media that gives the appearance
of a movement
➢ can be a collection of graphics, footage, videos
➢ it is combined with audio, text and/or interactive
content to create multimedia
▪ Motion: better mastery of procedures, as
opposed to stagnant images

▪ Processes: operations where sequential

movement is needed can be shown

▪ Safe Observation: observing phenomena that

might be dangerous to view directly
▪ Skill Learning: videos can be viewed over and
over; repeated observation of skills is possible

▪ Dramatization: recreations of history and

personalities; observing and analyzing human
relations problems

▪ Affective Learning: films for shaping personal

and social attitudes; documentaries and
propaganda films to affect attitudes
▪ Problem-Solving: open-ended dramatization
can leave viewers to solve problems
themselves

▪ Cultural Understanding: appreciation for other

cultures by seeing video depictions of them

▪ Establishing Commonality: people with

different backgrounds can discuss topics after
watching a video
▪ Fixed Pace: cannot be interrupted

▪ Still Phenomena: motion media is sometimes

unsuitable to other topics such as those involving a
map, a wiring diagram, etc.

▪ Misinterpretation: in documentation and dramatization

especially, intended messages are quite deep and
complex; viewers tend to misinterpret the message

▪ Cost: Equipment and materials for motion media are

expensive
Forms and Formats
of Motion Media
 INFORMAL FORMAL
➢ created by individuals ➢ created by professionals
often for personal use who follow industry
standards in creating,
editing and producing
motion media
➢ also called a movie or motion
picture

➢ a series of moving images

Examples:
▪ Short Film, Documentary
Film, Animation
Television – a telecommunication medium for transmitting and
receiving moving images that can be monochrome (black-and-white)
or colored, with or without accompanying sound

Examples:
▪ Commercial Advertisements on TV, Drama, Reality Shows,
Game Shows, Talk Shows, Television News
➢ usually refers to a technique used to blend interaction and linear
film or video

Types of Interactive Video

▪ Customizable
▪ Conversational
▪ Exploratory
Customizable Online Interactive Videos

➢ allow the user to adjust variables and then

play a video customized to the user’s
particular preferences

➢ however, the user does not actually interact

with the video while it is playing
Conversational Online Interactive Videos

➢ allow the user to interact with a video in a

turn-based manner, almost as though the
user was having a simple conversation with
the characters in the video

Examples:
▪ Videoconferencing, Videophone
Exploratory Online Interactive Videos

➢ allow the user to move through a space or

look at an object such as an artwork from
multiple angles, almost as though the user
was looking at the object in real life

➢ the object or space is depicted using video

loops, not still, creating a more “live” feel
Livestream – a platform that allows
users to view and broadcast video
content using a camera and a computer
through the internet

Youtube – a video-sharing website on

which users can upload, view, and share
videos
Elements of Motion Media
❑ Speed
❑ Direction
❑ Timing
❑ Transition
❑ Sound and Color
❑ Blurring
➢ a fast movement gives vigor and
vitality, intensifying emotions
➢ a slow movement connotes
lethargy, solemnity or sadness.
➢ indicates a movement from one
direction to another
➢ it can also refer to the growing or
shrinking of an object.
➢ can be objective or subjective
▪ objective timing can be
measured in minutes, seconds,
days, etc.
▪ subjective timing is
psychological or felt.
➢ it can be used to clarify or intensify
the message or the event
➢ using a pause can help time the
events.
➢ used to switch between scenes

➢ adds meaning to the motion

➢ In animation, blurring can provide
the illusion of fast movement
➢ In videos, it is often used to censor
information for security or decency
Design Principles
❑ Timing
❑ Ease In / Ease Out
❑ Staging
❑ Arcs
❑ Action and Reaction
➢ is crucial when it comes to leaving
an impression
➢ may determine the way the frames
will need to be set up
➢ helps to express the emotion of a
scene
➢ works by adjusting frames in order
to give the impression of something
moving slowly then rapidly as it
would be in the real world
➢ also applying it to camera
movement such as panning and
zooming
➢ the process of arranging all of the
elements in a scene so that the eye
of the viewers is directed towards
the focal point
➢ can help make transition look
smoother
➢ in moving objects, arcs can make
the motion look realistic
➢ this can be approached as realistic
or not
➢ sometimes animations can involve a
very dramatic reaction to an event to
emphasize a point
 References
• Apostol, R., Aquino, L., Garcia, J., et al. (n.d.) Educ in Motion. TeachTech.
https://www.teachtech101.weebly.com/uploads/1/3/0/9/14091594/motion_media_handout.pdf
• Baran, S. (2021). Introduction to mass communication, eleventh edition. McGraw-Hill Education.
• Collins, R. (2015). Motion Media Design Principles. Prezi. https://www.prezi.com/oeicbetkx_s-/motion-media-design-
principles/?fallback=1
• Oxillo, M. (2017). Motion Media and Information – Media and Information Literacy. SlideShare.
https://www.slishare.net/markjhonoxillo/motion-media-and-information
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
• Zaporteza, J., Marquez, S., Pacoma, M., & Ayson, A. (2018). Understanding media and information literacy in the
21st century. Books Atbp. Publishing Corp.
Feel free to visit the
Canvas Discussion
page designated for
this lecture to drop
your questions
about the topics
presented.
MANIPULATIVE INFORMATION
AND MULTIMEDIA
(Module 4 – Subtopic 5)
 History of
Manipulative Media
➢ He asserted that students need to learn
through their senses and through physical
activity.
➢ He argued for “things before words,
concrete before abstract.”
➢ He is the “Father of Kindergarten,” and
established the world’s first kindergarten in
Germany.
➢ Influenced by Pestalozzi’s idea, his
kindergarten was filled with toys which were
categorized as specific set of gifts (e.g.
balls, blocks, rings, tiles, and sticks).
➢ these gifts were carefully designed to help
children recognize and appreciate the
common patterns and forms found in
nature.
➢ She extended Froebel’s ideas by developing
materials for older children and inspiring a network
of schools in which manipulative materials
(Montessori Materials) play a central role.
➢ In an effort to create an “education of the
senses,” she developed new materials and
activities to help children develop their sensory
capabilities.
➢ She hoped that her materials would put children in
control of the learning process, enabling them to
learn through personal investigation and
exploration.
➢ He theorized that children must first construct
knowledge through “concrete operations”
before moving on to “formal operations.”
➢ He believes that there is a need for concrete
manipulatives to develop direct physical
experience, equilibration, assimilation, and
accommodation.
Manipulative Media
➢In the context of education, they are
physical tools for teaching and engaging
students with objects (e.g. coins, blocks,
puzzles, markers, etc.)
➢The use of manipulatives is constructivist
because students are actively engaged in
discovery during the learning process.
➢The teacher will provide materials along
with a basic direction, but students are
allowed to explore the materials and ask
questions before and during the lesson.
 Manipulative media allows the students to
connect ideas and concept to physical objects
to promote a better understanding.
 Types of
Manipulative Media
TRADITIONAL VIRTUAL and
DIGITAL
➢ typically used in certain schools wherein they use different
materials that the students can use to have a hands-on
experience regarding the lesson

Examples:
▪ Real Objects, Models, Field Trips
➢ most accessible and involving materials in educational use

➢ they give meaning to abstract words

➢ may be modified to make instructions better

Examples:
▪ Attribute Blocks, Geared Clocks
Two-Color Counters, Color Cubes,
Pattern Blocks, Abacus
 ATTRIBUTE BLOCKS GEARED CLOCKS
➢ can be used to teach sorting, ➢ allow children to explore
patterns, and identifying telling time on analog clocks
attributes and calculating elapsed time
 TWO-COLOR COUNTERS COLOR CUBES
➢ can be used to introduce ➢ hands-on exploration of basic
basic ideas of probability mathematics and geometric
relationships as they stack,
count, sort, and work with
patterns
 PATTERN BLOCKS ABACUS
➢ makes it possible for the ➢ used to perform addition,
shapes to nest together and subtraction, division, and
provides for a wide range of multiplication
explorations
➢ three-dimensional representations of a real thing

➢ can provide learning experiences that real things can’t provide

➢ can be disassembled to provide interior

➢ can be larger or smaller than the real object

they represent
➢ excursion outside the classroom

➢ for first-hand experience

➢ students can encounter phenomena that can’t be brought into

the classroom

➢ particularly valuable for learners who have kinesthetic

perceptual strength
➢ integration of traditional media

➢ enable physical objects to move, sense, and interact with

one another and, as a result, make systems related
concepts more salient to (can be manipulated by) children
 ADVANTAGES DISADVANTAGES
▪ hands-on learning ▪ not available for everyone
▪ increase confidence and ▪ disinterest on discussion type
motivation for learning of learning
▪ opportunity for collaboration ▪ expensive
▪ multi-sensory
▪ variation in learning
 ADVANTAGES DISADVANTAGES
▪ hands-on learning ▪ not available for everyone
▪ increase confidence and ▪ distraction
motivation for learning ▪ dependence on them
▪ plenty of resources
▪ engaging / attention grabber
▪ flexible and easy access
▪ no clean up needed
 References
• Gonzaga, J. (2017). Manipulative Media. SlideShare. https://www.slideshare.net.JoyceGonzaga2/manipulative-
media-76380397
• Google Sites. (n.d.) Manipulative Media. https://www.sites.google.com/site/manipulativemediaahis/
• Resnick, M., Martin, F., Berg., R., et.al. (1998). Digital Manipulatives: New Toys to Think With. Mit Media Lab.
https://www.web.media.mit.edu
• The Commission on Higher Education. (2016). Media and Information Literacy Teaching Guide for Senior High
School. EC-TEC Commercial.
Feel free to visit the
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