lesson 18

Roles and Functions of an Educational Media Center

An EMC is a facility designed for the housing and utilization of all educational media within the school. It is a basic requirement for a school to render quality service. It is not independent of the school. Rather, like any part of the human body, it is a unit in the school that cooperates with other units or departments that help the school fulfill its mission.

An EMC renders various kinds of services. Its services boil down to improving the teaching-learning process by making it more interactive, collaborative, interesting and authentic.

What must an EMC have to be a functional EMC?

The evaluation questions for a functional EMC (Lucido & Borabo, 1997)

1.     ) The  institutional media services

·        Is the administration committed to a media program?

·        Is the program of media services administered by a media specialist through media center?

·        Is the center operating at the same level as other major institutional services of the school?

·        Are there clearly defined policies, procedures, and plans for short, medium and long term coverage?

·        Is the center provided with appropriate facilities.

·        Is the center capable of giving media and/or educational media technology advises/assistance to the faculty.

                   2.) Media and instruction

·        Are the faculty encourage to use media as an integral part of instruction?

·        Are classrooms equipped and/or adapted for the best possible use of educational media?

·        Is the media center accessible to all classrooms and lecture/conference rooms?

·        Is there educational media technology information dissemination?

·        Is there proper cooperation between faculty and the professional media staff in the planning, developing, and using media for instructions?

·        In particular, are faculty members assisted by the media center staff in analyzing teaching needs and in designing, selecting and using educational media to meet these needs?

·        Is there a capability for production of graphics, audio, visual and other media materials for instruction.

                3.)  Classroom facilities

·        Are classroom designed for and provided with essential facilities for effective use of educational media?

·        Specifically, are classrooms equipped for full light control, electrical outlets, appropriate ventilation and media operations space?

·        Are classrooms equipped with a bulletin board.

                4. Media program  

·        Are there clear-cut administration policies on the media program?

·        Is there an adequate source/system of funding?

·        Is there appropriate hiring of media center supervisions, creating and technical personnel, consultants and clerical staff?

lesson 17

Assessment in a Constructionist, a Technology-Supported Learning

Abstraction

From the conversation we gather that some students:

·        Memorize very much for the test.

·        Study only for passing score and a passing grade.

The questions we raise are: “is it really bad to memorize for the test?” and is it not good to study for a score and for a grade? The answer to both questions is a NO .

Authentic assessment is most appropriate for the constructive classroom. Authentic assessment measures collective abilities, written and oral expression skills, analytical skills, manipulative skills, (like computer skills ) integration, creativity, and ability to work collaboratively.

In authentic assessment, students perform real world tasks, thus the word “authentic” assessment includes performance or product assessment.

·        You and your students may develop a rubric. It can be a collaborative effort for both of you- teacher and students- in line with the practice of self-assessment, which is highly encourage. In fact with scoring rubric, standards are clearly set at the beginning for you and your students.

·        Assessment in a technology-supported environment necessarily 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.

·        These presentations need performance-based assessment or product assessment. It is a direct assessment.

·        We do not test their computer and creative skills, their analytical and integrative skills by way of a multiple-choice.

·         A technology-supported classroom maximizes the use of old and new technology, students are expected to demonstrate learning with the use of both old and new technology.

·        Students may use transparencies OHP to demonstrate the learned skill of topic presentation.

This is process or performance assessment. How do we assess of our students have learned the constructionist's way of thinking, behaving and living? The rubric for understanding and improving meaningful environments.

lesson 16

Using the project-based learning multimedia as a teaching-learning strategy

Compare you list of steps to the following steps suggested by Michael Simkins, who are experts in project-based multimedia learning.

1.)              Go over the K to 12 content and performance standards and competencies to determine objectives and content that the multimedia project will address effectively.

2.)              Estimate how much time you need to spend compared to how much time is available.

3.)              Make clear and explicit parameters and procedures that must be observed in decision making. Take note that involving students in decision making where they can be involved has educational advantages. 

4.)              Set collaborative working arrangements to enable students to share their knowledge and skills and to build on one another’s strengths.

5.)              Determine what resources you will need and what are available.

·        What library materials are available?

·        What information can your students collect or what resources can they gather by going for field trips in the community?

·        Are there people in the community who can serve as resources in the area your students are studying?

·        Is internet available?

·        Consider newspapers, television and radio as sources of information.

·        Depending on what your students’ project involves.

6.)              Plan on how you will measure what students learn.

Another important thing is to determine the resources available from library materials, community resources both material and human, internet, news media- since this project calls for multimedia. To trim down time devoted to a multi-media project, Simkins et al (2002) suggest the following.

·        Use technology students already know.

Use time outside of class wherever possible.

·        Assign skills practice as homework.

·        Let students compose text and select and prepare graphics and sounds as they plan.

BEFORE THE PROJECT STARTS

1.)              Create project description and milestone.

2.)              Work with real- world connections.

3.)              Prepare resources.

4.)              Prepare software and peripherals such as microphones.

5.)              Organize computer files- finding files eats most of your time if you are not organized.

6.)              Prepare the classroom.

INTRODUCING THE PROJECT (ONE OR TWO DAYS)

Help the students develop a big picture to understand the work ahead.

1.)              Review project documents. You can ask students to work with the project documents you have produced.

2.)              Perform pre-assessments.

3.)              Perform relevant activities.

4.)              Group students.

·        By topic interest

·        By student talent and expertise

·        By student choice

·        Randomly

5.)              Organize materials

LEARNING THE TECHNOLOGY (ONE TO THREE DAYS )

Give a chance for the students to work with whatever software and technology they will be using.

PRELIMINARY RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECTS SIZE)

At this stage, students should immerse themselves in the content or subject matter they need to understand to create their presentations.

CONCEPT DESIGN AND STORY BOARDING (THREE TO FIVE DAYS)

After collecting initial information, hold a brainstorming session where the whole class or a subgroup defines a tentative approach to the subjects.

Here are few design tips to keep in mind throughout story boarding and production:

·        Use scanned, handmade artwork to make a project look personal and to manage scarce technology resources.

·        Keep navigation.

·        Organize information similarly throughout so users can find what they are looking for.

·        Care for collaboration.

·        Organize manageable steps.

·        Check and assess often.

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (ONE TO THREE WEEKS)

There are two kinds of testing to think about:

Functional testing and user testing. 

lesson 15

Project-based Learning and Multimedia: what it is?

Abstraction

A class that effectively employs project-based multimedia learning is highly animated and actively engaged. Together with other students, every student is absorbed in a task in line with the goals and objectives made clear at the start. Time has wings.

Let us know more about project-based multimedia learning in the paragraphs that follow:

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

Dimensions in project-based multimedia learning

Has seven key dimensions:

1.)              Core curriculum – at the foundation of any unit of this type is a clear set off learning goal drawn from whatever curriculum or set of standards is in use.

2.)              Real-world connection- the project seeks to connect students’ work in school with the wider world in which students live.

3.)              Extended time frame- a good project is not a one-shot lesson. It extends over a significant period of time.

4.)              Student decision making- in project-based multimedia learning, students have a say.

5.)              Collaboration- project-based multimedia learning demands collaboration. Is working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

6.)              Assessment – there are three (3) assessment concerns in project-based learning , namely: 1) activities for developing expectations: 2) activities for improving the media products.

7.)              Multimedia- students do not learn simply by using multimedia produced by others they learn by creating it themselves.

Why use project-based multimedia learning? Because it is “value added” to your teaching.

What can be some limitations of the use of project-based multimedia learning strategy?

 One limitation that we see is the need or an extended period of time. You need time to orient the students on what are expected of them, guidelines, goals and objectives of the project.

lesson 14

Maximizing the Use of the Overhead Projector and the Chalkboard

Abstraction

The chalkboard

Except in extremely deprived classrooms, every classroom has a chalkboard. In fact, a school may have no computer, radio, TV, et, but it will always have a chalkboard. So why not make optimum use of what we have. The chalkboard? The following practices of dedicated professional teachers may help us in the effective use of the chalkboard:

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

2.)              It helps if you have a hard copy or your chalkboard diagram or outline.

3.)              Don’t crowd your notes on the board.

4.)              Make use of colored chalk to highlight key points.

5.)              Do not turn your back to your class while you write on the chalkboard.

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 certain times of the day, 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 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.

12.)         Make full use of the chalkboards.

The overhead projector (OHP)

There are other kinds of projectors like opaque projector and slide projector. The overhead projector seems more available in schools. It have a lot of advantages. Brown (1969) cites the following:

·        The projector itself is simple to operate.

·        The overhead projector is used in the front of the room  by the instructor.

·        Facing his class and observing student reactions, the instructor can guide his audience.

·        The projected image behind the instructor exactly as students see it on the screen.

·        The stage (projection surface) of the projector is large (10 by 10 inches).

·        It is especially easy for teachers and students to create their own materials for use in the overhead projector.

·        There is an increasing number of high-quality commercial transparencies.

·        Overhead projection techniques-

·        Among the outstanding attributes of overhead projection are the many techniques that can be used to direct attention to a detail.

·        You can show pictures and diagrams, using a pointer on the transparency to direct attention to a detail.

·        You can use a felt pen or wax-based pencil to add details or to make points on the transparency during projection.

·        You can superimpose additional transparency sheets as overlays on a base transparency so as to separate processes and complex ideas into elements and present them in step-by-step order.

·        You can show three-dimensional objects from the stage of the projector.

·        You can move overlays back and forth across the base in order to rearrange elements of diagrams or problems.

·        For special purposes you can simulate motion on parts of a transparency by using the effects of polarized light.

·        You can simultaneously project on an adjacent screen other visual materials.

·        Stand off to one side of the OHP while you face the students.

·        Don’t talk to the screen.

·        Place the OHP on a table low enough so that it does not block you or the screen.

·        Have the top of the screen titled forward towards the OHP to prevent the “ keystone effect”.

·        Avoid the mistake of including too much detail on each image.

·        Avoid large tables of figures.

·        Don’t read the text on your slide.

·        Avoid too much text.

·        Your presentation must be readable from afar.

·        We can learn from the experiences from others. Brown (1969) enumerates effective practices. Let’s learn from them.

·        In primary grades, simple objects like keys, leaves, and cutout paper shapes can be placed directly on the projector.

·        In English composition lessons, student themes or writing exercises can be reproduced on film by means of the heat or photocopy process.

·        In arithmetic, blank sheets of acetate and grease pencils can be given to selected students.

·        In geometry and trigonometry, two-and three-dimensional diagrams can be built up.

·        In physical education and team raining, plays and game procedures may be analyzed.

·        In social studies, all types of maps can be enlarged after accurate but easy preparation.

In many classes, testing and evaluation materials previously can be achieved by (1) placing a sheet of paper over the transparency and moving it down to expose succeeding lines of type, (2) attaching strips of opaque paper to the sides of the mask in order to cover portions of the transparency image.