Lesson 18: 

Roles and functions of an Educational Media Center

Mission/Vision - 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.

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 skillful and discriminating users of print and non-print.

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. 

Lesson 17:

Lesson 17: 

Assessment in a Constructivist, Technology-Supported Learning

WHAT IS CONSTRUCTIVIST THEORY?

 Constructivist theory is a theory to explain on how knowledge is constructed in 
the human being when b information comes into contact with existing knowledge 
that has been developed by experiences. Constructivism as a theory of learning 
has existed for over one hundred years but has no been widely accepted or 
applied in public schools.this theory is just a posed of behavioral theory.

WHAT IS TECHNOLOGY-SUPPORTED LEARNING?

It is used to encourage students especially in facilitating student centered 
learning activities. It is more than technology enhance instruction. It recognizes 
that learning is supported in many different ways, even if there is no formal 
teaching involve.

Students study and learn based on the way they are tested. The type of 

assessment anticipate appears to influence how and what they learn. 
Therefore, the quickest way to change the way  students learn is to 
change the way learning is assessed.

In a technology-supported classroom, the student learns from and with the 
technology. Technology is seen as a source of information that the students 
learn from in the same way that the teacher are the source of information.. 
the students master facts from the concepts from technology and with the 
aid of technology.

• For example, when a teacher is engaging students in a learning 

opportunity, the instructor begins to question. The process of questioning 

not only interests students in a topic, but also gives the instructor an idea 

of the amount of prior knowledge a learner will bring to the experience.

• During the exploring stage, "...students’ inquiry process drives 

instruction during an exploration." Driving instruction is one purpose of 

assessment, whether in a traditional or constructivist classroom.

• During the explain stage, communication occurs between student 

and teacher. At this point, an instructor can input more information or 

points of inquiry as needed; again they are actively assessing. Also 

during the explain stage, artifacts become available that demonstrate 

concrete evidence of student understanding.

• When students begin to elaborate on their ideas and observations, 

possible avenues of future research can develop.

Therefore, evaluation as a stage is not meant to be solitary and final, but a 
constant in each stage of constructivist learning 
(Miami Museum of Science, 2001).

Principle Tools and Methods Used in Constructivist Assessment

Similarities and Differences Between Constructivist and 

Traditional Assessment

Similarities

• Both types of assessment can take on a variety of formats: paper and 

pencil, physical hands on experience, or some type of exchange. 

• The phrasing and use of critical thinking terminology in questioning can 

also be similar.

• Instructors in traditional classroom also use assessments in order 

to plan lessons and develop activities.

Differences

• Responses to traditional questions will also require more than a 'yes' or 

'no' answer. However, the idea that interactive feedback occurs between 
evaluators and learners as well as the concept of judging the active 
construction of thinking as well as the outcome are greater priorities to the 
constructivist assessor than a traditional method of evaluation.

• Another difference lies in the support of standardized testing. Traditional 

learning environments support standardized testing and make many 

educational decisions off of those scores. Constructivists have a very negative 

view of this particular testing vehicle. Constructivists prefer that assessments 

have more of a 'real-life' application. 

• The types of assessment preferred by constructivists would be: authentic, 

performance, or portfolio assessment. These types of assessment, according to 

Reeves & Okey, require more genuine thought from the learner and provide a 

more stimulating form of evaluation than traditional classroom testing.

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 learning. Much time is required in using this strategy so it is very important to consider a realistic amount of time.
• 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 

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

3. It makes teachers structure the form of materials.

• Distance education is a multimedia education uses for educational purpose email textbook video conferences a computerized slide show website and taking part in discussion in focus groups.
• Focus groups are organized discussion with selected group of people with objective of gaining information about there views and experiences on a topic.
• The main benefit of focus groups is there is a ability to collect the data to observe the information and then to analyze it Focus groups are feelings and teaching because of the group synergy generated in discussion.
• The primary goal of a focus group is to establish and facilitate discussion. This case focus groups are being use after getting the basic the knowledge on subject to interpret and analyzed the given information.

Lesson 15:

Lesson 15: 

Project-Based Learning and Multimedia”

1. Project-based learning is not a new educational method.
2. The use of multimedia is a dynamic new form of communication.
3. The merging of project-based learning and multimedia represents an
 extraordinary teaching strategy that we call project-based multimedia learning.
4. Guidelines for Implementing and developing your own units based on this 
strategy.

• By project-based learning – we mean a teaching method in which 

students acquire new knowledge and skills in the course of designing, 

planning, and producing some product or performance.

• By multimedia – we mean the integration of media objects such as text, 

graphics, video, animation and sound to represent and convey information.

• 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 a multimedia product.

Dimensions of Project-Based Multimedia Learning Project

Core Curriculum 

• At the foundation of any unit of this type is a clear set of learning goals 

drawn from whatever curriculum or set of standards is in use.

Real-World Connection 

• Project-based multimedia learning strives to be real. It seeks to connect 

students’ work in school with the wider world in which students live.

Extended Time Frame ­

• A good project is not a one-shot lesson; it extends over a significant period

of time. It may be days, weeks or months.

• The actual length of a project may vary with the age of the students and 

the nature of the project.

Students Decision Making – students have an opinion.

• Divide them into “Teacher” and “Students” based on clear rationale 

(decisions).

• The teacher can allow students to determine what substantive content 

would be included in their projects.

• Students can make decisions about the form and content to their final 

products, as well as the process for producing them.

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. Whole-class collaborations are also possible.

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.

Assessments have Three Difference Roles in the Project-based Multimedia Context;

• Activities for developing expectations.
• Activities for improving the media products; and
• Activities for compiling and disseminating evidence of learning.

Multimedia – as students design and research their projects, instead of 
gathering only written notes, they also gather – and create – pictures, 
video clips,recordings and other media objects that will later serve as the raw 
material for their final product.

Why Use Project-Based Multimedia Learning?

1. Identifying, organizing, planning and allocating time, money, materials, and workers.

2. Negotiating, exercising leadership, working with diversity, teaching others 
new skills, serving clients and customers, and participating as a team member.

3. Selecting technology, applying technology to a task and maintaining and 
troubleshooting technology.

Teaching the New Basic Skills, Richard Murname and Frank Levy (1996) describe three 

sets of skills that students need to be competitive for today’s job.

• Hard Skills (math, reading, and problem-solving mastered at a higher 

level than previously expected of high school graduates);

• Soft Skills (for example, the ability to work in a group and to make 

effective oral and written presentations); and the ability to use a personal 
computer to carry out routine tasks (for example, word processing, data 
management, and creating multimedia presentation).