LESSON 15:

Project-Based Learning
and Multimedia:
What Is It?
“Project-based learning redefines the boundaries of the
classroom. No longer are students confined to learning
within four walls.

Prepared by:
JOSE L. PLASABAS JR.
LEARNING OUTCOME:
 Explain the elements of
project-based multimedia
learning.
 Point out the disadvantages
of project-based multimedia
learning.
FOCUS QUESTIONS:
 What is project-based multimedia
learning?

 What are the elements of multimedia

learning?

 Why used project-based multimedia

learning?

 What are the disadvantages of the used of

project-based learning and multi-media
project?
INTRODUCTION
After learning that we need to
make use of a combination of
learning resources or media to
make our teaching as concrete
as we can so abstraction will be
clear and meaningful, let us learn
a method of learning that utilizes
multimedia, the project-based
learning.
ACTIVITY
A. Read the story of a
social studies class then
answer the questions
given below.
Teacher Nachielle teaches social studies. Her students, as
part of their students 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 an animation that
stimulated how the plague virus attacks the body. In
social studies, they created computer-based presentation
looking at the plague from various perspectives that
include !4th century farmers and 21st century scientists.
Their presentations primary historical resources, as well
as literature and current events. The presentation
compared the plague to the AIDS epidemic of today.
(Adapted from Michel Simkims, et.al (2002)
B. Below is a description of Teacher
Nicolle’s class
 Entering Teacher Nicolle’s class, you first
notice that every child is completely
engrossed. Second, you notice the
cacophony of voices, rising and falling
intense and animated discussions among
small groups of third graders.
 You look for 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 shows 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 Aeta’s village to be scanned
into the presentation software later. Another
group of boys uses a Venn diagram to show
foods in their own diet, foods in their tribe’s diet
and foods they have in common. You want to
ask them about their work but can’t bear to
break their concentration.
 Teacher Nicolle notice you and starts toward
you, but each group of students she passes
stops her to proudly show off their work or ask
her to check something. She finally reaches
you and starts to explain the various activities
the children are working on to prepare their
multimedia presentations, 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 thing of all. The
children are still working, still engrossed,
still animated and focused. Learning
through Multimedia Projects.
DISCUSSION QUESTIONS:
1. What adjectives or adverbs can
describe the two classes?
2. Would you like to be in such classes?
Why?
3. Why were the classes so alive? Which
could have contributed to the
creation of a highly animated class?
ANALYSIS
1. What do you think of the following? Support
your stand.
2. Did the class have clear goals?
3. Was the students’ work in school connected to
the real world in which the students live?
4. Was the class project a one-shot lesson or did it
extend over a significant period of time?
5. Was the teacher clearly in charge of the class?
6. Was the teacher give leeway to the students to
make decisions within reasonable limit?
7. Did the students work collaboratively?
ABSTRACTION
 A class that effectively employs project-based
multimedia learning is highly animated and
actively engaged.
 Together with other students, every student
is absorbed in a task in line with the goals
and objectives made clear at the start.
 Time has wings.
 Time flies so fast that students don’t feel its
passing.
 Teacher does not just stay in front of the class
lecturing.
 She monitors students as they work.
 Students consult her for guidance and comments.
 She does not impose her will on students.
 With her guidance, she allows students to make
decisions for themselves.
 She has more time for those students who are in
needs of greater help and attention.
 By going around, she can sense if students are on the
right track and if the goals and expectations set at
the start are not set aside but remain to be the
governing factor behind every activity.
The students’ intellectual powers are
very much challenged as they read,
research for basic information and as
they analyze organize these bits of
information.
 Much of their technical skills learned
from their computer courses and
creativity and imagination are
demanded when the students
produce multimedia presentation by
using multimedia produced by others.
 A question that may be asked at this
point is: Won’t the content be sacrificed?
 I don’t think so.
 This project-based multimedia learning is
most of all anchored on the core
curriculum.
 This means that project-based multimedia
learning addresses the basic knowledge
and skills all students are expected to
acquire as laid down in the content and
performance standards and
competencies of the k to 12 basic
education curriculum.
Let us know more about project-based
multimedia learning in the paragraphs
the follow:
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, 2002.) the name project-based
learning implies the use of multimedia and
the learning activity includes project.
Dimensions of Project-Based Multimedia
Learning
 Project-Based multimedia learning has seven key
Dimensions:
 Core Curriculum
 Real World Connection
 Extended Time Frame
 Student Decision Making
 Collaboration
 Assessment
 Multimedia
1. Core Curriculum
 At the time foundation of any unit of this
type is a clear setoff learning goal drawn
from whatever curriculum or set of
standards is in use.
 We use the term core to emphasize that
project-based multimedia learning should
address the basic knowledge and skills all
students are expected to acquire, and
should not simply be an enrichment or
extra credit activity for multidisciplinary or
cross curricular approaches.
2. Real-World Connection
 The project seeks to connect student’s 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 content chosen, the types of activities
and the types of products must be real in
life.
3. Extended Time Frame
 A good project is not a one-shot lesson.
 Its extended over a significant period of time.
 The actual length of a project may vary with the
age of the students and the nature of project.
 One project may take days or weeks.
 Others may take a month or two.
 It is important that students are given enough
time to enable them come up with a substantial
final project from which they can drive pride and
a clear sense of accomplishment.
4. Student Decision Making
 In project-based multimedia learning,
student have a say.
 But it is clear to them that the teacher is in
charge and so that the students understand
that there are decisions with only the
teacher can make.
 Students, however, are given considerable
leeway in determining what substantive
content would be included in their projects
as well as the process for producing them.
5. Collaboration
 Project-based multimedia learning demands
collaboration.
 Collaboration is working together jointly to accomplish
a common intellectual purpose in a manner superior
to what may have been accomplished working
alone.
 Students may work in pairs or in team of as many as
five or fix.
 Whole class collaborations are also possible.
 The goal is for each student involved to make a
separate contribution to the final work and for the
whole class to accomplish greater things than what
each individual student can accomplish all alone.
6. Assessment
 There are three (3) assessment concerns
project-based multimedia learning, namely:
1. activities for developing expectations
2. activities for improving the media
products
3. activities for compiling and disseminating
evidence of learning.
Students must be clarified on what is expected
of them on how they will be assessed.
 In project-based multimedia learning, they
are expected to show evidence that they
 gained content information
 became better team members
 could solve problems
 could make choices
 (for instance on what new information they would
show in their presentations)
 Students are also expected to assess their own
media products so they can improve on
them.
7. Multimedia
 Students do not learn simply by “using” multimedia produced by
others.
 They learn by creating by themselves.
 The development by such programs as HyperStudio, Kid Pix, and
Netscape Composer has made it possible for students of all ages to
become the authors of multimedia content.

 as students they design and research their projects, instead of

gathering only written note.

 they also gathered-and create-pictures

 video clips

 recordings and

 other media projects that will later serve as the raw material for
their final product.
Why use project-based multimedia
learning?
 Because it is “value added” to your teaching.
 It is powerful motivator
 It actively engages students in the learning
task.
 Students are likewise engaged in the
production multimedia presentation.
What can be some limitations of the use of
project-based multimedia learning strategy?
 One limitation that we see is the need for an extended
period of time.
 You need time to
 orient the students on what are expected of them
 guidelines
 goals and objectives of the project
 and more so for your students to gather and organize
their data, work on their presentations and the like.
This strategy requires technical skills on your part
and on the part of your students.
 Remember, they will be using a combination
of several media, which includes, of course,
the computer.
 If the basic computer courses did not teach them
these skills demanded by this strategy, there
will be a problem.
 To address this problem, some days need to
be devoted to learning the technology.
A third limitation can be the tendency to
lose track of the goals and objectives of
your lesson objectives get derailed and
your project ends up as mere technology
aspect of your lesson does not eclipse the
academic content which is the core of
your lesson and therefore is most
important.
FOR LISTENING!