DF Thread 1
The best way to use multimedia resource and create an engaging, active, authentic and goal-directed learning experience is to tap into the student’s interests. I think it would be pointless to shove a particular multimedia or technology at a child if he/she had no interest in it anyway. Some children, or probably a lot of children nowadays, are into video games while others prefer writing or drawing or playing a musical instrument. Whatever interests a child holds, a teacher is sure to find a technology or multimedia resource that would suit the child’s interests. So I think it’s important to cast a wide net and have something that would cater to everyone.
I know that a lot of people are fond of playing these mobile phone games such as Candy Crush etc, so if I were teaching grammar, instead of giving the class worksheets, we would play educational games in the classroom. There is one such site that I found and have actually used on my class on occasions: eslgamesworld.com, eslgamesplus.com, funbrain.com. They’re the best ways of promoting fun, cooperation and creativity while learning. As a formative assessment, I could ask them to create videos, animations, and comic strips, and they can share these in their personal blogs. Textbooks can be replaced with a more interactive and more universally-designed for learning resources such as e-books and educational media which are more dynamic and are easily customizable to cater to different type of learners, even those with special needs. Educational media would be able to teach content in a manner that is more effective and efficient than traditional media. In anatomy and physiology classes, students no longer have to rely on their imagination and doing the hard art of memory work because it would help the students actually visualize how the respiratory system works, for instance better than any illustration and explanation can. It can provide a simulation or animation of the respiratory system and its steps. This way, the students better understand the process. If there were interactive media, then the students can manipulate different variables and actually see for themselves the outcomes if they played around with the variables. Therefore, teachers can do away with lectures and students don’t just learn passively through rote memorization of concepts and terminologies; rather they are directly engaged and can apply their own learning and realizations into the activities.
The same thing could apply in other fields. In teaching the exposure triangle in photography for example, instead of explaining about shutter speed, ISO and aperture and how they affect the image, if an interactive media would allow the student to play around with the 3 elements, the students would be able to see for themselves how they affect one another and the exposure of the image itself. And they could share this in their social media, showcase it in a photo blog and manipulate it through Photoshop.
Huang, C. (2005). Designing high-quality interactive multimedia learning modules.Computerized Medical Imaging and Graphics, 29, 223-233. Retrieved from: https://cset.stanford.edu/sites/default/files/files/documents/publications/Huang-Designing%20hih-quality%20interactive%20multimedia%20learning%20modules.pdf
DF Thread 2
In the recently concluded elections, there was news that came out that the recently declared vice presidential candidate would resign should a particular presidential candidate win the presidency. This was circulated across different social media sites until this vice presidential candidate shot down the news and pointed out that the said news came from a satirical news site.
The worldwide web is a host of information. One may simply type in a few characters, and the internet would even happily provide suggestions. Just like any host, it would freely welcome anyone to post information as well. Because of this, it is very critical for a student to be able to verify information he/she chances upon because one could very easily be walking into a snare if he/she is gullible enough to believe anything that he/she gets from the net. An essential skill for online research is information literacy. Students should pay equal attention to content relevance and reliability or credibility. Because of rapid technological change and the rapid proliferation of new information resources and the growing complexity amongst these information, students are inundated with a vast array of growing resources and choices in their studies, workplace and even in their personal lives. The worldwide web tries to affect each individual’s choices—from the food they eat, the supplements they take, the products they use. All of these are screaming for any one person’s attention.
The first, and probably the most important, step in promoting informational literacy is shifting to a learner-based/learner-centred paradigm where students are not just passive learners but are active information seekers as well. Students who are exposed to and are trained in information resources become information literate as they freely use a wide range of information tools and sources and in the process become adept at locating, managing and evaluating information (Hassan, 2009).
Second, library resources should be readily available to students and teachers alike. It would be very difficult for students to get ahold of veritable information from the net if he/she had limited access to library resources but instead were exposed to secondary and tertiary resources. In this light, information literacy should be integrated into the curriculum so teachers and librarians can work together in ensuring a positive outcome. Information literacy would then be included in the program so students would be more mindful of verifying and checking their sources. Libraries should be active partners in the teaching-learning process in promoting and inspiring students not only to be lifelong learners and readers but also to be citizens with 21st century skills. In this light, librarian should promote libraries as active hubs and not as moss-induced places. Libraries should be opened to the public as a one-stop shop resource for interactive learning.
Hassan, B., & Mansor, Y. (2009). 6 ROLE OF ACADEMIC LIBRARIES IN PROMOTING INFORMATION LITERACY AMONG STUDENTS OF HIGHER LEARNING INSTITUTIONS (PDF Download Available). Retrieved from https://www.researchgate.net/publication/236027244_6_ROLE_OF_ACADEMIC_LIBRARIES_IN_PROMOTING_INFORMATION_LITERACY_AMONG_STUDENTS_OF_HIGHER_LEARNING_INSTITUTIONS
Farkas, M. (n.d.). Baby steps in promoting information literacy | Information Wants To Be Free. Retrieved from http://meredith.wolfwater.com/wordpress/2010/03/28/baby-steps-in-promoting-information-literacy/