moduel

• Confucius once said that "Study the past if you would define the future."
• History is very much part of who and what we are now; moreover, it is important if we wish to define our future.
• The history of educational communication (in the West) is divided into two major parts: the field's early philosophical development and the development of the field in the 20th century.
• To provide context as to how edcom in the College of Development Communication (CDC), University of the Philippines Los Baños (UPLB) started, a section on its beginnings is also given.
• Lastly, some trends on edcom and learning are also presented.
• The early philosophical development of educational communication can be divided into three stages
• The first two stages dealt with the forerunners of instructional technology and the rest handling the beginnings of "a science and technology of instruction"
• The first two stages essentially dealt with learning and education based on deductive reasoning, as explained by early scholars and thinkers
• The third stage was the development of the field as a science, marked by systematic investigation on the learning phenomenon and the results of this inquiry
• The Association for Educational Communications and Technology or AECT in 1977 considered the beginning of the field of educational communication and technology in the 1920's, the dawn of the visual instruction movement
• Visual instruction movement


  • Introduced the idea of classifying rather than listing visual aids
  • Researches were mostly on equipment, material, and teacher training
  • Focused on the visual material itself, lacking emphasis in its design, development, production, evaluation, and management
  • Visual materials were regarded as "aids" rather than objects capable of providing instruction by themselves
• Audio-visual instruction movement


  • Suffered the same weaknesses as the visual instruction movement
  • Much research on the effectiveness of different kinds of audiovisual media was done during this time
• Audio-visual communication


  That branch of educational theory and practice concerned primarily with the design and use of messages, which control the learning process
• Audio-visual communication


  • Influenced by communication and systems concepts
  • Concept of communication channels considered all five senses as decoding mechanisms
  • Concept of systems did not consider audiovisual materials as "aids" but rather as integrated parts of a system meant to solve problems or attain objectives that are instructional in nature
  • Had several names of inconsistent use
  • Production process was overly emphasized, with message selection considered to be outside the function of audiovisual design
• Programmed instruction movement


  • Shifted the field of educational communication to focus on learner response and feedback to the learner as the key element in learning
  • Shifted how learners were evaluated, from comparing them to each other to measuring how much of the objective's specified behavior they have attained
• Educational technology


  • A process
  • A system
  • A field based on learning and communication theory
  • A field that uses both human and nonhuman resources
  • A field which has products that are resources that can be used to improve instruction
  • A field that stresses the functions of designing, carrying out, and evaluating
• Instructional development still had weaknesses
• Instructional technology


  • Introduced the concept of complex, integrated organization (systems) and identified the elements of instructional technology (people, procedures, ideas, and machines)
  • Emphasized the role of management as a major concern of educational technology
  • Emphasized cost-effectiveness as an important factor in designing instructional systems
  • The skills of various personnel involved, from aides to professionals, were given due consideration
  • Emphasized that solely mediated instruction can work in some situations
• Instructional technology still failed to explain the nature of the complex, integrated organization or how its components fit together
• Due to educational communication and technology being viewed as a process, the field continues to change based on research and practice in the field
• In 2013, the Department of Educational Communication and Technology (DEVC) was established at the College of Development Communication, University of the Philippines Los Baños
• Instructional technology


  • Consists of people, procedures, ideas, and machines
• Management


  A major concern of educational technology
• Cost-effectiveness


  An important factor in designing instructional systems
• The skills of various personnel involved, from aides to professionals, were given due consideration
• Solely mediated instruction can work in some situations
• Educational communication


  Initiated a study titled "Rethinking Educational Communication as a Domain of Development Communication"
• Three time periods identified in the study

  • Inception Era (Mid-1950s to 1970s)
  • Steady Growth Era (Late 1970s to early 2000s)
  • Expansion Era (2012 to date)
• Quebral (1974): 'To bring out more clearly the educational thrust of the third major (AV Comm), we are renaming it "educational communication." The idea is to merge educational with communication principles and techniques in preparing students to devise and execute learning modules that will make use of suitable instructional technology for nonformal education. Technology here runs the gamut from simple visuals to learning games to satellite broadcasts'
• Current edcom thought and practice according to the College of Development Communication EdCom


  • Edcom is process-based
  • There is a blurred divide between formal and nonformal learning as focus of edcom
  • There are different views on learning
• Remote learning


  A quick, ad hoc, low-fidelity mitigation strategy compared to the well-considered, durable online learning
• Online learning


  The purposeful design and implementation of an online course to support online teaching and learning
• Online learning


  Intended for online use, takes time to develop, and is thus more reliable and stable
• Remote learning


  Often rushed in implementation and construction and is only done because it had to be done
• Differences between online learning and remote learning

  • Intent (Planned vs Emergent, crisis)
  • Development timeline (1 to 2 years prior vs ASAP, immediately)
  • Instructional development (Intentional and guided vs Haphazard and emergent)
  • Focus (Online andragogy vs Academic attainment)
  • Trainer focus (Content and andragogy vs Content and delivery)
  • Andragogical focus (Best practices for online vs Best practices for crisis)
  • Learner focus (Engagement and attainment vs Attainment)
• The history of educational communication and technology is made up of two major parts: its early philosophical development, characterized by philosophers' and scientists' theorizing about teaching and learning; and the 20th century developments, when "devices" were used for teaching in schools
• Edcom at CDC, UPLB was born when devcom was defined in 1974
• The COVID-19 pandemic resulted in the shift from "traditional" face-to-face learning to remote learning