LB#18

I learn that an educational media center is a facility designed for the housing and utilization of all educational media within the school. It is a 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 the unit in the school that cooperates with other unit of departments that help the school fulfill its mission and realize its vision by living up to the school's philosophy and aims.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,serch throug books, periodivcals, pamphlets, documents and non-print materialsd.Bibliographic Service-Threre are listings of materials and periodical articels to publicize the new materilas and periodical aricles in in the EMC.Media Instruction Prprogram-The MIP aims to teach students to be skillfull and discriminating uesrs of print and non-print media.Class Supervised Resarch-IT is a schedule program of activity particularly in Science and Sicial Studies.Grade level newspaper- Each grade level is given a subsripytion to anewspaper of their choice..Photocopying Services- A self- service photocopying machine is available foe the faculty to Zerox 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.

LB#17

ASSESSMENT IN A CONSRTUCTIVIST,TECHNOLOGY- SUPPORTED 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 (Holt & Willard-Holt, 2000). 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 (Holt & Willard-Holt, 2000). For example, one constructivist learning format comes from the Biological Science Curriculum Study. 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. 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).

Also embedded within the model provided by the Biological Science Curriculum Study is another principle of constructivist assessment: not having the instructor as the only source of assessment (Cole, 1992 as sited by University of Saskatchewan, 1995). Many constructivists encourage self-reflection as a means of assessment, or encourage students to exchange evaluations of each other’s work (NCREL, 1993). Some in the constructivist camp encourage instructors to employ several professionals or specialist in the topics being evaluated to give varying assessments on a given project (Cole 1992 as sited by University of Saskatchewan, 1995). When assessing, no matter who the evaluator is, many constructivists encourage an assessment of how the learner is thinking rather than just the outcome (Collins & Brown, 1987; McLellan, 1993; Gay & Mazur, 1993 as cited in University of Saskatchewan; NCREL, 1993). 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. (Brooks & Brooks (1993) as cited in NCREL, 1993).

Principle Tools and Methods Used in Constructivist Assessment

When constructivists assess students, they prefer to use methods that either allow them to engage in dialogue with the learner, or give them opportunities to observe a student as he or she develops knowledge (Wilson, Teslow, & Osman-Jouchoux as cited in Skaalid, n.d.; Holt & Willard-Holt, 2000). Teachers can initiate a wide variety of verbal discussions such as interviews, debates, knowledge telling, co-investigations, or dramatizations. In constructivist evaluation, observation does not only mean listening to a student for comprehension of a concept, but a physical assessment of the whole child as well. When observed, a constructivist instructor will note physical stance and expression. KWL Charts (and other such baseline assessments), Mind mapping, portfolios, checklists, investigative projects, paper and pencil tests, and performance tasks are also often used to evaluate work in a constructivist frame (Badders, 2000; Constructivist Teaching Methods, n.d.). Many of the Web 2.0 tools can be integrated into constructivist teaching and assessment, including blogging, podcasting and audio sharing, social networking, video sharing, wiki creation, web authoring, and mashups.

Similarities and Differences Between Constructivist and Traditional Assessment

In comparing and contrasting constructivist methods of assessment and more traditional practices, the two types of evaluation have a few 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. 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 (NCREL, 1993; Jonassen, 1991 as cited by University of Saskatchewan, 1995). 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 (Wiggins, 1993 as cited by Reeves & Okey, 2004). Constructivists prefer that assessments have more of a 'real-life' application (Herman, Aschbacher, Winters, 1992 as cited by Reeves & Okey, 2004). 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.

Conclusion

Despite the research and the attempts of many educators to incorporate a constructivist assessment into their curriculum, traditional types of assessment are viewed as a more reliable means to measure learner understanding (Reeves & Okey, 2004). Researchers who attempted to incorporate peer review into their social constructivist assessment procedure were unsuccessful (Price et al., 2007). Standardization by the government and questions regarding how valid constructivist assessments are lead Reeves and Okey to conclude that more studies need to be done before constructivist evaluation techniques can be more widely used. A survey of high school math teachers found that more traditional means of assessment are the dominant means of collecting knowledge data on students (Ohlsen, 2007). One program in Nebraska that allowed educators to use a variety of classroom assessments in their "standard based accountability reforms" that yield constructivist outcomes was put to an end by senators in that state because the politicians thought the program was, "...too complicated and time consuming...state tests were more amendable to NCLB [No Child Left Behind] compliance," (Ohlsen 2007; Gallager ).
Reeves & Okey concluded that before alternative assessments can be considered "viable and feasible", more research is needed. Although traditional methods still are considered more reliable and therefore more widely accepted to measure student achievement, constructivist learning formats such as Biology Science Curriculum Study's 5 E's can provide useful opportunities for educators to engage in student assessment constantly throughout a learner’s thinking process (Collins & Brown, 1987; McLellan, 1993; Gay & Mazur, 1993 as cited in University of Saskatchewan; NCREL, 1993). Although not completely relied on yet by the educational community to monitor student learning, constructivist assessments can be utilized in order to provide a learner with an opportunity to further develop knowledge and become challenged by engaging in dialogue and questioning from other.

LB16

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

What is Project-based learning?

Project-based learning is a teaching and learning strategy that engages students in multifaceted activities that often include the development of a product or a performance. It consists of classroom activities that shift away from the classroom practices of short, isolated, teacher-centered lessons; instead emphasizing learning activities that are long-term, student-centered, and integrated with real world issues and practices. Project-based learning is also defined as “an in-depth investigation of a real world topic worthy of children’s attention and effort.” Projects usually require many days and several steps. Cooperative learning is generally used, and projects are often interdisciplinary.

The description of a project can be like a good story with a beginning, middle and an end--with specific timelines. Teachers and students can tell the story with reference to these three phases in the life of the project.

During the project, students are involved with higher-level tasks; for example, they may organize activities, conduct research, solve problems, and synthesize information.

How does project-based learning encourage student learning?

Project-based learning provides students the opportunity to practice and develop their ability to function in complex thinking environments. It also helps make learning relevant and useful to students by establishing connections to life outside the classroom, addressing real-world concerns, and developing real-world skills. Many of the skills learned through project-based learning are those desired by today’s employer, including the ability to work well with others, make thoughtful decisions, take initiative, and solve complex problems.

What does project-based learning look like in the classroom?

Project-based learning involves multifaceted learning activities. For example, when a student drafts a plan and builds a structure, they use the Internet to investigate its potential environmental impact, use a word processing application to document the building process, and develop spreadsheets for the associated accounting. This involves the use of skills and concepts drawn from courses in language arts, mathematics, building trades, drafting and/or design, and biology. Although project-based learning is not a new concept, it is an approach that supports the many tasks facing teachers today, such as meeting state standards, incorporating authentic assessment, infusing higher-order thinking skills, guiding students in life choices, and providing experiences that tap individual student interests and abilities. Student performances and products created during project-based learning activities provide opportunities for teachers to include authentic assessment in their instruction.

 

Lb15

Project-based Learning and Multimedia: What is it? 

Project-based learning is touted as a way to create standards-based, authentic, engaging tasks that motivate students to learn. However, research on the Internet, "best practices" for unit design and implementation can be overwhelming. Project-based learning tasks take many shapes and offer a variety of venues for presenting the information. Today we will focus on the use of multimedia with a project-based learning task. The professional learning quest will include choosing a curriculum standard, identifying an essential question and creating an assessment. The project will be presented and shared using multimedia. Throughout the process many 21st century skills will be reviewed including using online tools to brainstorm, searching for high-quality resources and using the technologies for creating a multimedia product. 

It's best to start with some definitions. 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. Thus, our definition is:

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.

Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.

LB#15

Project-based Learning and Multimedia:  

 If I am going to count the learning that I have in this topic I can't write it in just a whole page.I learn that Project Based Learning with the added component of technology has an impact on student achievement.

Project Based Learning:

In a study from 1995-2000, researchers at SRI International found that technology-using students in Challenge 2000 Multimedia Project classrooms outperformed non-technology-using students in communication skills, teamwork, and problem solving.  This study specifically targeted the effectiveness of PBL with multimedia.  According to the study’s final report, three factors appear critical to the multimedia project’s success: the incentives for teacher participation, the professional development model, and the focus on assessment.  “It is too easy to get caught up in the activity of technology use and to neglect the quality of the content students are learning.” (Silicon Valley Challenge 2000 – Year 5 Report, March 2001).

In Polman’s paper Designing project-based science : connecting learners through guided inquiry, his view of guided-inquiry, emphasizes the role of technology, the importance of teaching students how to do science, and the reflections of the teacher at the center of his study of project-based science. There are practical suggestions on establishing a project-based classroom and the pitfalls that await a startup program of this kind.(Polman 2000)

In another paper by Bloomfield and group makes some important comments regarding expectations when using project-based learning. The author stresses that giving students freedom to generate artifacts is critical to their construction of knowledge. Whether the guiding questions and activities are student or teacher-generated, their outcomes must not be fixed at the outset or students will not have the opportunity to try their own problem-solving approaches (Bloomfield et al, 1991, p.372). 

Bloomfield and her coauthors also describe the benefits of PBL: “…as students investigate and seek solutions to problems, they acquire an understanding of key principles and concepts. Project-based learning also places students in realistic, contextualized problem-solving environments. In so doing, projects can serve to build bridges between phenomena in the classroom and real-life experiences; the questions and answers that arise in their daily enterprise are given value and are shown to be open to systematic inquiry. Hence, project-based education requires active engagement of students' effort over an extended period of time. Project-based learning also promotes links among subject matter disciplines and presents an expanded, rather than narrow, view of subject matter. Projects are adaptable to different types of learners and learning situations.... Projects can increase student interest because they involve students in solving authentic problems, in working with others, and in building real solutions (artifacts). Projects have the potential to enhance deep understanding because students need to acquire and apply information, concepts and principles, and they have the potential to improve competence in thinking because students need to formulate plans, track progress and evaluate solutions”. (Bloomfield et al, 1991, p.372-373)

Hallinger and ERIC Clearinghouse on Education Management who authored Charter schools: Problem-Based Learning Project discusses how PBL can be best utilized in a charter school environment and disagrees somewhat in his view of final product expectations.  Like other PBL projects, Hallinger’s premise consists of eight separate components. “An introduction explains the project, followed by the presentation of the problem itself. Learning objectives for the project are stated, and students are presented with resources that facilitate the project. "Product specifications" detail what should be included in the performance or product the students present at the culmination of the project. Guiding questions direct students to key concepts presented through the project.” 

Fallows’ case studies, Inspiring students: case studies in motivating the learner, look at the best methods to motivate college students who are only taking a class for credit, without a strong interest in the subject presented.   Included among methodologies recommended is PBL.  .  (Fallows and Ahmet 1999)

Moss and coauthors who review PBL methods to use with adult English Language Learners, describes their importance in ELL programs.  “Project-based learning functions as a bridge between using English in class and using English in real life situations outside of class. It does this by placing learners in situations that require authentic use of language in order to communicate (e.g., being part of a team or interviewing others). When learners work in pairs or in teams, they find they need skills to plan, organize, negotiate, make their points, and arrive at a consensus about issues such as what tasks to perform, who will be responsible for each task, and how information will be researched and presented”.(Moss, Van Duzer et al. 1998)

Grant in his work, “Getting a Grip on Project-based Learning: Theory, Cases and Recommendations,” examines the theoretical foundations of project-based learning, particularly constructivism and constructionism, and notes the similarities and differences among implementations, as well as providing concrete recommendations.  “Rooted in constructivism, constructionism and cooperative/collaborative learning, project-based learning has strong theoretical support for successful achievement.  Suggestions for implementing these examples as well as other examples of project-based learning include: begin slowly, prepare learners for using cooperative learning and use constructive assessments.” (Grant, 2002)

Multimedia:

Sprankle and co-author Johnson in their piece entitled Experience Multimedia, explain how “Multimedia is the communication of ideas and information through the use of multiple computer elements presented in an interactive electronic environment.  These elements include text, graphics, audio, video, animation, and interactivity.  Multimedia increases learning through increased retention of information.  Studies have shown that we can retain only around 15% of what we see.   Retention more than doubles for what we both see and hear.  However, we can retain more than 75% of what we see, hear, and interact with.  The passageway for information to reach our brain is through our senses and multimedia is multi-sensory stimulation.” Here they inform us how important Multimedia is due to its ability to interact with so many different types sensory perceptions. (Sprankle and Johnson, 1998)

In 1999 the U.S. Department of education indicates “several white papers focusing specifically on multimedia. In general, these papers indicate that the research reports support of the use of multimedia in IT-assisted Project Based Learning (PBL). In such PBL, the content and assessment tend to be authentic, and students learn both the subject area being studied and also how to create multimedia documents.”  In other words the assessment gathered from pbl is assessment that conforms “to fact and [is] therefore worthy of trust, reliance, or belief” (Webster’s II New College Dictionary, 1995).

Finally Gardner himself in the book he co-authored with Shirley Veenema entitled Multimedia and Multiple Intelligences supports allowing students the opportunity through media and pbl to present what they know in the manner in which they learn best. “According to multiple intelligences theory, not only do all individuals possess numerous mental representations and intellectual languages, but individuals also differ from one another in the forms of these representations, their relative strengths, and the ways in which (and ease with which) these representations can be changed. There are at least eight discrete intelligences, and these intelligences constitute the ways in which individuals take in information, retain and manipulate that information, and demonstrate their understandings (and misunderstandings) to themselves and others.  And so, whether the course be history or physics or dance, we should try to teach individuals in ways that are consonant with, or that stretch, their current mental representations. Equally, we should give individuals the opportunity to exhibit their understandings by means of media and representations that make sense to them” (Veenema and Gardner, 1996).

LB#14

MAXIMIZING THE USE OF THE OVERHEAD RPOJECTOR 

In the booklet on 'Selecting Appropriate Presentation Techniques and Instructional Media', we saw that the overhead projector (OHP) is still probably the most useful and versatile visual aid that is available to the modern lecturer. It has long since replaced the traditional chalkboard as the main teaching aid provided in practically all classrooms and lecture theatres, and, although computer-driven data projectors are becoming increasingly widely used, their high cost means that it is highly unlikely that they will ever completely replace the OHP. It is therefore important that all teachers, lecturers and trainers should know how to make effective use of the OHP, so that they can exploit its potential to the full. This booklet has primarily been written to help new, inexperienced lecturers to acquire this basic knowledge and expertise, although it is hoped that more experienced staff will also be able to pick up some useful hints from it.

The booklet begins by discussing the main educational uses of the OHP, and highlighting its various strengths and weaknesses. It then offers some basic guidelines on how to use the OHP effectively, showing (for example) how to avoid common faults such as keystoning. Finally, it provides detailed guidance on how to design and produce OHP software.

How the OHP can be used in different instructional situations

Despite the increasing use that is being made of data projectors to display computer-generated materials to classes, the overhead projector is still probably the most useful visual aid available to anyone who wishes to carry out expository teaching of virtually any type. It is also extremely useful in many group-learning situations, both for presenting information to a group (eg in a seminar, or the briefing for an exercise of the game/simulation/case study type) and in enabling members of a group to display material that they themselves have produced (eg in a group project or case study). When linked with a laptop or personal computer via a liquid-crystal display tablet, the OHP simply performs these same functions in a more sophisticated way.

Some strengths of the OHP

The OHP has a number of definite advantages over most other methods of presenting visual information. A lecturer can, for example, use it in exactly the same way as a chalkboard or markerboard (for writing out notes, working through calculations and proofs, drawing graphic material, and so on) but with the great advantage of always facing the class, and thus being able to maintain eye contact with the learners. Such eye contact, which is, of course, impossible when a lecturer is writing on a chalkboard or markerboard, can play an extremely useful role in both expository and facilitative teaching, serving both as an outward non-verbal communication channel for the teacher and as a means of obtaining feedback from a class on how a session is going.

Another important advantage over the chalkboard or markerboard is that the OHP can also be used to show pre-prepared material, thus enabling teachers and lecturers to build up banks of notes, diagrams, tables etc. that can be used over and over again. When well planned and designed, such sets of overhead transparencies can often also provide all the cues and aides mémoire that are needed during a lesson, so that no conventional teaching notes are required. As we will see later, such material can be prepared using a wide variety of production methods (free-hand writing or drawing, typing, photocopying, desktop publishing, and so on) and can incorporate a wide range of presentation techniques (progressive disclosure, use of overlays, use of animation, etc.). Overhead transparencies are also relatively compact compared with some other types of visual aids (eg charts), and are therefore easy to store in suitable boxes, large envelopes, folders or files. When computer disk files are used, back-up copies should always be kept.

Compared with other projected aids, the OHP also has the great advantage that it does not require the room to be blacked out, thus allowing students to take notes; indeed it can be used in all but the very brightest light (eg direct sunlight), an advantage that tends to be lost when direct transmission of coloured electronic images is introduced, however. The OHP is also clean, quiet, and 'user friendly', requiring no technical skill or knowledge on the part of the operator apart from the ability to change the occasional lamp.

Disadvantages of the OHP include the fact that it requires a power supply, and needs a suitable flat (preferably white) surface on which to project its image. Also, unless this surface is inclined forward at the correct angle, the image will probably suffer from 'keystoning' (see Figure 1). Unlike chalkboards, OHP's do also require a certain amount of routine maintenance. They are also liable to break down occasionally (generally at extremely inconvenient times), so it is always advisable to have a spare bulb close at hand (most modern machines do in fact have a built-in spare bulb that can be brought into use at the turn of a knob.) A further disadvantage is that some lecturers find the glare from the OHP troublesome, although this can generally be overcome by attaching a suitably-positioned shade to the machine.

Apart from these possible 'hardware' difficulties, the main problems associated with the overhead projector stem from the fact that many users do not give sufficient thought to the production of their display material. In many cases, writing is too small or too untidy to be read easily (both in some cases), quite apart from the fact that it frequently extends beyond the visible area of the transparency. Teachers and lecturers tend to forget that the illuminated projection area in most overhead projectors is not the same size as the acetate sheets that are used to produce OHP transparencies. Most OHP projectors have platens that are roughly 10 inches (250mm) square, with the corners either truncated or rounded. Thus, neither the old square acetate sheets that used to be common nor the newer A4 sheets that have largely replaced them fit properly on the standard square platen. The square acetate sheets are bigger all round, while the A4 sheets are bigger in the vertical or horizontal direction, depending on whether they are used in 'portrait' or 'landscape' format. Some newer OHP projectors, it is true, actually have A4-sized platens, so, provided that A4 acetate sheets are used, the problem does nor arise with them. Most OHP's are still of the traditional 'square' variety, however.

Finally, teachers and lecturers tend, if anything, to overuse the overhead projector just because it is so convenient, employing it in situations where other forms of visual aid might, on occasions, be more effective.

LB#13

TEACHING WITH VISUAL SYMBOLS 

I gain much from this topic,I learn that teachers can deepen and extend students' responses to literature by inviting them to create visual and/or symbolic representations of what they read. Working either independently or collaboratively, students can plan and make visuals that convey their understanding of a literary character, conflict, or theme. Visual representations might include posters, drawings, collages, photographs, bulletin boards, sculpture, jewelry, or costumes.

Tips and Variations for Creating Visual Representations and Symbols

Teachers may finish with a whole-class discussion of the process and its effects on interpretation. Questions might include:

• How did the visual representations add to or change your understanding of the character?
  
• How did your interpretation of the character change or grow as you worked on your project?
  
• If more than one person selected the same character, in what ways were the visual representations alike or different?
  
• What have you learned about responding to literature through visual representations?
  
• How might this strategy help us as writers? As readers?
  

Benefits of Creating Visual Representations and Symbols

• When students create a symbolic visual representation, they build higher-level thinking skills of inference and interpretation.
  
• As students visualize texts and question each other's visualization ideas, they come to recognize the value of complex and multifaceted symbolism.
  
• As an exercise that honors diverse learning styles, making visual representations can be especially engaging for students for whom reading and writing is challenging.