Project-Based Multimedia Learning (EdTech)
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This document outlines the key aspects of project-based multimedia learning. It discusses how students work collaboratively in groups over an extended period of time to design and create a multimedia product. This allows students to acquire new knowledge and skills while addressing core curriculum topics. Students are actively engaged in decision making and develop both hard skills like math and problem solving as well as soft skills such as collaboration, presentation skills, and computer literacy. The final multimedia product demonstrates what students have learned.
Project-Based Multimedia Learning (EdTech)
- 1. Group 5 Members: Aroza, Patrick Swaze Anes, Shaira Balonga, Marlyn Cabangon, Allain Joseph Capillanes, Gene Vi Quiobe, Kristel Joy Patricio, Jeanette prepared by : allain
- 2. : Definition Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product. (Simkins, et al 2002.) The name PROJECT-BASED LEARNING implies the use of MULTIMEDIA and the learning activity includes a Project.
- 3. • CORE CURRICULUM • REAL-WORLD CONNECTION • EXTENDED TIME FRAME • STUDENT DECISION MAKING • COLLABORATION • ASSESTMENT • MULTIMEDIA
- 4. At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use. Core emphasizes that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire These projects lend themselves well to multidisciplinary or cross-curricular approaches.
- 5. TREE SETS of SKILLS that STUDENTS NEED to be COMPETETIVE for TODAY’s JOBS: HARD • Math, Reading, and Problem-Solving skills mastered at a much higher level than previously expected of high school graduates SOFT Ability to work in group and make effective oral/written presentations The ability to use personal COMPUTER to carry out routine task Examples: Word processing, Data management, and Creating Multimedia Presentations
- 6. FOUNDATION SKILL that include THINKING SKILLS such as: • REASONING • DECISION MAKING • CREATIVE THINKING and • PROBLEM SOLVING PERSONAL QUALITIES such as: • RESPONSIBILITY and • SELF-MANAGEMENT are Also ‘’IMPORTANT’’
- 7. The PROJECT seeks to connect students’ work in school with the wider world in which students live. It is critical that the students-not only the teacher-perceive what is REAL about the project. The content chosen, the types of activities and the types of products must be real in life.
- 8. • A good project is not a one-shot lesson. • It extends over a significant period of time. One project may take days or weeks, others may take a month or two • And the ACTUAL PROJECT may vary with the age of the students and the nature of the project. ‘’ It is important that students are given enough time to enable them come up with a substantial final product from which they can derive PRIDE and A CLEAR SENESE of ACCOMPLISHMENT.
- 9. In project is not-based multimedia learning, students have a say. But it is clear to them that the Teacher is in charge and so the students understand that there are decisions which only the teacher can make. Students, however, are given considerable leeway in determining what substantive content would be included in their project as well as the process for producing them.
- 10. • Project-based multimedia learning demands ‘’COLLABORATION’’. COLLABORATION is WORKING TOGETHER jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone. STUDENTS may work in pairs or in teams of as many as five or six. Whole class collaborations are also possible. The GOAL is for each students involved to make a separate contribution to the final work and for the whole class to accomplish greater things than what each individual can accomplish alone
- 11. There are THREE(3) Assessment concerns in Project-Based Multimedia Learning, namely: 1. ACTIVITIES for DEVELOPING EXECTATIONS; 2. ACTIVITIES for IMPROVING the MEDIA PRODUCTS; and 3. ACTIVITIES for COMPILING and DISSEMINATING EVIDENCE of LEARNING.
- 12. • students do not learn simply by “using” multimedia produced by others. • Learn by creating it themselves . • Programs as HyperStudio, Kid Pix, and Netscape Composer-possible for students become the authors of multimedia content. • Not only gathering only written notes, they but create pictures, video clips, recordings, and other media objects that will later serve as the raw material for their final product.
- 13. • Because it is value added to your teaching • It is a powerful motivator • It actively engages students in the learning task. • Students are likewise engaged in the production of multimedia presentation.
- 14. Project-based multimedia learning does not only involve use of multimedia for learning. The students end up with a multimedia product to show what they learned. So they are not only learners of academic content, they are at the same time authors of multimedia product. The goals and objectives of a project based on the core curriculum. The students work collaboratively over an extended time frame. As they work, they employ life skills including decision making. Their learning task ends up with a multimedia presentation through their multimedia product.
- 15. The END~