Huwebes, Oktubre 13, 2016

Lesson 18

Roles and functions of an Educational Media Center






The Educational 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. And it is designed for the housing and utilization of all educational media with in the school.
                                        
-     It reflects and supports the philosophy of the school.

-     It shares and implements the school aims and objectives.

-     It is involved in the teaching and learning process.

-     It is a source center.

-     It is a learning laboratory.

-     It is a teaching agency.

-     It is a service agency.

-     A coordinating agency.

-     A center for recreational reading, viewing and listening



Roles of Educational Media Center

-       Center for resources

-       Laboratory for learning

-       Agent of teaching

-       Service agency

-       Coordinating agency

-       Recreational reading center

-       A stepping stone to the other recreational activities in school.


Functions of Educational Media Center

-       Media and instruction

-       The instructional media services

-       Classroom facilities

-       Media program
              



An EMC is a facility of the school system tasked to require, maintain, care and promote the full effective used of educational media. It houses the both old new technologies meant to make learning more efficient and effective. It facilitates and ensures the optimum use of all instructional media. It organizes learning activities for students and teachers alike for them to upgrade and improve on their technology manipulative skills all for the purpose of motivating them to keep on developing on their communications, analytical, integrative creative and collaborative skills for meaningful lifelong learning.

Lesson 17

Assessment in a Constructivist, Technology-Supported Learning Constructivism





Constructivism is a theory of knowledge that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it was an interaction between human experiences and their reflexes or behavior-patterns.

CONSTRUCTIVIST CLASSROOM

In a constructivist classroom, learning transcends memorization of facts. It is putting these isolated facts together, form concepts and makes meaning out of them. It is connecting the integration of these facts and concepts to daily life. It is seeing the relevance of these facts and concepts to what we value and treasure in life.

ASSESSMENT

The term ‘assessment’ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged

ASSESSMENT PRACTICE

Higher level form of assessment that will require the display of the basic skills of writing and speaking, computing and the more complex skills of applying concepts learned, analyzing, critiquing and evaluating, integrating and creating, and the social skills of working with others. Such higher level form of assessment will call for alternative forms of assessment.

AUTHENTIC ASSESSMENT

Authentic assessment measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, (like computer skills) integration, creativity, and ability to work collaboratively.

TECHNOLOGY-SUPPORTED ASSESSMENT

Includes display of skillful and creative use of technologies, old and recent, because that is what is naturally expected of us in the real world, a technology-dominated world. In the 21*' century, we need to be computer literate and fluent or we get lost or become helpless.

TECHNOLOGY-SUPPORTED ASSESSMENT

We do not test their computer and creative skills, their analytical and integrative skills by way of a multiple-choice -type of test nor test their computer skills alone. Instead, we measure their computer skills directly in an authentic or real-life setting.


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 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.


The various phases of the project include: before the project starts, introduction of the project, learning the technology, preliminary research and planning, concept design and story boarding, first draft production, assessing, testing, and finalizing presentations and concluding activities. The suggested steps for each phase were outlined in this lesson.

There are steps on the process of multimedia creations

Planning - setting a goal, choosing a theme, specifying the purpose.



Researching - collecting information from a variety of sources.



Organizing - arranging and displaying the ideas (writing, layout, graphics, etc.



Developing - putting everything into the computer



Communicating - Presenting the project to an audience



Evaluating - what worked? what needs improvement?




Don't be turned off by the many steps presented here on using project-based multimedia learning. Just bear in mind that we use the strategy to enable the student to remember and understand better content as they perform real-world tasks such as researching for answers problems, analyzing, assessing, making decisions, working with others. You are not tied to the steps shown here. Provided you know what you want to accomplish, common sense will tell you how to get there. But every beginner needs a road map to simply her task. After your first venture into project-based multimedia learning, you may be able to come up with a more simple road map.


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, 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

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 has 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 aloneStudents 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




- 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.

Features of LCD Projectors




- Since its invention in the seventies, there have been many developments that the technology has met.



- There are many classifications of LCD projectors based on the purpose of use. They can either be projectors for conference rooms, fixed installation projectors and multipurpose projectors.



- They come with zoom lens using which you can adjust the size of the image from LCD projector.



- The contrast of the LCD projector image is higher as compared to the other projector types.


Advantages of LCD Projectors


Cost of LCD Projectors 


- When compared to the other projector types like DLP projectors, they are much cheaper. The cost of an liquid crystal display projector can cost around Rs.18, 000 and more based on the features it possesses.



Sharp Images 


- Though the DLP projectors also provide sharp images, the LCD ones are better in comparison. While there were problems in projecting sharper images previously, technological advancements have reduced the trouble to a great extent.



Greater Zoom Magnification


- The presence of zoom lens make it easier to further zoom the image formed on the screen. It is also possible to digitally adjust the images.



Less Power Consumption 


– This is important for an electrical device and the LCD projector provides this benefit.



Disadvantages of LCD projectors


- Limited lifetime of LCD panels appears to be one of the biggest disadvantages of LCD structure projectors. The colors tend to degrade and the screen tend to get yellow after intensive usage of LCD projector.



- Contrast isn't very high, problem of blacks - second huge disadvantage of LCD structure projectors. Contrast is a very debatable issue and highly depends on the method by which it is examined. However, do not rely upon the high contrast of the declared values for the LCD projectors, because same black color (because of spreading out in most home cinema screens) is more like gray.



- Screen-door effect. High resolution LCD structure projectors might produce so called screen-door effect - it is when the lines between pixels become visible (and as a result seperate pixels become visible), and this effect becomes distracting.



- Dust issues. Due to dust accumulation contrast ratio might be reduced up to 50% over time.



- Dead pixels. You might heard about it while talking about LCD monitors. The same issue comes to LCD projectors. This happen when one pixel becomes permanently off or on. If it is only a single pixel - you might even not notice it. But after first pixel is dead, usually pixels around dead one stops responding too over time. It can be fixed by replacing LCD panel, but usually it is wiser to buy new projector instead (maybe DLP structure this time).



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.


1. Write clearly and legibly on the board. Take note that there are children in the last row.


2. Have a hard copy of your chalkboard diagram or outline.


3. Do not crowd your notes on the board.


4. Make use of colored chalk to highlight key points. Color will also make your board work appealing.


5. 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.


6. For the sake of order and clarity, start to write from the left side of the board going right.


7. 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.


8. 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.


9. If there is glare on the chalkboard at a certain times, a curtain on the window may solve the problem.


10. 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.



11. 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.


12. 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 

Visual Symbols





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


DRAWINGS

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




POSTERS

-  is any piece of printed paper designed to be attached to a wall or vertical surface.



CARTOONS


- 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 sequence of drawings in a newspaper, magazine, etc., relating a humorous story or an adventure.



DIAGRAMS

- “It is any line drawing that shows arrangement and relations as of parts to the whole, relative values, origins and development, chronological fluctuations, distributions, etc.” ( Dale, 1969)




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 diagrams




CHARTS





- It is a diagrammatic representation of relationships among individuals within an organization. 

TYPES OF CHARTS

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



Flowchart - visual way of showing a process from beginning to end




Organizational 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



Gannt 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 ties or seeing relative sizes of the parts of a whole




Pictorial Graph – make use of picture symbols




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




MAPS

- Is a representation of the surface of the earth or some part of it.



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





Commercial or economic map - also called product or industrial map since they show land areas in relation to the economy



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