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USE OF VIDEO IN TEACHING

emt2016

Saturday, May 14, 2016

USE OF VIDEO IN TEACHING

Use of video in teaching

Why video?

            -- Motivational

Best practice in using video for teaching

Watch it all yourself first (previewing) make sure it abide to your lesson plan

After you display it for students to watch (discuss, tell them to write a report, students can role play)

Where to find video materials

• Online via YouTube, make sure that the contents are legally allowed for anyone to use,
• Libraries
• Or make them yourself

Creating video (how)

• Role play
• Edit

Videos to and from internet

There are two ways of viewing media on the Internet, downloading and streaming. When a movie is downloaded, the entire file first has to be saved on the computer and then it can be opened and viewed. The streaming format works differently, as the end user can start watching the video as soon as it starts downloading. This results in less waiting time but in both cases the amount of data that is transmitted is the same.

There are a large number of multimedia container formats. Some of these containers are exclusive to audio or still images, while others can hold various types of audio and video. Among the most popular multimedia container formats, one can find AVI (the standard Microsoft Windows container).

The recommended format is MPEG 4 (also known as MP4)

Watch about students attitude on using this media

Most possible complaints can be

·         video quality,

·         the production values,

·         How carefully it was made, and how well it communicated the ideas it was supposed to convey.

·         They knew this medium just the way they knew different teachers (they want a media to play as a teacher 100%)

Audio

Due to the large file size of videos, it may be preferable to use just the audio portion of the file.

A common audio format for Internet file sharing is MP3

Make sure you have transcript for all audio file you use

LEARNING NETWORKS

A network requires at minimum two elements: NODES and CONNECTIONS.

 

a NODE is any element that can be connected to any other element. A CONNECTION is any type of link between nodes. Once a network has been established, the flow of information can move from one domain to another with relative ease.  The stronger the connection between nodes, the more rapidly information will flow. The information system underlying network creation includes: Data – a raw element or small meaning neutral element.

Information – data with intelligence applied. Knowledge – information in context and internalized. Meaning –implications of knowledge.  Virtually any element that we can scrutinize or experience can become node. Thoughts, feelings, interactions with others, and new data and information can be seen as nodes. The aggregation of these nodes results in a network. Networks can combine to form larger networks (each node in a larger network can be a network of nodes itself).  A community, for example is a rich learning network of individuals who in themselves are completed learning networks. Nodes are characterized by a general sense of autonomy/independence. A node may exist within a network, even if it is not strongly connected. Each node has the capacity to function in its own manner. The network itself is the aggregation of nodes, but can only exert limited influence on the nature of each node in the network. While networks are simple in nature, numerous elements impact the flow and dynamics of connection creation.   Elements and characteristics of a network include:

1. Content (data or information)

2. Interaction (tentative connection forming)

3. Static nodes (stable knowledge structure)

4. Dynamic nodes (continually changing based on new information and data)

5. Self-updating nodes (nodes which are tightly linked to their original information source, resulting in a high level of currency (i.e. up to date)

6. Emotive elements (emotions that influence the prospect of connection and hub formations).

Connections can be formed based on a number of factors as follows:

1. Motivation

Motivation occurs when there is;

•        Existence of clear goal

•        Relevance

•        Sense of competence

•        Satisfaction

2. Exposure

This can make a node to in popularity an so more nodes link (or will like) to it. Exposure can make a node have more potentials.

3. Patterning

Equal pattern mean similar and similarities usually creates connection very easily

4. Experience

Learners who graduate from university or college often have the information and knowledge nodes, but connections between themselves do not form fully until the learner is active within his/her field (gain experience).

Meaning creation in learning network

Meaning in a network is created through the encoding nodes. For a node to learn and get advantage of knowledge transfer it must first be encoded

Uses of learning networks

The main use is adoption as node will adopt what other node have. When an individual works for an organization, they bring their network with them, combining as part of the larger network of the corporation.

Saturday, April 9, 2016

IMPACT OF EDUCATIONAL MEDIA

IMPACT OF EDUCATIONAL MEDIA

Is all about what is good and what is bad

1.      Educational TV program

Elements of a quality TV program

A quality TV program must have

1. Have a group of experts
2. Have a curriculum that goes with national standards (or school standards)
3. Strategies to use those programs
4. Character interaction and behavior (as characters are very powerful models)
5. Avoid programs that tells teachers as damn or parents as cruel or calling each    other names ... There should be no negative relationships

Educational television program vs traditional program

• TV program should be a supplemental approach to traditional programming in the classroom
• TV should represent some really difficult concepts like understanding how sounds and words can go together (which is at least really very difficult for a student to understand in a traditional way and so they understand well if they see it visually represented)
• It is also a kind of motivating

How can we integrated Education media in the lesson plan

• First EM is there for reinforcement what has already been learned about
• Break down complex topic
• Introduction of a new topic and get class interested in it
• Usually very usefully to visually interactive topics

TV programs at home should empower student  comprehend topics learned at class and enable student come up with questions

Emphasize should be on the programs that incorporate those kinds of best practices from the classroom

For  Educational TV use this acronym (to represent the positive element of educational TV)

SPLERN

S- is straight line story telling

The program should tell the story from point A to point B, if there is something meandering in between students will get confused

P – is for participation

Find programs that gives students the moment to participate(answer back what they have seen on the screen)

L  is for labeling on screen (student should be able to follow the labeling on the screen

E –Engagement ( a kind of engaging contents for students completely to know)

R – is for review, repetition, routine (we have learned this today (at the end), we have covered this area ....sort of, emphasize/focus on what the story is and what are the lessons in that story )

N – is to make sure that the content is non violent (look at the content that has no aggressive moment on it (especially for children because they are going to imitate, they will want to try it out)

ONLINE MEDIA (DIGTAL LITERACY SKILLS)

Developing digital literacy skills;

Teachers are also required to have knowledge of digital skills on how to keep a student use online sources positively as well as safely,

It is vital to keep students within a certain set of parameters, filters are needed to set the parameters.  SIMPLY AUTOMATE THE BLOCKING OF BAD WEBSITE

GUIDELINES FOR EXPLORING WHAT EDUCATIONAL SITE IS GOOD FOR CLASS USE

1. Who is sponsoring it?

2. Who is presenting it

3. What is the product placement (how many links can get the kid/learner offtrack – some offer the line – you are about to inter adult constants, this program is rated 16 ... Make sure that no option like this is there for the child to choose

4. Picture vs the contents

5. How often is the site updated

6. Does the website have audio components

7. Amount of bandwidth to exploit

8. Make sure when assign a video(e.g YouTube video) you read the comments that is below it, the video sometimes might have good contents itself but the comments below it can be seriously malicious (IF YOU ARE A TEACHER A BOTTOM LINE IS DO YOUR HOME WORK)

Tuesday, April 5, 2016

GENESIS

EMT2016

WHAT IS EDUCATION?

The word education originally comes from the Latin “e-ducere” meaning “to lead out.”

Education in its general sense is a process of learning in which information, knowledge, skills, values, beliefs and habits are transferred from one generation to another.

How is this transfer made?

The transfer is made through such ways like;

• Teaching
• Initiation ceremonies
• Story telling
• Discussion
• Training
• Research etc.

Education can basically assume three forms. It can be formal, non-formal and informal.

Formal Education

Refers to a formalized way of learning. It is a systematic, organized, structured and administered according to a given set of principles.

It is characterized by well-defined set of features involving;

• The teacher
• The students and
• The institution.

It confers degrees and diplomas pursuant to a quite strict set of regulations.

Non-formal Education

Non-formal education is when one or more of the well-defined set of features is missing.

When a certain adopted learning strategy does not require student attendance, most activities take place outside the institution etc, it assumes non-formal education.

It is characterized by its flexible way of facilitating transfer of knowledge. Under Non-formal education, it is easy therefore to adapt to the needs and interests of students.

Informal

This is the so called general learning that is reached through life experiences.  Learning through life experience has no time limitations. It starts from conception to death.

It does not correspond to an organized and systematic view of education;

• Not necessarily to include subjects and objectives
• Does not include Certificate awards etc.

TECHNOLOGY

Technology is all about solving problems that exists in human life. It is how people modify the natural world to suit their own purposes

Technology is a body of knowledge used to create tools, develop skills, and extract or collect materials. It is also the application of science (the combination of the scientific method and material) to meet an objective or solve a problem

Several types of technology exist;

1. Instructional technology

2. Industrial technology

3. Information technology

4. Educational technology

INFORMATION TECHNOLOGY

It refers to anything related to computing technology, such as networking, hardware, software, the Internet, or the people that work with these technologies

Information Technology provide the following service to education apart from the already mentioned PPT and Projection issues

1. It facilitates distance learning … Like E-learning (i.e studying via internet)

2. Computer Based Training using standardized package stored on CDs/DVDs as an alternative on delivering via the internet. People can do and practice to do international standard tests for various languages like International English Language Testing Systems (IELTS) from the U.K and Test Of English as a Foreign Language (TOEFL) from the USA

3. Online student database

4. Educational contents via websites, blogs, social media ...

5. Online testing systems

Tips & Techniques for using Website technology to enhance learning in the classroom

Assembling web-based materials

What is the purpose of your web site? If you can narrow down what you want your viewers to do when they're at your site, you can save yourself a lot of time by focusing your web site content.

•       Who is your audience?

•       What kind of technology is your audience using?

Tips for Basics of Web Design

1. Identify Purpose
2. Recognize Bandwidth

                  Graphic setup: (GIF or JPEG? – GIF better for bandwidth

      3.  Monitor resolution

 4.   Recognize multiple platforms and browsers (MAC or PC and Netscape or Explorer)

 5.   Navigation should be consistent & easy to use

 6.   Use common Fonts

Maintaining a web site

•       Have a back up copy

•       Update the site

•       Use the navigation and interface tools

Delivering

•       Check the content

•       Check links

•       Get feedback from students & others

Student Comments

•       Keep the site organized

•       Keep the site updated

•       Have a place for questions

•       Have clear instructions & directions

•       Respond in a timely manner

•       Add additional resources

•       Have a purpose for the content (don’t like busy work)

CLASS ACTIVITY

1. Each students should prepare a blog as connected to their prior knowledge of internet and email learned in first year first Semester IT course

2. They must be able to post texts into the blog as well as photos

Sunday, April 3, 2016

OVERVIEW OF INSTRUCTIONAL TECHNOLOGY

OVERVIEW OF INSTRUCTIONAL TECHNOLOGY (A COMPILED VERSION FROM VARIOUS SOURCES)

Instructional Design as a Process:
Instructional Design is the systematic development of instructional specifications using learning and instructional theory to ensure the quality of instruction. It is the entire process of analysis of learning needs and goals and the development of a delivery system to meet those needs. It includes development of instructional materials and activities; and tryout and evaluation of all instruction and learner activities.

Instructional Design as a Discipline:
Instructional Design is that branch of knowledge concerned with research and theory about instructional strategies and the process for developing and implementing those strategies.

Instructional Design as a Science:
Instructional design is the science of creating detailed specifications for the development, implementation, evaluation, and maintenance of situations that facilitate the learning of both large and small units of subject matter at all levels of complexity.

Instructional Design as Reality:
Instructional design can start at any point in the design process. Often a glimmer of an idea is developed to give the core of an instruction situation. By the time the entire process is done the designer looks back and she or he checks to see that all parts of the "science" have been taken into account. Then the entire process is written up as if it occurred in a systematic fashion.

Instructional System:
An instructional system is an arrangement of resources and procedures to promote learning. Instructional design is the systematic process of developing instructional systems and instructional development is the process of implementing the system or plan.

Instructional Technology:
Instructional technology is the systemic and systematic application of strategies and techniques derived from behavioral, cognitive, and constructivist theories to the solution of instructional problems.
Instructional technology is the systematic application of theory and other organized knowledge to the task of instructional design and development.
Instructional Technology = Instructional Design + Instructional Development

Instructional Development:
The process of implementing the design plans.
All effective instruction requires careful planning.
Teaching with instructional media and technology is certainly no exception.

•         The ASSURE model is a procedural guide for planning and conducting instruction that incorporates media and technology.

•         It assumes that training or instruction is required.

•         It focuses on planning surrounding the actual classroom use of media and technology.

•         The ASSURE model is meant for individual instructor to use when planning classroom use of media and technology.

Analyze learners - general characteristics, specific entry competencies (knowledge, skills and attitudes), and learning style
State objectives - What is the student to learn?
Select methods, media and materials - select available materials, modify existing materials or design new materials.
Utilize media and materials - conduct the instruction
Require learner participation - provide feedback and practice
Evaluate and revise - evaluate the learner and the materials and change the instruction for the next time

Analyze learners: 
General Characteristics
This is a description of the class as a whole. This includes such information as the number of students, grade or age level, gender, socioeconomic factors, exceptionalities, and cultural/ethnic/or other types of diversity.
Entry Competencies
This is a description of the types of knowledge expected of the learners.  Ask questions such as: Do the learners have the knowledge base required to enter the lesson? Do the learners have the entry competencies and technical vocabulary for this lesson? Have the learners already mastered the skills you are planning to teach? Do the learners have biases or misconceptions about the subject?

State Objectives
Statements describing what the learner will do as a result of instruction.  Things to keep in mind as you write your objectives are:
Focus on the learner, not the teacher
 Use behaviors that reflect real world concerns
Objectives are descriptions of the learning outcomes and are written using the ABCD format.
    Audience:
Who is the audience? Specifies the learner(s) for whom the objective is intended.
    Behavior:
What do you want them to do? The behavior or capability needs to be demonstrated as learner performance, an observable, measurable behavior, or a real-world skill.
    Condition:
Under what circumstances or conditions are the learners to demonstrate the skill being taught? Be sure to include equipment, tools, aids, or references the learner may or may not use, and/or special environmental conditions in which the learner has to perform. 
    Degree:
How well do you want them to demonstrate their mastery? Degree to which the new skill must be mastered or the criterion for acceptable performance (include time limit, range of accuracy, proportion of correct responses required, and/or qualitative standards.)
Examples of Objective Statements:
Use as many objective statements needed in order to meet the different objectives for the lesson. Use the following questions to assess objectives.
Does the objective allow you to do the following with your lesson?
Identify what the expectations are for the learner
 Identify the necessary requirements for the learning environment
  Assess learning
  Determine needs for appropriate media or materials
How would you classify your objective?  Is the learning outcome primarily:
Cognitive?
Affective?
 Psychomotor / Motor Skill
Interpersonal?
Intrapersonal?

Select, modify, design Methods, Media, & Materials
This is the step where the Instructor will build a bridge between the audience and the objectives. You need to decide what method you will primarily use: a lecture, group work, a field trip, etc. What media you will use: photos, multimedia, video, a computer? Are you using store bought materials, getting an outside resource to provide materials, modifying something you already have, or making something from scratch?
Selection Criteria
Media Selection
Media should be selected on the basis of student need.
We must consider the total learning situation.
Should follow learning objectives.
Must be appropriate for the teaching format.
Should be consistent with the students' capabilities and learning styles.
Should be chosen objectively.
Should be selected in order to best meet the learning outcomes.
No single medium is the total solution.
Does it match the curriculum? Is a user guide or other documentation included?
ALWAYS HAVE A BACKUP PLAN!! We do everything in our power to make sure that problems do not arise, but sometimes things go wrong. If your lecture is based on a PowerPoint presentation, have overhead backups of each page. Try to have an "alternate no AV" lecture planned, if the system should go down.
Check out the room ahead of time. Before your first lecture, check out the room, and make sure it has everything you need. This will avoid unwanted surprises the first day of class.
Practice. If you have a complex presentation planned, with several different multimedia, go to the room ahead of time, and practice your presentation. We would be happy to meet you at the room and assist with any preparations or extra instructions.
Experiment and try new things. These rooms often have capabilities other than what most people use them for. Something as simple as playing a CD while students enter and exit often adds to the class. We would be happy to assist you in experimenting.
Utilize Methods, Media, & Materials
Plan of how you are going to implement your media and materials. For each type of media and/or materials listed under Select, modify, and design describe in detail how you are going to implement them into your lesson to help your learners meet the lesson's objective.  Please write in full sentences; do this for each item.

In order to utilize materials correctly there are several steps to creating good student-centered instruction.
Preview the material- Never use anything in class you haven’t thoroughly checked out.
Prepare the material- Make sure you have everything you need and that it all works.
Prepare the environment- Set up the classroom so that whatever you’re doing will work in the space you have.
Prepare the learners- Give the students an overview, explain how they can take this information and use it and how they will be evaluated up front.
Provide the learning experience- Teaching is simply high theatre. Showmanship is part of the facilitator’s job. Teaching and learning should be an experience not an ordeal.


Require Learner Participation
Describe how you are going to get each learner "actively” and individually involved in the lesson.  Ex:  games, group work, presentations, skit, etc.
Remember that the days of “sage on the stage” are gone. Our role in the classroom today is one of a “guide on the side” and students, especially with technology connected lessons, need to experience learning. All activities should provide opportunities to manipulate the information and allow time for practice during the demonstration of the skill.

Evaluate and Revise
Describe how you will, in the future, measure whether or not the lesson objectives were met.  Were the media and the instruction effective?

Evaluate student performance:
How will you determine whether or not they met the lesson's objective?
    
The evaluation should match the objective. Some objectives can be adequately assessed with a pen and paper test. If the objectives call for demonstrating a process, creating a product, or developing an attitude, the evaluation will frequently require observing the behavior in action.   

Evaluate media components:
How will you determine the media effectiveness?

Evaluate instructor performance:
How will you determine whether or not your own performance as instructor/facilitator was effective?

CLASS ACTIVITY
Let the students find out on Instruction Methods and respective technologies (delivering tools)

love poem

SIGN LANGUAGE BY KILIMTALI

                                          THE INTRODUCTION TO SIGN LANGUAGE.

THE INTRODUCTION TO SIGN LANGUAGE

https://www.youtube.com/watch?v=ZT8jMLygD7w