Lesson 18

ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

“We have said that the best ideas in the world are to be found in a modern library. But the modern educational media center must include excellence in varied media- not merely in printed materials.”-Edgar Dale

INTRODUCTION

            Let us devote the last lesson to a discussion of an Educational Media Center (EMC), after having seen how instructional materials, which include multimedia, can be integrated in classroom instruction.

ABSTRACTION

            An EMC is a facility designed for the housing and utilization of all educational media within the school. Is a basic requirement for a school to render quality service. It is not independent of the school that cooperates with other units or departments that the school fulfill its mission and realize its vision by living up to the school’s philosophy aims. It serves a myriad of roles among which are: 1. Center of resources, 2. Laboratory for learning, 3. Agent of teaching, 4. Service agency, 5. Coordinating agency, 6. Recreational reading center, and 7. A stepping stone to other sources of the community.

            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) give the following elements.

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?

2.    Media and instruction

·         Are the faculty encouraged 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 classroom and lecture/conference rooms?

3.    Classroom facilities

·         Are classrooms designed for 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, chalkboard, projection screen , map rails, etc. for instruction using media?

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 CONSTRUCTIVIST, TECHNOLOGY LEARNING-SUPPORTED LEARNING

“Complex learning cannot be assessed or evaluated any single measure. We must examine both the processes and products of student.”

ABSTRACTION

            From the conversation we gather that some students:

·         Memorize very much for the test fit their style of test preparation to the kind of test.

·         Study only for passing score and a passing grade.

In a constructivist classroom, learning transcends memorization of facts. It is putting these isolated facts together, form concepts and making meaning out of them.

AUTHENTIC ASSESSMENT IS MOST APPROPRIATE FOR THE CONSTRUCTIVIST 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 thus the word “authentic”. It is an assessment of a process or a product. That is why authentic assessment includes performance or product assessment. The performance is reliable measure of skills learned and the product is a proof of the acquisition of skills. These performance and product assessed. So what do we need? We need to observe and evaluate and to do it more objectively, with the aid of scoring rubric.

            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. These presentation need performance-based assessment or product assessment.

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

            How do we assess if our students have learned the constructivist 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

“Project-based learning enables classrooms to emphasize this undervalued part of the “invisible curriculum” what author Daniel Goleman has called “emotional intelligence.”

INTRODUCTION

            After learning about the what of project-based learning, let uds see how we go about it if we want to benefit from this strategy.

ABSTRACTION

Goals and objective are always the starting points of planning. When we plan a multimedia learning project as a teaching strategy, we begin by clarifying our goals and objectives.

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.

So you have decided on the objectives and content  with which  to use the project-based multimedia strategy and have determined  resources available. What are you going to do next suggest the following:

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.

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.

2.    Perform pre-assessments.

3.    Perform relevant activities.

4.    Group students.

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 TREE WEEKS, DEPENDING ON PROJECT SIZE)

            Students should immerse themselves in the content or subject matter they need  to understand to create their presentations. Students will engage in relevant experiences or conduct research to collect information and gather ideas. Field trips, teacher-guided lessons, student research, interviews, observation and questioning are all activities that might occur during this stage.

            Students can tag and collect information they think might be valuable for their presentations: compelling photographs, quotes, sounds and other media they encounter in their research.

CONCEPT DESIGN AND STORYBOARDING (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 and discusses some preliminary design ideas.

            Here are a few design tips to keep in mind throughout storyboarding and production.

·         Use scanned, handmade artwork to make a project look personal and to manage scarce 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. Functional testing means trying all the buttons, taking all possible paths through the presentation, checking for errors, missing images and the like. User testing means showing the presentation to members of the target audience and finding out if they can successfully navigate it and understand it.

            Assessment means critical evaluation of your presentation. After assessment and testing , your students will  be revising and making a” release candidate” a version everyone thinks is just about perfect.

CONCLUDING ACTIVITIES (ONE TO THREE)

            Allow time for students to present and show off their hard work. You and they will proud of what they have done and will want to share it wit others. Concluding activities make a memorable project even more special.

Lesson 15

PROJECT-BASED LEARNING AND MULTIMEDIA: WHAT IT IS?

“Project-based learning redefines the boundaries of the classroom. No longer are students confined to learning within four walls.”

INTRODUCTION

            After learning that we need to make use of a combination of learning resources or media to make our teaching as concrete as we can so abstractions will be clear and meaningful, let us learn a method of learning that utilizes multimedia, project-based learning.

ABSTRACTION

            A class that effectively employs project-based multimedia learning is highly animated and actively engaged.

Let us know more about project-based multimedia learning 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 OF PROJECT-BASED MULTIMEDIA LEARNING

            Project-based multimedia learning has seven key dimensions: core curriculum, real word connection, extended time frame, student decision making, collaboration, assessment, and multimedia.

            Core curriculum. Is a clear setoff learning goal drawn from whatever curriculum or set standards is in use .We use core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire.

            Real-world connection. The project seeks to connect students work in school with the wider in which students live. It is critical that the students- not only the teacher perceive what is real about the project.

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

            Student decision making. In project-based multimedia learning, students have a say. Students are given considerable leeway in determining what substantive content would be included in their projects as well as the process for producing them.

            Collaboration. Is working together jointly to accomplish a common intellectual o what purpose in a manner superior to what might have been accomplished working alone.

            Assessment. There are three assessment concerns in project-based multimedia learning, namely: 1. Activities for developing expectations, 2. Activities for improving the media products, 3. Activities for compiling and disseminating evidence of learning. Students must be clarified on what is expected of them and on how they will be assessed.

            Multimedia. In multimedia projects, students do not learn simply by ”using”  multimedia produced by others; they learn by creating in 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 needed for an extended period of time. Second limitation can be the tendency to lose track of the goals and objectives of your lesson.

Lesson 14

MAXIMIZING THE USE OF LCD, LED PROJECTOR

“Indeed, in no… country have I ever seen a good school without a blackboard, or a successful teacher who did not use it frequently.”

INTRODUCTION

            New technology introduced terms like multimedia, hypermedia, etc. But let us admit that the technology divide is real. Many schools especially in the remote areas especially those who have not been reached by electricity for one reason or another, do not have a computer.

ABSTRACTION

            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 of 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. Write side view as you talk. Don’t lose your eye contact with your class.

6.    For the sake of order and clarity, start to write from the left side of the board going to 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 suggest to 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) , write “Please Save” and cover the same curtain.

12. Make full use of the chalkboard.

Chalkboard Techniques

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. 

PROJECTOR

A projector is a device that uses light and lenses to take an image and project a magnified image onto a larger screen or wall.

The LCD Projector

LCD (Liquid Crystal Display) is a thin, flat panel used for electronically displaying information such as text, images and moving picture. Its uses include monitor for Computers, Televisions, Instrument panels Gaming devices etc. Using polarization of lights to display objects.

Gene Dolgoff – is credited with developing the LCD projector.

To display images, LCD (liquid-crystal display) projectors typically send light from a metal-halide lamp through a prism or series of dichroic filters that separates light to three polysiliconpanels.

As polarized light passes through the panels (combination of polarizer, LCD panel and analyzer), individual pixels can be opened to allow light to pass or closed to block the light.

The LED Projector

Instead of a traditional halogen lamp, they use (light-emitting diodes), which are more environmentally friendly and longer lasting. LED projectors use either DLP technology, replacing the color wheel and white-light lamp with red, blue, and green LEDS, or LCoS technology, which is found in handheld projectors.

Light-emitting diode projectors represent a significant advance over traditional projectors. Instead of using a bulb filled with gas at high pressure, they use an array of LEDs to generate the light that shines through, the image element to project an image.

ADVANTAGES OF USING PROJECTOR 

·         Largest possible picture

·         Smaller images a great option also

·         Low cost

·         Space saving

·         Easy to install

LIMITATIONS IN USING PROJECTOR

·         Dark room often required

·         Maintenance required

·         Installation can be more   involved

·         Separate audio system required