Utilize Electronic Media in Facilitating Training

This course covers the knowledge, skills and attitude in advance training environment using electronic
media in facilitating training, including operation and maintenance of the equipment.

Unit 1: Introduction to Facilitating Training and Electronic

Media
In this unit, you will be able to:

o define Information and Communication Technologies (ICT);

o enumerate the principles of facilitating training;
o determine some examples of electronic media equipment; and
o enumerate some tips and techniques in effective presentation.

Unit Descriptor
This unit will discuss the introduction to facilitating training and electronic media. It will give you a brief
background why electronic media are used in facilitating training and what are some examples of these
electronic media and their uses. Also, it will give you tips and techniques on how to present effectively
and how to use the web in teaching.

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Pre-Test 1Quiz

 Lesson 1: Integrating ICT in Teaching and Learning

Not available unless: The activity Pre-Test 1 is marked complete

 Lesson 2: Principles of Facilitating Training

Not available unless: The activity Lesson 1: Integrating ICT in Teaching and Learning is marked
complete

 Lesson 3: Electronic Media Equipment

Not available unless: The activity Lesson 2: Principles of Facilitating Training is marked complete

 Lesson 4: Tips and Techniques

Not available unless: The activity Lesson 3: Electronic Media Equipment is marked complete

 Post-Test 1Quiz
Not available unless: The activity Lesson 4: Tips and Techniques is marked complete

 Unit 2: Setting Up Media Equipment

In this unit, you will be able to:

o determine the steps on how to set electronic equipment for film viewing;

o determine the steps on how to set electronic equipment for a presentation; and

o determine the steps on how to set electronic equipment for a video

demonstration.

Unit Descriptor
This unit will discuss when to use electronic media equipment in facilitating training and how to use them
for media presentation.

 Pre-Test 2Quiz
Not available unless: The activity Post-Test 1 is marked complete

 Lesson 1: Setting-up for Media Presentation

Not available unless: The activity Pre-Test 2 is marked complete

 Lesson 2: Setting up for video demonstration

Not available unless: The activity Lesson 1: Setting-up for Media Presentation is marked complete

 Post-Test 2Quiz
Not available unless: The activity Lesson 2: Setting up for video demonstration is marked complete


Unit 3: Maintaining Electronic Media Equipment

In this unit, you will be able to:

o determine general safety procedures in using electronic equipment;

o identify safety handling of electronic equipment; and

o enumerate maintenance activities for personal computers.

 Unit Descriptor
This unit will discuss the safety procedures in using electronic equipment and how to maintain them.

 Pre-Test 3Quiz
Not available unless: The activity Post-Test 2 is marked complete

 Lesson 1: Safety Procedures

Not available unless: The activity Pre-Test 3 is marked complete

 Lesson 2: Safety and Handling Procedures

Not available unless: The activity Lesson 1: Safety Procedures is marked complete

 Lesson 3: Maintaining Electronic Media Equipment

Not available unless: The activity Lesson 2: Safety and Handling Procedures is marked complete

 Post-Test 3Quiz
Not available unless: The activity Lesson 3: Maintaining Electronic Media Equipment is marked
complete


Unit 4: Other Resources

In this unit, you will be able to:

o identify the electronic media used in facilitating training;

o operate electronic media equipment to deliver a lesson;

o determine some tips and techniques in using electronic media equipment in

presenting a lesson; and

o maintain electronic media equipment.

Unit Descriptor
This unit will discuss what are the electronic media equipment used in facilitating training, how to use
them, and how to maintain them. Also, it will give you tips and techniques on how to present effectively
and how to use the web in teaching.

O
 Lesson 1: Photo and Video Production
Not available unless: The activity Post-Test 3 is marked complete

 Lesson 2: Equipment used in Presenting

Not available unless: The activity Lesson 1: Photo and Video Production is marked complete

 Lesson 3: Audio Production Equipment

Not available unless: The activity Lesson 2: Equipment used in Presenting is marked complete
 Certificate of Completion
Not available unless: The activity Lesson 3: Audio Production Equipment is marked complete

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 Lesson 1: Integrating ICT in Teaching and Learning

Lesson 1: Integrating ICT in Teaching and

Learning
Objectives
In this lesson, you will be able to:

1. Define what Information and Communication Technologies (ICT) is;

2. Discuss the advantages of using ICTs;
3. Discuss the benefits of using ICTS for teachers; and
4. Enumerate the uses of ICT in education.
Lesson 1: Integrating ICT in Teaching and
Learning
Introduction
Information Communication Technology can help trainers deliver a lesson and can help students
understand it. ICTs can engage majority of a learners’ senses and can stimulate their thoughts more. This
lesson will introduce you to the effectiveness and advantages of using ICT in training.

What is ICT?
Information and Communication Technologies or ICTs are defined, as a “diverse set of technological
tools and resources used to communicate, and to create, disseminate, store, and manage
information.” Some examples of these technologies include computers, the Internet, broad casting
technologies (radio and television), and telephony.

  Uses of ICT in Education

The Effectiveness of ICTs in Education
 
ICTs provide a powerful tool for extending educational opportunities, both formal and non-formal, to
people who are unable to enrol on campus due to time constraints and cost of education. They belong to
the scattered and rural populations, groups traditionally excluded from education due to cultural or social
reasons such as ethnic minorities, girls and women, persons with disabilities, and the elderly—the
underserved constituencies.
 

 Anytime, anywhere.  The ability to transcend time and space is one of the defining features of
ICTs. Learning characterized by a time lag between the delivery of instruction and its reception by
learners is made possible by ICTs. It makes the learning materials accessible whenever you want,
wherever you are. It does not require both the presence of the learners and the trainers in one
location.
 

 Access to remote learning resources.  Printed books and other physical media in libraries are not
anymore the only sources for the educational needs of the teachers and students. Today, we have
the internet and the World Wide Web (WWW) which technically can provide you accessible and
available learning materials in any subject matter and in a variety of media. ICTs also facilitate access
to resource persons, mentors, experts, researchers, professionals, business leaders, and peers—all
over the world.
 
 ICTs help prepare individuals for the workplace. Using ICTs in the classroom is useful in
preparing the students for a workplace where computers, the Internet and other ICTs are being used.
The ability to effectively and efficiently use ICTs is considered as a competitive edge in increasingly
globalizing job market.

ADVANTAGES OF ICTs
 

 Generally, ICTs help provide greater efficiency throughout the school. The regular use of these
technologies can give a beneficial motivational influence in the learning of the students. Moreover,
through email, discussion groups and chat rooms, communication channels are increased.

Source:
  BELLO, O. A., & ADERBIGBE, F. M. (2014, May). THE ROLE OF ICT IN NATIONAL DEVELOPMENT
1

AND POVERTY ALLEVIATION. Impact Journal, 2(5),

275-284. Retrieved August 10, 2016, from www.impactjournals.us.
     ICT4D Information Communication Technology for Development By Parveen Pannu, Yuki Azaad
2

Tomar
Umunnakwe, N., & Sello, Q. (2014). Effective Utilization of ICT in English Language Learning- The Case
3

of University of Botswana Undergraduates. In Conference proceedings. ICT for language learning (7th
ed., pp. 172-176).
Suraksha, E. B. (2016, April). Impact of Information and Communication Technology (ICT) on Secondary
4

School Level. International Journal of Information and Communication Technology Research, 6(4).
doi:http://esjournals.org/journaloftechnology/archive/vol6no4/vol6no4_5.pdf
 Lesson 2: Principles of Facilitating Training
Objectives
In this lesson, you will be able to:

a. Define the Cognitive Theory of Multimedia Learning; 

b. Describe the assumptions of the Cognitive Theory of Multimedia Learning; and
c. Describe Dale’s Cone of Learning.

Introduction
Theory and practice should go hand in hand in teaching. This lesson will introduce you to theories related
to using ICTs in education. These theories can help you understand how learners learn and what media
can be used to address learners’ needs.

Theory of Multimedia Learning

Cognitive Theory of Multimedia Learning (Mayer)
“Developing and disseminating network technologies enables new forms of cooperation between learners
and teachers on the one hand and amongst learners on the other that would be inconceivable in this form
and density in traditional training and continuing education.” 1
In Richard Mayer’s book, "Multimedia learning (2nd edition)”, “multimedia principle” is explained as the
principle which states that “people learn more deeply from words and pictures than from words alone”.
However, to achieve multimedia learning, it is not an effective way to simply add words to pictures. The
goal of this theory is to utilize instructional media in the light of how the human mind works. 

When it comes to learning with multimedia, the Cognitive Theory of Multimedia Learning proposes three
main assumptions:
Mayer’s cognitive theory of multimedia learning presents  “the idea that the brain does not interpret a
multimedia presentation of words, pictures, and auditory information in a mutually exclusive fashion;
rather, these elements are selected and organized dynamically to produce logical mental constructs.”
This theory requires design principles including providing coherent verbal, pictorial information, guiding
the learners to select relevant words and images, and reducing the load for a single processing channel
etc.
 
Source:
  Prof. Rolf Arnold, Ph. ‘Blended Learning in International Human Resource Development.
1

Cognitive Theory of Multimedia Learning (Mayer) - Learning Theories. (2015). Retrieved August 22,
2016, from http://www.learning-theories.com/cognitive-theory-of-multimedia-learning-mayer.html

Dale’s cone of Learning

Dale’s Cone of Experience:
People will probably remember if you show them how to do it. However, involving them in a meaningful
way will more likely make them understand more —this is the premise supported by Edgar Dale’s Cone of
Learning. In other words, the most effective way of learning is directly involving the learner in a
meaningful way and it would be best if it’s through the availability of hands-on experience.
Below is the Dale’s Cone of Experience:

Source: Dale's cone of learning. (n.d.). Retrieved August 09, 2016, from

http://hlwiki.slais.ubc.ca/index.php/Dale's_cone_of_learning
Lesson 3: Electronic Media Equipment
Objectives
In this lesson, you will be able to:

a. Enumerate some photo and video equipment used in facilitating training;

b. Enumerate some presentation equipment used in facilitating training; and 
c. Enumerate some audio equipment used in facilitating training.

Introduction
In facilitating training, electronic equipment are used by trainers. These electronic equipment are
composed of: photo and video equipment, presentation equipment, and audio equipment. In this lesson,
examples of electronic equipment will be discussed

Photo and Video Equipment

WHEN TO
EQUIPMENT DESCRIPTION
USE

When you want to

Camera/DSLR is a capture
photographs which
device which can be
can be used to
used to take images.
supplement your
lessons
 When you want to
do a live feed
during a lecture
which usually has
large number of
Video Camera is a
audience.
device whose main
function is to record  
videos.
When you want to
do a recorded video
demonstration
which cannot be
performed 

Presentation Equipment

WH

DESCR EN
EQUIPMENT
IPTION TO

USE
DLP When
Projector is you
a device want
which is to
used to project
project your
images power
and videos point
on a larger and
screen. docum
ent
presen
tations
on a
larger
screen
for 
large
numbe
r of
audien
ce,
usually
during
lecture
s in a
classr
oom
and
trainin
g
center
s.
 When
you
want
to
presen
t
docum
ents or
power
point
presen
tations
Personal to a
Computer larger
is a device screen
that can be (LCD
used to Monito
create r or
document project
and or) for 
presenter large
presentatio numbe
n. r of
audien
ce.
It may
be
used
as a
monito
r for
one-
on-one
trainin
g.
 When
you
want
to give
acade
mic
lecture
s
which
may
enable
advan
ced
Electronic conten
Whiteboar t
d is an interac
interactive tion,
whiteboard increa
similar to a sed
traditional audien
marker ce
board, only engag
it has ement,
touch sharin
recognition g and
as its storing
added of
function. presen
tation
events
and
interac
tion
with
networ
ked
compu
ters
and
periph
erals.
 When
you
want
to
flash
your
power
point
and
LCD docum
monitor is ent
a device presen
which can tations
be used to on a
show/displ larger
ay the screen
videos on ,
a larger usually
screen. during
lecture
s in a
classr
oom
and
trainin
g
center
s.

 
Audio/Vide
o Player is
a device
that plays
discs
produced
under both
the
Audio/Vide
o-Video
and
Audio/Vide
o-Audio
technical
standards,
two
different
and
incompatib
le
standards.
Its main
purpose is
for film
viewing.     
Audio Equipment
 WH

DESCRI EN
EQUIPMENT
PTION TO

USE
Speaker is For
a device smalle
whose main r
function is speak
to produce ers
audio (ex.
PC
output that
speak
can be
ers):
heard by When
the listener. you
want
to
produ
ce
louder
sound
suitabl
e for
one-
on-
one
trainin
g or
trainin
g with
small
numb
er of
audien
ce.
 
For
large
speak
ers
(usuall
y
conne
cted to
amplifi
ers):
When
you
want
to
produ
ce
louder
sound
suitabl
e for
large
trainin
 g
venue
s with
large
numb
er of
audien
ce.  

 
When
you
Microphon want
e is a you to
device amplif
which y your
converts voice
sound so it
waves into can be
electrical heard
waves. One louder
of its , it can
purposes is be
to amplify conne
your voice cted to
so it can be an
heard amplifi
louder. er or
audio
video
player
s if. 
 It can
be
conne
cted to
audio/
video
player,
microp
hone,
televis
ions,
compu
ters,
portab
le CD
player
s and
most
Amplifier is other
a device device
which s that
allows us to use a
hear a speak
sound er to
produ
coming
ce
from the
sound.
microphone
or any input  
source
It is
such as
usuall
CD/DVD. y
conne
cted to
large
speak
ers
which
are
used
in
trainin
g with
large
numb
er of
audien
ce.
 
 Sound
mixer is a
device
which
allows you
to adjust
levels,
enhance
sound with
equalization
and effects,
create
monitor
feeds,
record
various
mixes, etc.

Lesson 4: Tips and Techniques

Objectives
In this lesson, you will be able to:

a. Define e-library;
b. Define search engine
c. Enumerate some tips in creating a good powerpoint; 
d. Determine different camera shots and movements;
 e. Enumerate some techniques in effective presentation;and
f. Enumerate some techniques in video demonstration.

Introduction
For better utilization of the electronic equipment, the trainer must know some techniques on how to
effectively present their lessons and some tips in video demonstration and photo/video shooting. Also, the
World Wide Web can be of use to the trainer, techniques in utilizing World Wide Web will also be
presented in this lesson.

Using and Selecting the Right Materials

The theory of multimedia learning principles usually applied in selecting and creating the media that you
will use for your presentation. Consider what you’ve learn in the theory in selecting and creating media
resources.
Searching materials via e-library
A digital library or e-library is “a  special library  with a focused collection of digital objects that can
include text, visual material, audio material, video material, stored as electronic media  formats (as
opposed to print, microform, or other media), along with means for organizing, storing, and retrieving the
files and media contained in the library collection1.”
One example of e-library here in the Philippines is the Philippine eLib 
(http://www.elib.gov.ph/index.php). The following are the basic steps you need to take for you to access
the resources. You may visit  http://www.elib.gov.ph/downloads/eLib_User_Manual.pdf for detailed
instructions.

Searching the World Wide Web: Using Search Engines

    
Search Engine Optimization
 
Search engines “are tools that use computer programs called spiders and robots to gather information
automatically on the Internet. With this information, they create a database.2” Search Engine Optimization
is a technique by most of the companies so that when a user search for a keyword, their company would
appear on top of the list in the search results. It can be paid sometimes.
 
Starting the search:
 1.    Select a search engine. At the top of any page on your computer, type the phrase “search
engines” into the Search Bar to attain access to several different internet sites that specifically aid
in searching. Common search engines:
     Computer-generated databases are frequently updated, give access to very large collections, and
provide the most comprehensive search results. If you are looking for a specific concept or phrase, better
start with using a search engine.
Some of the WWW Search Engines

 Yahoo- http://www.yahoo.com
 Google- http://www.google.com
 Bing- http://www.bing.com/
 Ask- http://ask.com/
2. After typing in whatever you want to search, press the Enter key on the keyboard of your
computer.

 
3. Choose a few of the most specific or relevant keywords or phrases to describe your
topic. Utilize synonyms. Type your choice of words into the Search Bar offered by your chosen search
engine.

 Generally, capitalization and punctuation are not needed.

 Search engines usually disregard minor words such as "the, and, to, etc."
 

4. Click Search or press the Enter key on your keyboard.

5. Assess your results. Search through your list of web pages to pinpoint information.
 Google Search Tricks

Techniques in Utilizing World Wide Web

World Wide Web
The World Wide Web (abbreviated as WWW or W3 and commonly known as the Web) “is a system of
interlinked hypertext documents accessed via the Internet. With a web browser, one can view web pages
that may contain text, images, videos, and other multimedia, and navigate between them via hyperlinks. 1”
Browsing and keyword searching
 
Techniques on using the World Wide Web in Teaching

SOURCES:
1
  World Wide Web. (n.d.). Retrieved August 10, 2016,
from  http://cs.sru.edu/~mullins/cpsc100book/module06_internet/module06-03_internet.html
2
The Guide - Searching the World Wide Web: Search Engines. (n.d.). Retrieved August 10, 2016,
fromhttp://www.guide2net.org/tcpip/columns/searchingweb_1/
  CBLMs on Trainers Methodology Level I Utilizing Electronic Media in Facilitating Training issued by
3

NTTA (2012)

Techniques in Effective Presentation

DECIDING FOR A PRESENTATION METHOD
There are several key aspects in deciding about your presentation method, these include:
 SLIDE TIPS

Source:
 Deciding the Presentation Method. (n.d.). Retrieved August 10, 2016, from
http://www.skillsyouneed.com/present/presentation-method.html#ixzz4EuRLOZsP
 Reynolds, G. (n.d.). Top Ten Slide Tips. Retrieved August 10, 2016, from
http://www.garrreynolds.com/preso-tips/design/

Techniques in Video Demonstration

The following are some suggested camera shots to use in filming a video demonstration:

Source:
CBLMs on Trainers Methodology Level I Utilizing Electronic Media in Facilitating Training issued by NTTA
(2012)

Tips in video and photo shooting

VIDEO CAMERA TIPS AND TRICKS
Camera Movement
Basic Video Camera Movement 
Camera Shots
Post test