FS 3

FIELD STUDY

Learning Episode

My Learning Episode Overview

Episode 1 provides an opportunity for students to examine a Learning Resource Center or

Multi Media Center and learn about its collection, services, equipment and reflect on how it
supports the teaching learning process.

My Intended Learning outcomes

In this Episode, I must be able to:
 Describe the goals of a Learning Resource/Multi Media Center.
 Identify and classify resources that facilitate the teaching-learning processes.
 Explain the services of the center that support learning.

My Performance Criteria
I will be rated along the following:
a. Quality of my observation and documentation,
b. Completeness and depth of analysis,
c. Depth and clarity of classroom observation-based reflection,
d. Completeness, organization, clarity of portfolio and
e. Time of submission of my portfolio.

My Learning Essentials

1. A school usually sets up a center which will provide valuable support to the teaching -
learning process. Over the years the name of this center has evolved. Some of the names
are Audio-Visual Center, Media and Technology Resource Center, Teaching-Learning
Technology Department, or Simply Learning Resource center.

2. With the very fast development of information and communications technology (ICT), the
natural outcome was the ever-expanding interface between the traditional library and ICT
both in terms of hardware and software systems and applications.

3. Schools may have different set-ups when it comes to a Learning Resource Center (LRC).
Some have replaced the term library with LRC. Some have a separate library, LRC and Audio
Visual or Media Center. Some just have the LRC both for teachers and students.

LEARNING EPISODE 1 - The School’s Learning Resource Center

4. The common purpose among these centers is to provide print, audio-visual and ICT
resources to support the teaching-learning process.

5. The goals of the Center may include, orienting and training teachers in the use of audio
visual and ICT resources, working with teachers and administrators in producing
instructional materials, making available useful resources to the stude nts, teachers and the
school community.

6. In order to support the philosophy and aims of the school, the Center must fulfill the
following functions:
 Center of resources
 Laboratory of learning
 Agent of teaching
 Service agency
 Coordinating agency
 Recreational reading center
 A link to other community resources

LEARNING EPISODE 1 - The School’s Learning Resource Center

 My Map

To realize my Intended Learning Outcomes, I will work my way through these steps:

4. Write down a brie reflection of

1. Visit a school’s
Learning Resource
Center. Look
around and see
what resources and
facilities are
available inside.

3. Make an
inventory of its
available resources
and classify them
according to their
characteristics and
functions.
2. Ask the Learning Resource Center in-
charge about how some equipment or
facilities are used.

LEARNING EPISODE 1 - The School’s Learning Resource Center

 My Tools

As you visit and observe the Learning Resource Center, use activity forms provided for you to
document your observations. Ask the assistance of the one manning the center courteously.

An Observation Guide for a

LEARNING RESOURCE CENTER

Read the following statements carefully before you observe.

1. Go around the Learning Resource Center.

2. See what learning resources are present.
3. Examine and describe how the materials are arranged and how they are classified. Are
they free from dust and moisture? Are they arranged for easy access?
4. Read the guidelines/ procedures for borrowing of materials. Are these guidelines/
procedures posted or available for users to refer to?
5. Familiarize yourself with the guidelines and procedures. You may choose to take photos
of the center (if allowed).

 The learning resources of the school can help the student in learning, because they have
computers, textbook, audio and visual resources. They were arranged orderly according
to its types and all of them are clean and free from dust and it is good that it is place that
the student will be easily saw it. And they have guidelines/procedure in using the
resources.

LEARNING EPISODE 1 - The School’s Learning Resource Center

 After you have observed, classify the resources available in the learning resource center.
Please use the activity form provided for you.

Name of Center Observed: Learning Resource Center

Date of Observation: August 3, 2016
Name of Observer: Alexa Jean Q. Colocado
Course/ Year/ School: SED301 / BSE-ENGL / LPU CAVITE

List of Available Learning Resources

Available Learning Resources
(Enumerate in bullet form)
1. Print Resources
2. Audio Resources
3. Non-electronic Visual
Resources
4. ICT Resources
Impression About the LRC:
 Their LRC has a great help the students on their learning.
Characteristics and Unique
Capabilities
 There are books, dictionary
and encyclopedia that can be
use by the students for their
studies.
 The speaker and lapel can be
use by when discussing and
presenting audio or video
presentation and headset by
the student when they were
in computer laboratory.
 Instructional materials that
helps the teacher in
discussing the lesson.
 Computers help the student
on their assignments or
project while the projector
help the teacher in presenting
the lesson.
Teaching Approaches where the
Resource is Most Useful
 It is useful not only for the
students but also fro the
teacher because it have
many information that can
help them.
 These resources can help the
students to develop their
auditory skills.
 These materials can help the
teacher in classroom
discussion.
 The resources can help the
students in their studies.

Name and Signature of Observer:

 ALEXA JEAN Q. COLOCADO

Name and Signature of the Learning Resource Center In-Charge:

 MS. CHARMAINE C. USITA (ENGLISH)

LEARNING EPISODE 1 - The School’s Learning Resource Center

My Analysis

1. Were the learning resources/ materials arranged properly according to their

functions and characteristics?
 Yes, the learning resources/materials are arranged properly according to their
functions so the student can easily use it when they need it.

2. Do the guidelines and procedures facilitate easy access to the materials by the
teachers? Why? Why not?
 Yes, by the help of their guidelines, the student can easily access the
computer or other materials and also there are LRC in charge to guide them
while using.

3. What are the strengths of this Learning Resource Center?

 Their LRC is too big, so many student can use it and it is well ventilated
because it is air-conditioned and also it is clean and free from dust.

4. What are its weaknesses?

 They have many tables but only few chairs and also they don’t have internet
connection so the students cannot use it to get information.

5. What suggestions can you make?

 I suggested that they need to avail internet connection for the student to use
it in their learning and also they need to add more chairs.

LEARNING EPISODE 1 - The School’s Learning Resource Center

My Reflection/Insights

1. Which of the materials in the Learning Resource Center caught your interest
the most? Why?
 Their computers caught my interest because I can see that it is new and
clean, and also it is easy to use because it is working fast.

2. Which gadgets/ materials are you already confident to use/ operate?

 I am confident in using computer because I am familiar in its parts and its
functions, and I can use it when making presentations or projects in school.

3. Which ones do you feel you need to learn more about?

 I think that the materials that I need to learn more about is operating the
projector because I am not familiar on how to operate it.

LEARNING EPISODE 1 - The School’s Learning Resource Center

 Integrating Theory and Practice
Direction: Read the situation then answer the questions.

1. All are responsibilities of the Learning Resource/ Audio-Visual/ Educational

Technology Center of a school EXCEPT ?

A. make available technology equipment for use of teachers and students

B. conduct training for teachers on how to use technology tools
C. work with teachers in producing instructional materials
D. accomplish the students’ technology project for them

2. The Learning Resource/ Audio-Visual/ Educational Technology Center regularly

provides the teachers a list of websites, apps and instructional materials available in
the city which are relevant to the different subjects they teach. This fulfils which
function?

A. Recreational reading center

B. A link to other community resources
C. Laboratory of learning
D. Center of resources

3. The Learning Resource/ Audio-Visual/ Educational Technology Center sponsors a

seminar-workshop for teachers and administrators on the use of the latest
presenter applications. This fulfils which function?

A. Center of resources
B. Agent of teaching
C. Coordinating agency
D. Recreational reading center

LEARNING EPISODE 1 - The School’s Learning Resource Center

My Learning Portfolio

Paste an article about an example of technology gadget/material that you want to learn
more about. How can this gadget/material be useful in instruction/teaching?

Multimedia Projectors: A Key Component in the Classroom of the Future

Classrooms have changed dramatically over the last decade with the advent of new technologies and
equipment developed to make teaching and learning more diversified and interactive. Today, more teachers
than ever are using multimedia projectors in the classroom. Students no longer have to crowd around a
computer monitor to view presentations, Web sites or training programs. Multimedia projectors are
becoming the centerpiece of classroom technology hubs that directly engage students and add impact to
each lesson.

Identifying Classroom Needs

The education market's growing interest in multimedia projectors has led to increased research and
development efforts from product manufacturers. In the past, educators had to adapt projectors that were
intended for business use. When educators wanted a portable projector, they often settled for reduced image
quality, fewer connection options and a machine that could get very hot if run over long periods. However,
when educators wanted a projector to perform at a high level for many hours, and could accommodate
multiple connections, they likely settled for a large machine stationed in a multimedia center or other shared
room where they had to relocate their class for that lesson - making it impractical for daily use. In both cases,
these projectors were often difficult to operate, requiring assistance from an audiovisual specialist. The good
news is that more products are being introduced to meet specific classroom needs.

To get a better understanding of exactly what teachers, media and AV specialists are looking for, Philips
recently worked with Quality Education Data Inc. (QED) to survey 500 educators and media specialis ts in U.S.
public schools to learn more about technology and equipment trends in K -12 classrooms. Most significantly,
the study uncovered how highly educators value multimedia projectors as essential classroom tools. In fact,
AV specialists who participated predict a projector in every classroom within the next five years (see chart
below).

Important Features and Classroom Applications

Educators identified the following key features as what they liked best when purchasing a projector, in order
of those most important to them: picture performance, resolution, long lamp life, product portability,
brightness, PC connections and quiet operation. Other attributes considered critical included overall projector
performance, ease of use, purchase price and cost of operation. In short, the study showed schools need
affordable, high-performing, highly versatile and easy to use projectors.

When inquiring about what applications multimedia projectors are being used for (see chart below), 91
percent of the educators surveyed who are currently using a multimedia projector indicated their most
common use is for multimedia presentations. Educators commented that disseminating information to
students in more than one form -whether through the combined use of text, audio, graphics or full-motion
video - increases the student's chance of grasping and learning the lesson. Approximately 89 percent said
they used the units for projecting computer screen images of the Internet or other PC applications while
teaching, and 45 percent said they used them to display movies in the classroom.
Teacher, Student Benefits

LEARNING EPISODE 1 - The School’s Learning Resource Center

When asked how multimedia projectors affected the teaching and learning experience, several areas of
influence were identified, including visual aid, greater flexibility for alternative teaching methods, enhanced
teacher demonstrations, heightened student awareness and customized curriculum applications.

Visual aid. Multimedia projectors allow teachers to provide diverse content to all students in the classroom at
once, allowing students to have a visual and colorful learning experience during a given lesson. These
projectors are perfect for this generation's visually oriented youth because they help make abstract concepts
easier to understand.

Alternative way of teaching. By not forcing a teacher to rely solely on books, a multimedia projector makes
more educational information available to students. It changes conventional habits and rituals in the
classroom. In fact, some survey participants believe a multimedia projecto r could soon replace the
chalkboard and overhead projector.

Makes teaching easier and better. Instead of having students crowd around a PC, the entire class can view one
big screen without difficulty. The multimedia projector has made the teaching of Internet-related subjects
and the demonstration of new software applications much easier - heightening stu-dents' awareness and
expectations, while captivating their attention and increasing their motivation. The projectors also
accommodate the electronic submission and viewing of student work.

Customized curriculum applications. Projectors are being used for a variety of curriculum-specific
applications. In language arts, a teacher linked up to an author's Web site to provide greater insight and
impact to a reading assignment. A science teacher created a PowerPoint presentation to demonstrate a frog
dissection. In social studies, a teacher developed a tornado presentation for increased audio and visual
impact. For math classes, projectors have been used to tea ch students how to work with spreadsheets,
calculate formulas, and utilize charts and graphs. Athletic departments show practice and game films, as well
as illustrate plays, with the ability to pause, reverse and update them spontaneously.

Summary of Findings
With an average of 30 classrooms per school, 68 percent of respondents indicated they are currently using
multimedia projectors. Among these users, more than 80 percent are using portable units in the classroom to
display multimedia presentations and project images from the computer screen for teaching. Teachers believe
the minimum number of projectors each school should have is 16, even though most schools average less
than four. Despite keen interest in multimedia projectors, more than 90 percent of those surveyed have
traditional technologies available to them (see chart below), including: TVs (97 percent), VCRs (96.2 percent),
PC networks (86.4 percent), and laptop or desktop computers (82 percent). In addition, fewer than 25 percent
of those surveyed have access to interactive whiteboards and DVD players, which are perfect complements to
multimedia projectors.
We gained valuable insights from the survey. We learned that although educators have strong opinions and
ideas of what tools they need to succeed, the majority of technology currently being installed in classrooms is
fairly traditional. This includes TVs and VCRs - equipment that trends show could be replaced in the near
future by multimedia projectors and DVD players. So, if you're making technology investments that need to
last for several years, keep in mind the future of multimedia equipment.

Source:
https://thejournal.com/Articles/2002/06/01/Multimedia -Projectors-A-Key-Component-in-the-Classroom-of-
the-Future.aspx?Page=3

LEARNING EPISODE 1 - The School’s Learning Resource Center

My Learning Rubric
Field Study 3, Episode 1 – The School’s Learning Resource Center
Focused on: - describing the goals of a learning resource/ multi-media center
- identifying and classify resources that facilitate the teaching -learning processes
- explaining the services of the Center that support learning

Name of FS StudentAlexa Jean Q. Colocado Date Submitted: August 8, 2016

Year & Section: Third Year/ SED301 Course:BSE-ENGL

Learning Episodes Exemplary S uperior S atisfactory Needs Improvement

4 3 2 1
All episodes were All or nearly all Nearly all episodes were Fewer than half of episodes were
done with outstanding episodes were done done with acceptable done; or most objectives were
Le arning Activities quality; work exceeds with high quality quality met but need improvement
4
3 2 1
All Analysis question Analysis questions were Analysis were not answered.
questions/episodes were answered not answered completely.
were answered completely. Grammar and spelling
completely; in depth Vaguely related to the unsatisfactory
Analysis of the answers; thoroughly Clear connections theories
Le arning Episode grounded on theories. with theories
Exemplary grammar Grammar and spelling
and spelling Grammar and acceptable
Spelling are superior
4 3 2 1
Reflection statements Reflection Reflection statements are Reflection statements and unclear
are profound and statements are clear; shallow; supported by and shallow and are not supported
clear; supported by but not clearly experiences from the by experiences form learning
experiences from the supported by learning episodes episodes
Re fle ction/Insights learning episodes experiences from the
learning episodes
3
4 2 1
Portfolio is complete, Portfolio is Portfolio is incomplete; Analysis question were not
clear, well-organized complete, clear, supporting documentation answered
and all supporting; well-organized and are organized but are
documentations are most supporting; lacking Grammar and spelling
Le arning Portfolio located in sections documentations area unsatisfactory
clearly designated available and
logical and clearly
marked locations
4 3 2 1
Submission of Submitted before the Submitted on the Submitted a day after the Submitted two days or more after
Le arning Episodes deadline deadline deadline the deadline
4 3 2 1
CO MMENT/S Over-all Score Rating:
(Base on transmutation)

TRANSMUTATION OF SCORE TO GRADE/RATING

Score 20 19-18 17 16 15 14 13-12 11 10 9-8 .7-below
Grade 1.0 1.25 1.5 1.75 2.00 2.25 2.50 2.75 3.00 3.5 5.00
99 96 93 90 87 84 81 78 75 72 71-below

M R. IAN KARLO OLEGARIO _________________

Signature of FS Teacher Date

LEARNING EPISODE 1 - The School’s Learning Resource Center