MODULE-VIII-IX-Student-Copy.pdf

MODULE VIII Direct Purposeful Experience and Beyond Direct purposeful experiences are direct/hands-on activities that grant us responsibility for driving a specific outcome. We are active agents in the learning experience. In a sense, direct purposeful experiences are an unabridged version of life...

MODULE VIII Direct Purposeful Experience and Beyond Direct purposeful experiences are direct/hands-on activities that grant us responsibility for driving a specific outcome. We are active agents in the learning experience. In a sense, direct purposeful experiences are an unabridged version of life itself. These rich, full-bodied experiences can be considered the bedrock of all education. After all, learners can see, handle, taste, feel, touch and smell these experiences. As such, at this level, learners use more senses in order to build up their knowledge. Learners learn by doing tasks themselves. As a result, learning happens through actual hands-on experiences. In contrast, indirect experiences are experiences of other people that we have observe, read and or hear about. WHAT DOES THIS IMPLY TO TEACHING-LEARNING PROCESS? Learning By Doing – let us immerse our students in the world of experience. Use of Real Things – let us make use of real things as instructional materials as long as we can Develop 5 senses – we have to help the students develop the 5 senses to the full to heighten their sensitivity to the world Draw meaning – let us guide our students so they can draw meaning from their first-hand experiences and elevate their level of thinking. Don’t get stuck – let us not be tempted to get stuck to the concrete and fail to bring the students to the higher level of thinking process. Learning Through The Five Sense 100% 90% 80% 75% 70% 60% 50% 40% 30% 20% 13% 6% 3% 3% 10% 0% Sight Hearing Touch Taste Smell Series 1 Teaching with Contrived Experiences Contrived Experiences - This level of experience involves learners interacting with a simulated environment. These are edited copies of reality and are used to substitute for real things when it is not practical or not possible to bring or do the real thing in the classroom. Examples of Contrived Experiences: Simulation – Representation of a manageable real event in which the learner is an active participant engaged in learning a behavior or in applying previously acquired skills or knowledge. Classroom/School Election Process Earthquake and Fire Drills Games – is an interactive activity use to engaged students. The purpose of the games are as follows:  Practice and refine knowledge/skills already acquired  To identify gaps or weaknesses in knowledge or skills  To serve as a summation or review  To develop new relationships among concepts and principles We use simulations and games to make our classes interactive and develop the decision making skills and knowledge construction skills of our students. WHY DO MAKE USE OF CONTRIVED EXPERIENCES?  Overcome limitations of space and time  Edit Reality for us to be able to focus on parts or a process of a system that we intend to study  To overcome difficulties of size  To understand the inaccessible  Help the learner’s understand abstractions DRAMATIZED EXPERIENCE “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” – Edgar Dale If our teaching is dramatic our students get attracted, interested, and affected. If they are affected and moved by what we teach, we will most likely leave an impact on them. Here are a few examples of dramatized experiences:  Formal Plays – depict life, character, or culture or a combination of all three. They provide excellent opportunities to portray vividly important ideas about life.  Pageants -  Tableau – a picture-like scene composed of people against a background. Often used to celebrate Independence Day, Christmas Day and United Nations Day.  Pantomime – the art of conveying a story through bodily movements only.  Puppets – can present idea with extreme simplicity – without elaborate scenery or costume – yet effectively. o Shadow Puppets o Rod Puppets o Hand Puppets o Glove and Finger Puppets o Marionettes  Role Playing – unrehearsed, unprepared, and spontaneous dramatization of a “let’s pretend” situation where assigned participants are absorbed by their own roles in the situation described by the teachers. APPLICATION: 1. Go over the K to 12 Curriculum Guide. Find out which competencies can be best taught through direct experience. 2. Go over the K to 12 Curriculum Guide. Identify objectives and topics which can be taught with contrived experiences – models, mock ups, specimens and objects, simulation and games. 3. Go over the K to 12 Curriculum Guide. Identify competencies with which you can use:  Puppets  Role-playing ACTIVITY: 1. Each group will discuss their understanding and provide an example of each experience. 2. Each group will present a game/simulation for a specific subject 3. Each group will make a puppet of their choice and a puppet stage. Implement a lesson found in K to 12 curriculum Guide with a puppet presentation Points to Ponder from Edgar Dale: Direct, Purposeful Experiences and Beyond - From the rich experiences that our senses bring, we construct the ideas, the concepts, the generalizations that give meaning and other to our lives. Teaching with Contrived Experiences – 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. Teaching with Dramatized Experiences - 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 MODULE IX THE INTERNET and THE WORLD WIDE WEB The internet is said to be the most fluid, coercive and demanding type of communication medium that has brought dramatic changes in the way people work and learn. The internet offers a wealth of information ranging from primary source of material to statistics on just about everything. The Internet, the most useful technology of modern times helps us not only in our daily lives but also in professional lives. For educational purposes, it is widely used to gather information and to do research or add to the knowledge of various subjects. Basic Web-Related Terms and Concepts Surfing and navigating in the internet can be miserable, if one does not have familiarity with some basic internet related terms and concepts. Let’s have a review of these terms. Bandwith - The maximum amount of data transmitted over an internet connection in a given amount of time. Calculated in megabits per second (Mbps). ISP - An internet service provider (ISP) is a company that provides access to the internet. URL - A URL (Uniform Resource Locator) is a unique identifier used to locate a resource on the Internet. It is also referred to as a web address. The address of a resource (such as a document or website) on the Internet that consists of a communications protocol followed by the name or address of a computer on the network and that often includes additional locating information (such as directory and file names) Domain Name – the name that identifies a computer/s on the Internet. These names appear as a part of a Website’s URL. For example, in www.smmceducationaltechnology1.com – smmceducationaltechnology1 is the domain name. Fold – is the line past which someone has to scroll to see more content. Everything that shows up when a page first load is “above the fold” and “below” or “after the fold” refers to the content further down the page. This is a web-design term. Browser - A browser is a software program used to locate and display information on the Internet or an intranet. Common browsers are Google Chrome, Mozilla Firefox, and Internet Explorer. HTML - HyperText Markup Language (HTML) is a cross- platform language for creating and formatting web pages. HyperText allows a user to click a link and be redirected to a new page referenced by that link. Elements and tags are used to affect copy, images, sounds, frames, animation and more. Navigation – Refers to the process by which users access information on the internet. Usually when we use the term, we’re talking about the menus, links, icon, and buttons on your site, along with where they are and where they take a use. PDF – Stands for "portable document format". Essentially, the format is used when you need to save files that cannot be modified but still need to be easily shared and printed. The idea behind the PDF was to create a file format that is not dependent on applications, software, hardware, or software for proper viewing. Search Engine – is a program that searches documents for specified keywords and returns the list of documents. A search engine has two parts, a spider and an indexer.  Spider – the program that fetches the documents  Indexer – reads the documents and creates an index based on the words or ideas contained in each documents INSTRUCTIONAL VALUE OF THE INTERNET AND THE WEB Education has changed dramatically in the last decade. With classrooms equipped with the latest technology, students are able to experience learning in new and exciting ways that they could never have before. It’s not just the classroom environment that’s changing, either; instructors and educators alike have to change their methods of teaching to match the new ways in which students prefer to learn. The following are the instructional values and benefits of the Internet and the World Wide Web.  Access to knowledge and information  Access to instructional resources  Extended learning opportunities  Support lifelong learning  Support Computed-Based Instruction  Support delivery of distance learning programs  Promote, facilitate and support other academic functions such as; enrollment, access to program of instruction, and serve as communication channel between and among parents, teachers and students.  Support social media app such as Faccebook, Twitter, Instagram, and others. WEBSITE EVALUATION CRITERIA Due to the rapid development in information and communication technology, it is difficult to define standards in web evaluation. Abdullah (1998), suggests the following checklist derived from the summary of criteria for evaluating websites. % Technical considerations The technical considerations include among others, the website's features and capabilities, such as use of graphics and animations relevant to the subject matter and the stability and the consistency of the pages because some sites require the use of more advanced browsers. Purpose The purpose or the objective of the website should be clearly stated and content should support the purpose. It should define whether the purpose is to educate, entertain, advertise or evangelize. Advertising should not outshine the presentation of the content. Content – The content should be comprehensive and easily understood by the visitors of the site. Information should be current and updated. There should be a logical order in the presentation of the content. Copyright information should be reflected for guidance to the visitors of the site. Links should be provided for additional information to support the content. Authorship and Sponsorship – Authorship and sponsorship are relevant information that should be reflected in every authentic site. Name of individual or group responsible for creating the site should be spelled out. The site should likewise reflect the author or manager of the site and other contact information. References or other sources of information should be provided. Functionality – Functionality covers the use of appropriate language in messages, and directions should be clearly stated and easily understood by the visitors of the site. The navigation headers, background, fonts and color. Buttons, shape and of features such as headers, background, fonts location should be consistent along with the use and color. Design/ Aesthetics – Design is one of the criteria that can hold visitors attention. It should be simple and appealing to the intended audience. The design elements and features on the site like the searchable databases, animations, graphics, sound files, and transitional pages, should be clearly labeled. Large images should be presented in thumbnail, with links to the larger versions. The use of appropriate color is equally important in a website. The principle of contrast in the choice of color should be observed. Authority Is it clear who is responsible for the contents of the page? Is there a way of verifying the legitimacy of the organization, group, company or individual? Is there any indication of the author's qualifications for writing on a particular topic? Is the information from sources known to be reliable? Accuracy Are the sources for factual information clearly listed so they can be verified in another source? Is the information free of grammatical, spelling, and other typographical errors? Objectivity Does the content appear to contain any evidence of bias? Is there a link to a page describing the goals or purpose of the sponsoring organization or company? If there is any advertising on the page, is it clearly differentiated from the informational content? Currency Are there dates on the page to indicate when the page was written, when the page was first placed on the Web, or when the page was last revised? Coverage Are these topics successfully addressed, with clearly presented arguments and adequate support to substantiate them? Does the work update other sources, substantiate other materials you have read, or add new information? Is the target audience identified and appropriate for your needs? Appearance Does the site look well organized? Do the links work? Does the site appear well maintained? Activity: Directions: (Collaborative Learning Activity).  Look for at least one Website that will provide you with the empirical knowledge and understanding about the true shape of the world. Is it round or is it flat?  Using the five techniques or criteria in evaluating Web resources, assess the validity and authenticity of your chosen site. Refer to the five evaluation criteria in doing this activity.  Write your answers in the empty spaces provided in the right portion of the column.  The group leader will share his groups output in class. Web Evaluation Criteria Information/ Data Obtained from the Site Accuracy Authority Objectivity Currency Coverage Appearance Key Themes and Concepts - Internet is a collection of wires, cables. It is a global system of interconnected computer networks that make use of the Internet Protocol Suite (TCP/IP0 to link billions of devices worldwide. - The World Wide Web is an information system on the Internet that allows The Worts to be connected to other documents by hypertext links, enabling document search for information by moving from one document to another - The speedy access to the internet gave rise to the emergence of social media which is today the buzzword for both the young and the old. - September 2, 1969 marks the birth of the internet. Historical record tells us that it is on this day that two computers communicated with each other. - On Oct 29, 1969 message was sent from computer to computer in different locations. - On Jan 1, 1983, ARPANET adopted the standard TCP/P protocol. About two decades after the discovery of the Internet, Tim Berners-Lee invented the World Wide Web in March 1989. - There are five techniques/ criteria in evaluating Web resources, namely; authority, accuracy, objectivity, currency and coverage. - There are several additional challenges posed by Web resources and the development of Web evaluation standards is an on-going process.