LESSON 18

Roles and Functions of an Educational Media Center

SUMMARY:

EMC or Educational Media Center  is an important facility which houses and utilizes  all the educational media in a school  It works with all other departments and units to optimize learning.It is a basic requirement of a school. Its roles are:

• center of resources
• laboratory for learning
• agent of teaching
• service agency
• coordinating agency
• recreational reading center
• a stepping stone to other resources of the community

To have a functional EMC it must have the following elements:

The institutional media services
Media and instruction
Classroom facilities
Media program 

It serves a myriad roles and functions  and services  such as:

• Orientation-All teacher are given an orientation on the Educational Media Center.The students are also given an orientation on their first Media Instructional Program class.
• Selection of print and non-print materials-The librarians continually select and acquire print and non-print material that suits 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 Educational Media Center lends out various types of materials to students and teachers.
• Reference-The EMC attends to request such a bibliographic information from the card catalog,search through books, periodicals, pamphlets, documents and non-print materials.
• Bibliographic Service-Threre are listings of materials and periodical articles to publicize the new materials and periodical articles in in the EMC.
• Media Instruction Program The MIP aims to teach students to be skillful and discriminating users of print and non-print media.
• Class Supervised Research IT is a schedule 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..
• Photocopying Services- A self- service photocopying machine is available foe the faculty to Xerox material needed.
• Video and Sound Production-Simple production 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.

REFLECTION:

Educational Media Center is very essential to the society because it functions as a visual instrument as well as a basic requirement for quality education by enriching all parts of the school's educational process. It reflects and supports the philosophy of the school.It involve 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.It is a coordinating agency.It is a center of recreational, viewing, and listening and it is a stepping stone to other community resource centers.

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lesson 17

ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY-SUPPORTED LEARNING

SUMMARY:

Constructivists view assessment as a process that involves both the instructor and the student. Educators who prefer to use constructivist methods and principles in evaluating student work have several different avenues to choose from that can help enhance the learning experience of students. Similarities between constructivist and traditional methods of assessment do exist. Even though constructivists continue to research and experiment with more interactive, experience based assessments, the more traditional methods still prevail and are being used in classrooms as the predominant means of assessment.

Principles of Assessment in a Constructivist Classroom

• One principle of assessment in a constructivist classroom is not to isolate evaluation as a single exercise. Constructivists often see learning as a cyclical process. Since the shape of a circle has no beginning and no end, then the mark of where to assess could become blurry.

Constructivists do not see assessment as an ending activity, but rather an ongoing process that helps the student continue to learn. 


They isolated “Five Es" of constructivism: 

• Engage,
• Explore, 
• Explain
• Elaborate, 
• and Evaluate.

 Not only is assessment its own category (evaluate), but it is also interwoven throughout each of the other stages of the learning process.

• Another principle of constructivist assessment: not having the instructor as the only source of assessment. Many constructivists encourage self-reflection as a means of assessment, or encourage students to exchange evaluations of each other’s work. 

When assessing, no matter who the evaluator is, many constructivists encourage an assessment of how the learner is thinking rather than just the outcome. In assessing, a constructivist's goal is to help the learner acquire knowledge, not make the learning process laborious and undesirable. Therefore, it is important to have a non-critical attitude as one evaluates in a constructivist format. 

Principle Tools and Methods Used in Constructivist Assessment

Teachers can initiate a wide variety of verbal discussions such as:

• interviews,
• debates, 
• knowledge telling,
• co-investigations, or 
• dramatizations.
• In constructivist evaluation is a physical assessment of the whole child.
• KWL Charts (and other such baseline assessments),
• Mind mapping,
• portfolios,
• checklists,
• investigative projects
• paper and pencil tests,
• performance tasks 
• blogging,
• podcasting
• audio sharing,
• social networking,
• video sharing,
• wiki creation, 
• web authoring
• and mashups.

REFLECTION:

Constructivism promotes social and communication skills by creating a classroom environment that emphasizes collaboration and exchange of ideas. Students must learn how to articulate their ideas clearly as well as to collaborate on tasks effectively by sharing in group projects. Students must therefore exchange ideas and so must learn to "negotiate" with others and to evaluate their contributions in a socially acceptable manner. This is essential to success in the real world, since they will always be exposed to a variety of experiences in which they will have to cooperate and navigate among the ideas of others.

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LESSON 16

Using the Project-based Learning Multimedia as a Teaching-Learning Strategy

 

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 projects.

2. It makes teachers look for and apply the methods that optimize learning effect.

3. It makes teachers structure the form of material.

 Distance education is a multimedia education that uses for educational purposes e-mail textbooks, video conferences, a computerized slide show, Web site and taking part in discussion in focus groups.

In this sense, one of the subjects which has been more extensively used in distance language teaching is focus groups.

Focus groups are organized discussion with a selected group of people with objective of gaining information about their views and experiences on a topic (Gibbs, 1998).

While focus groups have been used mostly in the fields of marketing our business specialties, over the past few decades they have come to be used as the methods of data gathering in qualitative studies.

The main benefit of focus groups is their ability to collect the data, to observe the information and then to analyze it. Focus groups are feelings and reactions because of the group synergy generated in these discussions.

Since focus groups rely on group interaction more than individual reports, often students have the opportunity to compare their experiences to those of the other participants and new information or different perspectives may be sparked by this interaction (Hoppe, Wells, Morrison Gillmore Wilsdom, 1995).

According to Morgan, the basic argument on favor of self-contained focus groups is that they reveal aspects of experiences and perspectives that would not be as accessible without group interaction. The focus groups used in the learning process must be homogenous. 

The following parameters for focus groups are set:

- Group participants should be familiar with each other.

- Group participants should be homogenous.

- Group session should be no more than two hours.

- Group rules in each session include respecting each other opinions, no put-downs and letting everyone have a chance to talk.

After setting these initial focus group parameters it was decided that participants be able to choose the language in which they will participate.

Most authors resist the use of videotape recording in focus groups (Krueger, 1994; Morgan, 1997).

REFLECTION: 

It may be helpful to think of project-based learning as a subset of inquiry learning. A review of research about project-based learning concludes that such projects are focused on questions or problems that "drive students to encounter (and struggle with) the central concepts and principles of a discipline" What's more, the central activities of a project involve inquiry and the construction of new knowledge by the student Students typically have a choice when it comes to designing their project, which allows them to pursue their interests and engage their curiosity. In the course of answering their own questions, students may investigate topics not identified by the teacher as learning goals.

 

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LESSON 15

PROJECT BASED LEARNING AND MULTIMEDIA:

SUMMARY

A project based learning method is a comprehensive approach to instruction. Your students participate in projects and practice an interdisciplinary array of skills from math, language arts, fine arts, geography, science, and technology.

Project-based learning is not a new educational method. The use of multimedia is a dynamic new form of communication. Th emerging of project-based learning and multimedia represents an extraordinary teaching strategy that we call project-based multimedia learning.

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 na multimedia product.

 Multimedia: integration of media objects such as text, graphics, video, animation, and sound to represent and convey information Make meaning from educational materials or experience

Project-based multimedia learning has seven key dimensions:

• ·         core curriculum,
• ·         real-world connection,
• ·         extended time frame,
• ·         student decision making,
• ·         collaboration,
• ·         assessment, and
• ·         multimedia.

A strong unit, however, includes them all. Its possible to have one of these dimensions present.

REFLECTION:

 

Project-based multimedia learning is one instructional strategy that you can use in a school year that may also include non-technical projects, lecture and note-taking, rote practice, writing, and in artistic or creative work. What they will be doing includes:

·         Planning and organizational skills Learning to present information in compelling ways

·        Synthesizing and analyzing complex content and data

·         Practicing research and technical skills Learning how academic subject matter applies to the real world

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