Knowledge Lair: 2013

Roles and Functions of an Educational Media Center

Lesson 18.

"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

What is 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. To do its job, the Center has a collection of audio-visual facilities including cassette tape recorders, slide/tape recorders and projectors, film and film strip projectors, overhead and opaque projectors, video camera and other production hardware and equipment. For the most part, the Center serves as a laboratory for undergraduate and graduate students enrolled in Educational Technology courses.

Assessment in a Constructivist, Technology-Supported Learning

| at 11:19 AM

CHAPTER 17.

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

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.

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

| at 11:10 AM

LESSON 16.

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

This lesson is about the effective use of project-based multimedia learning requires through planning. Initial planning involves: clarifying goals and objectives, determining how much time is needed and extent of students involvement in decision making, setting up forms of collaboration, identifying and determining what resources are needed and deciding on the mode to measure what students learn. 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

Project-based Learning and Multimedia

| at 11:03 AM

LESSON 15.

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

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

Seven Key Dimensions

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 in use.

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

Maximizing the Use of the Overhead Projector and the Chalkboard

| at 10:55 AM

LESSON 14.

"Indeed, in no... country have I ever seen a good school without a blackboard, or a successful teacher who did not use it frequently." -Horace Mann, noted American educator

The chalkboard or blackboard has been used starting from nursery. Even in offices, chalkboards are used. It is a very helpful tool especially in schools that do not have computers, televisions and the like. There are tips on using the chalkboard to make it and effective learning tool.

Tips in Using the Chalkboard Effectively:

Writing clearly and legibly can allow students including those sitting in the last rows to decipher clearly. Enough preparation on what to write on the board is systematic or organized and saves much time. Use of colored chalk to highlight key points can be very helpful for students to remember. Legibility of one’s board work could be checked by walking around while students are copying their notes from the board so as to see its visibility from all corners of the classroom. Glares from fluorescent bulbs and windows should be checked.

The Overhead Projector. (OHP)

OHPs are used in classroom setting where computers and televisions among others are part of the Multi-Media.

Advantages of OHP:

Teaching with Visual Symbols

| at 10:48 AM

LESSON 13.

"Visual symbols will be made meaningful if we can use them as summaries of our own direct experiences or our own rich indirect experiences... A little can stand for a lot!"

Visual symbols will be made meaningful if we can use them as summaries of our own direct experiences or our own rich indirect experiences. A little can stand for a lot. This lesson I learned that from an experience of real world experience we proceed to a world of symbols, Visual symbols includes drawings, cartoons, strip drawings, diagrams, formulas, charts, graphs, maps, globes. Like a picture, a graph and all other visual symbols, are worth a thousand words. The proper use of visual symbols will contribute to optimum learning. Visual symbols come in many forms drawing cartoons strip drawing(comic strip) diagram map chart graph

For these visual symbols to be at your fingertips, you ought to be skilled at making them. The collection,

The Power of FILM, VIDEO and TV in the Classroom

| at 10:42 AM

LESSON 12.

"Next to the home and school, i believe television a more profound influence in the human race than any other medium of communication." - Edgar Dale

Educational tools like visual media, film, video and television were considered as high potential impact. They are now more accessible and less cumbersome to use. The VCR (Video Cassette Recorder) gave us flexibility. We could watch the 1st twenty minutes stop the tape and discuss elements for introduction, mood, suspense and characterization-and view it again. According to dale the films, video and TV are transmit a wide range of audio visual materials still pictures, film specimen and drama film, video and TV provide us

Making the Most Community Resources and Field trips

| at 10:37 AM

Lesson 11.

"Field trips offer an excellent bridge between the work of the school and the work of the world outside."

Community Resources are people and places in the community and Field trips offer an excellent bridge between the work of the school and the work of the world outside. Field trips offer an excellent bridge between the work of the school and the work of the world outside. It is very important for the teacher to know what to before initiating this kind of activities for the students.

Steps for planning a field trip:

Preliminary planning by teacher Pre-planning with others going on the trip Taking the field trip itself Post-field trip follow up activities

When a teacher follows this guidelines, he/she will be able to know the flow of the field trip. Setting the first point is the planning wherein the teacher conducts a meeting with the students and set the goals and objectives of the said activity. In this the students will know what they will anticipate and see in the upcoming field trip. It is also very important to let the students take down some important notes during the field trip, telling them before hand is a must. After conducting the field trip, it recommended to have a post field follow up activities. In this way, the learning that the students experienced in the actual simulation during the field trip will be reviewed and learning will be much more maintainable.

Demonstrations in Teaching

| at 10:34 AM

Lesson 10.

"Good demonstration is good communication."

A demonstration is a teaching method used with both large and small groups. Demonstrations become more effective when verbalization accompanies them. For example, in a half demonstration-half lecture, an explanation accompanies the actions performed. It is a generally accepted learning theory that the greater the degree of active participation and sensory involvement by the learner, the more effective learning will be.

Teaching with Dramatized Experiences

| at 10:26 AM

Lesson 9

“All dramatization is essentially a process of communication, in which both participant and spectators are engaged. A creative interaction takes place, a sharing of ideas.”

Dramatized experiences can range from formal plays, pageants to less formal tableau, pantomime, puppets and role playing.

“If our teaching is dramatic, our students get attracted, interested and affected. If they are affected and moved by what we taught, we will most likely leave an impact on them.”

Teaching with Contrived Experiences

| at 10:00 AM

Lesson 8

“We teach through a re-arrangement of the raw reality: a specimen, a manageable sample of a whole… when the direct experience cannot be used properly in its natural setting.”

What are contrived experiences?

These are “edited” copies of reality and are used as substitutes for real things when it is not practical or not possible to bring or do the real thing in the classroom. These contrived experiences are designed to simulate to real-life situations.

Direct, Purposeful Experiences and Beyond

| at 9:54 AM

Lesson 7.

“From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and order to our lives.”

What are referred to as direct, purposeful experiences?

These are our concrete and firsthand experiences that make up the foundation of our learning. These are the rich experiences that our senses bring from which we construct the ideas, the concepts, the generalizations that give meaning and order to our lives. (Dale, 1969)

Using and Evaluating Instructional Materials

| at 9:49 AM

Lesson 6.

“You should have a good idea of your destination; both in the over-all purposes of education and in the everyday work of your teaching. If you do not know where you are going, you cannot properly choose a way to get there.”

When choosing instructional materials there are things to be considered. “It is one thing to select a good instructional materials, it is another thing to use it well.” Hayden Smith and Thomas Nagel (1972) book authors on Instructional Media, advise us to abide by the acronym PPPF.

The Cone of Experience

| at 9:32 AM

Lesson 5

“The Cone is a visual analogy, and like all analogies, it does not bear an exact and detailed relationship to the complex elements it represents.” – Edgar Dale

What is the Cone of Experience?

The Cone of Experience is a visual model, a pictoral device that represents bands of experience arranged according to degree of abstraction and not degree of difficulty. The farther you go from the bottom of the cone, the more abstract the experience becomes.

Systematic Approach to Teaching

| at 9:28 AM

Lesson 4.

“A plan that emphasizes the parts may pay the cost of failing to consider the whole, and a plan that emphasizes the whole must pay the cost of failing to get down to the real depth with respect to the parts.” – C. West Churchman

The systematic approach to teaching focuses on the students their needs, interests and readiness.

What are the elements of a systematic approach to teaching?

Define objectives
Choose appropriate methods
Choose appropriate experiences
Select materials, equipment and facilities
Assign personnel roles
Implement the instruction
Evaluate outcomes
Refine the process

The Roles of Educational Technology in Learning

| at 9:18 AM

Lesson 3.

"Technology makes the world a new place"

In traditional perspectives technology serves as source, productivity tool and a presenter of knowledge. In the constructivist perspective, the roles of technology in learning are: Technology as tools to support knowledge construction as information vehicles for exploring knowledge to support learning-by-constructing, as context to support learning-by-doing, as a social medium to support learning by conversing and as intellectual partner to support learning-by-reflecting.

“Whether used from the traditional or constructivist point of view, when used effectively, research indicates that technology increases student’ learning, understanding and achievement but also augment motivation to learn, encourages collaborative learning and supports the development of critical thinking and problem-solving skills.”

Technology: Boon or Bane?

| at 8:14 AM

Lesson 2.

“Technology is in our hands. We can use it to build or to destroy”.

Technology is a gift for man that makes life more convenient and easy. Technology can bring things that are impossible to happen. It can make you closer to someone that is a million miles away; it can bring information and messages in just a minute. It also helps make teaching and learning process more meaningful, stimulating, exciting and engaging by using and integrating multimedia resources in the classroom.

The Education Technology

| at 8:01 AM

Lesson 1. Meaning of Educational Technology

"Technology is more than hardware. Technology consists of the designs and the environments that engage learners." ‒ D. Jonassen

Educational technology and technology in education

Educational technology refers to the art or craft of responding to our educational needs. it is a planned, systematized method of working to achieve the planned outcomes. While technology in education as stated by David H. Jonassen, et al, 1999 is the application of technology to any of those processes involved in operating the institutions which house the education enterprise. it includes the application of technology to food, health, finance, scheduling, grade, reporting, and other processes which support education within institutions.

Educational technology, instructional technology and technology integration, educational media relate to one another because they have a process and an application of technology to achieve the planned outcomes or objectives.

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