Project based multimedia learning

“Project-based multimedia learning redefines boundaries of

the classroom. No longer are students confined to learning

within the walls”.

Teacher Nachielle teaces social studies. Her students, as part of their studies of medieval history

created a multimedia presentation about the Black

Plaque. She teamed with a teacher in the science

department for the unit.

In science, students created animations that simulated how

the plaque virus attack the body. In social studies they created

computer-based presentations looking at the plaque from

various perspectives that included 14th

century farmers and 21st century scientists. Their presentations

used primary historical resources, as well as literature and current

events. The presentation compared the plaque to the AIDS

epidemic today.

Entering teachers Nicolle’s class, you first notice that every child is

completely engrossed. Second, you notice the cacophony of

voices, raising and falling in intense animated discussions among small groups of third

graders.

You look or the teacher – she isn’t conveniently located at the front of the room. Finally, you see her

down among a group of students. You wait for her to notice you as she show the group how to use

the index of a book to find information about shelter for a

tribe of Aetas.

As you wait, your eyes move from group to group. At the

computers, three boys are typing some text they have composed for their presentations. A group

of girls paints a colorful scene of a tribe of Aetas’ village to be

scanned

into the presentation software later. Another group of boys uses a Venn diagram to show foods in

their diet, food in “their” tribe’s diet and food they have in

common. You want to ask them about their work but can’t bear to

break their concentration.

Teacher Nicole notices you and starts toward you, but each

group of students she passes stops her to proudly show off

their work or ask to check something. She finally reaches

you and starts to explain the various activities the children are

working on to prepare their

multimedia presentation – content research, art, language arts, math and technology activities she has designed for the project. You talk for almost 10 minutes before you

notice the most amazing things of all – the children are still working, still engrossed, still animated and

focused.

PROJECT-BASED MULTIMEDIA LEARNING

• Project-based multimedia learning is a teaching method in which students “acquire new knowledge and skills in the course of designing, planning, and producing multimedia product.” (Simkins, et al, 2012.)

Core Curriculum

Real-world connection

Extended time frame

Student decision making

Multimedia

Assessment

Collaboration

PROJECT-BASED MULTIMEDIA

LEARNING

WHY USE PROJECT-BASED MULTIMEDIA LEARNING?

WHAT CAN BE SOME LIMITATIONS OF THE USE OF PROJECT-BASED LEARNING STRATEGIES?

• Need for an extended period of time.

• Requires technical skills. • Tendency to lose track of the

goals and objectives of your lesson because technology has gotten limelight.

APPLICATION


INSTRUCTION: Research, design, plan and produce multimedia product using one of the following topics. a. Educational technology basic computer

terminologies. b. Software tools integration (sample

software tools & classroom uses)


INSTRUCTION: Research, design, plan and produce multimedia product using one of the following topics. c. Methods of teaching d. Principles of teaching e. Code of ethics of a professional teacher

Criteria for Evaluation • Content - 30 • Organization of the information – 20 • Presentation Porma – 20 • Novelty/creativity – 20 • Timeliness - 10

REFERENCE Corpuz, Brenda B. and Lucido, Paz L. (2008). Educational

technology 1. Cubao Quezon City, Philippines: Lorimar Publishing, Inc.

Documents

Project based multimedia learning