Lesson 18: Roles and Functions of Education Media Center

Mission/Vision

• The Education Media Center functions as a vital instrument as well as a basic requirement for quality education by enriching all parts of the school’s educational process.

EDUCATIONAL MEDIA CENTER SERVICES

• Orientation- All new teachers are given an orientation on the EMC, its program, role in the total Ateneo academic organization, services, facilities, guidelines and procedures during their in-service program.

• Selection of print and non-print materials- The librarians continually select and acquire print and non-print materials that suit the needs, interest and special abilities of the students and teachers.

• Organization of print and non-print materials - A technical librarian organizes all the purchased print and non-print materials for easy retrieval.

• Circulation of print and non-print materials-The EMC lends out various types of materials to students and teachers.

• Reference-The EMC attends to request such bibliographic information from the card catalog, search through books, periodicals, pamphlets, documents and non-print materials.

• Bibliographic Service - There are listings of materials and periodical articles to publicize the new materials and periodical articles in the EMC.

• Media Instruction Program - The Media Instruction Program (MIP) aims to teach students to be skillful and discriminating users of print and non-print.

• Class Supervised Research - It is a scheduled program of activity particularly in Science and Social Studies.

• Grade Level Newspaper - Each grade level is given a subscription to a newspaper of their choice.

• Mags-on-wheels - Selected professional and general interest journals are routed in the different grade levels and service area.

• Photocopying Service - A self-service photocopying machine is available for the faculty to Xerox materials needed.

• Video and Sound Production- Simple productions for class instruction, program and school wide presentations are put together in the Audio-Visual area.

• Multi-media Services - Different non-print media materials are acquired. Teachers are encouraged to maximized use of their materials.   

Lesson 17: Assessment in a Constructivist Technology-Supported Learning

   Constructivist theory is a theory to explain on how knowledge is constructed in the human being when b information comes into contact with existing   knowledge that has been developed    by experiences.  Constructivism  as  a  theory  of  learning  has   existed  for  over  one  hundred years but has not been widely accepted or applied in public schools. This theory is just a posed of behavioral theory.

Technology-Supported Learning

• It is used to encourage students especially in facilitating student centered learning activities.
• It is more than  technology enhance instruction. It recognizes that learning is supported in many different ways, even if there is no formal teaching involve.
• Students study and learn based on the way they are tested. The type of assessment anticipated appears to influence how and what they learn. Therefore, the quickest way to change the way students learn is to change the way learning is assessed.

    In a technology-supported classroom, the student learns from and with the technology. Technology is seen as a source of information that the students learn from in the same way  that  the teacher  are  the  source of information.. the students master facts from the concepts from technology and with the aid of technology.

    For example, when a teacher is engaging students in a learning opportunity, the instructor begins to question. The process of questioning not only interests students in a topic, but also gives the instructor an idea of the amount of prior knowledge a learner will bring to the experience.

   During the exploring stage, "...students’ inquiry process drives instruction during an exploration." Driving instruction is one purpose of assessment, whether in a traditional or constructivist classroom.

    During the explain stage, communication occurs between student and teacher. At this point, an instructor can input more information or points of inquiry as needed; again they are actively assessing. Also during the explain stage, artifacts become available that demonstrate concrete evidence of student understanding.

   When students begin to elaborate on their ideas and observations, possible avenues of future research can develop.

    Therefore, evaluation as a stage is not meant to be solitary and final, but a constant in each stage of constructivist learning (Miami Museum of Science, 2001).

Principle Tools and Methods Used in Constructivist Assessment

Similarities and Differences Between Constructivist and Traditional Assessment

a. Similarities

• Both types of assessment can take on a variety of formats: paper and pencil, physical hands on experience, or some type of exchange.
• The phrasing and use of critical thinking terminology in questioning can also be similar.
• Instructors in traditional classroom also use assessments in order to plan lessons and develop activities.

b. Differences

• Responses to traditional questions will also require more than a 'yes' or 'no' answer. However, the idea that interactive feedback occurs between evaluators and learners as well as the concept of judging the active construction of thinking as well as the outcome are greater priorities to the constructivist assessor than a traditional method of evaluation.

• Another difference lies in the support of standardized testing. Traditional learning environments support standardized testing and make many educational decisions off of those scores. The types of assessment preferred by constructivists would be: authentic, performance, or portfolio assessment. These types of assessment, according to Reeves & Okey, require more genuine thought from the learner and provide a more stimulating form of evaluation than traditional classroom testing

Lesson 16: Using the Project-Based Learning Multimedia as a Teaching -Learning Strategy

In teaching when you plan for a lesson you always begin by clarifying your goals and objectives. It is important to choose appropriate objectives when using project based multimedia learning. Much time is required in using this strategy so it is very important to consider a realistic amount of time.

Project-based multimedia learning is one instructional strategy that we can use and may also include non-technical projects lecture and note talking writing and artistic or creative project-based multimedia learning strategy in teaching english process through distance education

1. It is a powerful motivator students engaged in the creating in multimedia
2. It makes teachers look for and apply methods that optimize learning effect
3. It makes teachers structure the form of materials.

Distance education is a multimedia education uses for educational purpose email textbook video conferences a computerized slide show website and taking part in discussion in focus groups.

Focus groups are organized discussion with selected group of people with objective of gaining information about there views and experiences on a topic.

The main benefit of focus groups is there is a ability to collect the data to observe the information and then to analyze it Focus groups are feelings and teaching because of the group synergy generated in discussion. 

The primary goal of a focus group is to establish and facilitate discussion. This case focus groups are being use after getting the basic the knowledge on subject to interpret and analyzed the given information.

Lesson 15: Project-based Learning and Multimedia

• Project-based learning is not a new educational method. 

• The use of multimedia is a dynamic new form of communication.

• The merging of project-based learning and multimedia represents an extraordinary teaching strategy that we call project-based multimedia learning.

• Guidelines for Implementing and developing your own units based on this strategy.

By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance.

By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information.

Project-based multimedia learning- is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

Dimensions of Project-Based Multimedia Learning Project

Core curriculum

     At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use.

Real-world connection

      Project-based multimedia learning strives to be real. It seeks to connect students' work in school with the wider world in which students live.

Extended time frame

     A good project is not a one-shot lesson; it extends over a significant period of time. It may be days, weeks, or months. The actual length of a project may vary with the age of the students and the nature of the project.

Student decision making

• Students have an opinion.

• Divide them into “Teacher” and “Students” based on a clear rationale (decisions)

• The Teacher can allow Students to determine what substantive content would be included in their projects.

• Students can make decisions about the form and content to their final products, as well as the process for producing them.

Collaboration

       We define collaboration as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone. Students may work in pairs or in teams of as many as five or six. Whole-class collaborations are    also possible.

Assessment

      Regardless of the teaching method used, data must be gathered on what students have learned. When using project-based multimedia learning, teachers face additional assessment challenges because multimedia products by themselves do not represent a full picture of student learning.

Assessments have Three Difference Roles in the Project-based Multimedia Context:

• Activities for developing expectations; 

• Activities for improving the media products; and

• Activities for compiling and disseminating evidence of learning.

Multimedia

       As students design and research their projects, instead of gathering only written notes, they also gather—and create— pictures, video clips, recordings, and other media objects that will later serve as the raw material for their final product.

Why Use Project-Based Multimedia Learning?

• Identifying, organizing, planning, and allocating time, money, materials, and workers.

• Negotiating, exercising leadership, working with diversity, teaching others new skills, serving clients and customers, and participating as a team member.

• Selecting technology, applying technology to a task, and maintaining and troubleshooting technology.

Teaching the New Basic Skills, Richard Murname and Frank Levy (1996) describe three sets of skills that students need to be competitive for today’s jobs:

• Hard Skills (math, reading, and problem-solving skills mastered at a higher level than previously expected of high school graduates);

• Soft Skills (for example, the ability to work in a group and to make effective oral and written presentations); and the ability to use a personal computer to carry out routine tasks (for example, word processing, data management, and creating multimedia presentation).

Lesson 14: Maximizing the Use of LCD Projector and the Chalkboard

LCD Projector

• An LCD projector is a type of video projector for displaying video, images or computer data on a screen or other flat surface.
• Because they use small lamps and the ability to project an image on any flat surface, LCD projectors tend to be smaller and more portable than some other types of projection systems. Even so, the best image quality is found using a blank white, grey, or black (which blocks reflected ambient light) surface, so dedicated projection screens are often used.

Advantages of LCD Projectors

• Cost of LCD Projectors 
• Sharp Images 
• Greater Zoom Magnification 
• Less Power Consumption 

Disadvantages of LCD projectors

• Limited lifetime 
• Contrast
• Screen-door effect
• Dust issues
• Dead pixels

The Chalkboard

• A chalkboard is a reusable writing surface on which text or drawings are made with sticks of calcium sulfate or calcium carbonate, known, when used for this purpose, as chalk. 
• Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, etc. but it will always have a chalkboard.

Practices that help us in effective use of Chalkboard

• Write clearly and legibly on the board. Take note that there are children in the last row.
• Have a hard copy of your chalkboard diagram or outline.
• Do not crowd your notes on the board.
• Make use of colored chalk to highlight key points. Color will also make your board work appealing.
• Do not turn your back to your class while you write on the chalkboard. Write side view as you talk. Do not lose your eye contact with the class.
• For the sake of order and clarity, start to write from the left side of the board going right.
• If you teach the grades and you think the lines on the chalkboard are needed for writing exercise, then provide the lines for your board.
• Look at your board work from all corners of the room to test if pupils from all sides of the room can read your board work.
• If there is glare on the chalkboard at a certain times, a curtain on the window may solve the problem.
• If you need to replace your chalkboard or if you are having a new classroom with new chalkboard suggest to the carpenter to mount the chalkboard a little concave from left to right to avoid glare for the pupils’ benefit.
• If you need to have a board work in advance or that need to be saved for tomorrow’s use(say a quiz or sophisticated diagram), write “Please Save” and cover the same with a curtain.
• Make full use of the chalkboard. It may be a traditional educational technology but it serves its purpose very well when used correctly.

Chalkboard Techniques by James W. Brown (1969)

A.   Sharpen your chalk to get good line quality.

B.   Stand with your elbow high. Move along as you write.

C.   Use dots as “aiming points”. This keeps writing level.

D.  Make all writing or printing between 2 and 4 inches high for legibility.

E.  When using colored chalk, use soft chalk so that it can be erased easily.

Lesson 13: Teaching with Visual Symbols

Visual Symbols – are representations of direct reality, which comes in the form of signs and symbols.

Drawings

           
        A drawing may not be real thing but better to have concrete visual aid than nothing. To avoid confusion, it is good that our drawing correctly represents the real thing.

Cartoon

            Another useful visual symbol that can bring novelty to our teaching is the cartoon. A first-rate cartoon tells its story metaphorically.

Strip Drawings

            A strip drawing is a sequence of drawings in a newspaper, magazine, etc., relating a humorous story or an adventure.

Diagrams

            According to Dale, 1969, diagram is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions,etc.

Types of Diagrams

Affinity Diagram – used to cluster complex apparently unrelated data into natural and meaningful groups.

Tree Diagram – used in increasing details or various tasks that must be accomplished to complete a project

Fishbone Diagram – cause-and-effect diagram

Charts

            A chart is a diagrammatic representation of relationships among individuals within an organization.

Types of Chart

Time Chart – tabular time chart that presents data in ordinal sequence

Tree or Stream Chart – depicts development, growth and change by beginning with a simple course with spread outs into many branches.

Flow chart – visual way of showing a process from beginning to end

Organization chart – shows how one part of the organization relates to other parts of the organization.

Comparison and Contrast chart – shows similarities and differences

Pareto chart ­– type of bar chart, prioritized in descending order of magnitude or importance from left to right

Gantt chart – is an activity time chart

Graphs

            Pictures that help us understand data

Types of Graphs

Circle Graph – recommended for showing parts of a whole.

Bar Graph – use in comparing the magnitude of similar items at different times or seeing relative sizes of the part of a whole.

Pictorial Graph – make use of picture symbols

Graphic Organizers – you met several graphic organizers in your subject, principle of teaching.

Maps

            A representation of the surface of the earth or some part of it

Types of Maps

Physical map – altitude, temperature, rainfall, precipitation, vegetation, and soil

Relief map – three dimensional represents and show contours of the physical data of the earth or part of the earth

Political map – gives detailed information about country, provinces, lakes, rivers, etc.

Poster

    A poster is any piece of printed paper designed to be attached to a wall or vertical surface. Typically posters include both textual and graphic elements, although a poster may be either wholly graphical or wholly text. Posters are designed to be both eye-catching and informative.