Lesson 18: Roles and functions of an Educational Media Center

The Education 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.

·         It reflects and supports the philosophy of the school.

·         It shares and implements the school’s aims and objectives.

·         It is involved in the teaching and learning process.

·         It is a course center.

·         It is a learning laboratory.

·         It is a teaching agency.

·         It is a service agency.

·         A coordinating agency.

·         A center of recreational reading, viewing and listening.

EDUCATIONAL MEDIA CENTER SERVICES

           

            1. Orientation

                        - All new teachers are given an orientation on the EMC, its program, role in the total Ateneo academic organization, services, facilities, guidelines and procedures during their in-service program.

            2. Selection of print and non-print materials

                        - The librarians continually select and acquire print and non-print materials that suit the needs, interest and special abilities of the students and teachers.

            3. Organization of print and non-print materials

                        - A technical librarian organizes all the purchased print and non-print materials for easy retrieval.

            4. Circulation of print and non-print materials

                        -The EMC lends out various types of materials to students and teachers.

            5. Reference

                        - The EMC attends to request such bibliographic information from the card catalog, search through books, periodicals, pamphlets, documents and non-print materials.

            6. Bibliographic Service

                        - There are listings of materials and periodical articles to publicize the new materials and periodical articles in the EMC.

            7. Media Instruction Program

                        - The Media Instruction Program (MIP) aims to teach students to be skilful and discriminating users of print and non-print media.

            8. Class Supervised Research

                        - It is a scheduled program of activity particularly in Science and Social Studies.

            9. Grade Level Newspaper

                        - Each grade level is given a subscription to a newspaper of their choice.

           

10. Mags-on-wheels

                        - Selected professional and general interest journals are routed in the different grade levels and service area.

            11. Photocopying Service

                        - A self-service photocopying machine is available for the faculty to Xerox materials needed.

            12. Video and Sound Production

                        - Simple productions for class instruction, program and school wide presentations are put together in the Audio-Visual area.

            13. Multi-media Services

                        - Different non-print media materials are acquired. Teachers are encouraged to maximized use of their materials.

ABSTRACTION

            An EMC is a facility designed for the housing and utilization of all educational media within the school. It is the basic requirement for 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 the other units or departments that help the school fulfil its mission and realize its vision by living up to the school’s philosophy and 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

            7. a stepping stone to other resources 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.

An EMC is a facility of the school system tasked to acquire, maintain, care and promote the full effective use of educational media.

Lesson 17: Assessment in a constructivist technology-supported learning

Assessment is the process use by a teacher in making some evaluation which measures the student’s learning. Teachers used rubric as their aid to observe and evaluate learners. In constructivist theory, it explains how knowledge is constructed in the human being when information comes into contact with existing knowledge that has been developed by experience. It means that students can formulate knowledge and ideas if they perform and experience it on their own in which they have already an idea about it.

 

In constructivist principle, evaluation should not isolate as a single exercise and not having the instructor as the only source of assessment. In other words, teacher should not use one evaluation because every learner is unique, has different learning styles and sometimes they were the source of other information. Teacher may also use technology because it is naturally that we are in the technology dominated world which encourages students especially facilitating student-centered learning activity. If the students fail in one assessment, teacher should not stop but rather repeat the lesson and the assessment or use another set of assessment.

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. Much time is required in using this strategy so it is very important to consider a realistic amount of time. Aside from that, it is also important to determine the available resources which could be library materials, community resources, internet, and news media. Simkims suggested few points to trim down time:

 

• use technology students already know
• use time outside of class wherever possible.
• assign skills practice as homework.
• use " special classes" as extra time.
• let students compose text and select and prepare graphics and sounds as they plan.

The students may possibly make original research themselves and you can let them but you have to make clear to them the policy and limitations on decision- makings for smooth working relations. Then plan how to evaluate the output of your students.

After having done all the preliminaries, make a time frame for your students to follow along. Sikims again suggested a time-frame which covers:

1. Before the project starts
2. Introducing the project
3. Learning the technology
4. Preliminary research and planning
5. Concept design and storyboarding
6. First draft production
7. Assessing, testing, and finalizing presentations
8. Concluding activites

Lesson 15: Project-based multimedia learning

—Project –Based Multimedia Learning

—- a teaching method in which students “acquire new knowledge and skills in the course of designing, planning and producing multimedia product.” (Simkins, et al, 2002.)

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—Dimensions of Project-Based Multimedia Learning

1.Core Curriculum

2.Real-World Connection             

   

3.Extended Time Frame 

4.Student Decision Making     

5.Collaboration    

                

6.Assessment

7.Multimedia   

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—Brief Explanations by “Simkins, 2002”

1. Core Curriculum. At the foundation of any unit of this type is a clear setoff learning goals drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire, and should not simply be an enrichment or extra-credit activity for a special few.

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2. Real-World Connection. It seeks to connect students’ work in school with the wider world in which the students live. You may design this feature into a project by means of the content chosen, the types of activities, the types of products, or in other ways.

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3. Extended Time Frame. A good project is not a one shot lesson. It extends over a significant period of time. The actual length of a project may vary with the age of the students and the nature of the project.

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4. Student Decision Making. In project-based multimedia learning, students have a say. Teachers look carefully at what decisions have to be made and divide them into “teacher’s” and “students” based on a clear rationale.

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5. 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 alone. Students may work in pairs or in teams of as many as five or six.

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6. 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.

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—Three Roles of Assessment in Project-Based Multimedia Context

ØActivities for developing expectations:

ØActivities for improving the media products; and

ØActivities for compiling and disseminating evidence of learning.

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7. Multimedia. In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves. The development of such programs as Hyperstudio, Kid Pix, and Netscape Composer has made it possible for students of all ages to become the authors of multimedia content.

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