Scribd
Upload
14 views

Project-based Multimedia Learning

Project-based multimedia learning combines project-based learning and multimedia to enhance education by engaging students in designing, planning, and producing multimedia products. This method emphasizes real-world connections, collaboration, extended time frames, and student decision-making while assessing various aspects of learning. It aims to develop essential skills, including hard and soft skills, necessary for students to thrive in today's job market.

Uploaded by

Karylle Jade
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
14 views

Project-based Multimedia Learning

Project-based multimedia learning combines project-based learning and multimedia to enhance education by engaging students in designing, planning, and producing multimedia products. This method emphasizes real-world connections, collaboration, extended time frames, and student decision-making while assessing various aspects of learning. It aims to develop essential skills, including hard and soft skills, necessary for students to thrive in today's job market.

Uploaded by

Karylle Jade
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 4

Project-based Multimedia Learning

Background Information

• Project-based learning is not a new educational method.


• The use of multimedia is a dynamic new form of communication.
• The merging of project-based learning and multimedia represents an extra
ordinary teaching strategy that we call project-based multimedia learning
• Guidelines for implementing and developing your own units based on this
strategy.
• By project-based learning, we mean a teaching method in which students
acquire new knowledge and skills in the course of designing, planning, and
producing some product or performance.
• By multimedia, we mean the integration of media objects such as text,
graphics, video, animation, and sound to represent and convey information.
Thus, our definition is:
• 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.
• Students' multimedia products will be technology-based presentations, such
as a computerized slide show, a Web site, or a video. These presentations will
include evidence that your students have mastered key concepts and
processes.

Dimensions of Project-based Multimedia Learning

1. Core Curriculum
2. Real-world Connection
3. Extended Time Frame
4. Student Decision Making
5. Collaboration
6. Assessment
7. Multimedia

a. Core Curriculum
• At the foundation of any unit of this type is a clear set of learning goals Core
Curriculum 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- Multimedia
Multidisciplinary curricular approaches. Core Curriculum multimedia
multidisciplinary.

b. Real- World Connection


• Project-based multimedia learning strives to be real.
• It seeks to connect students' work in school with the wider world in which
students live.
• You may design this feature into a project by means of the content chosen, the
types of activities, the types of products, or in other ways.
• What is critical is that the students—not only the teacher—perceive what is
real about the project.

c. Extended Time Frame


• A good project is not a one-shot lesson;  It extends over a significant period
of time.
• The actual length of a project may vary with the age of the students and the
nature of the project.
• It may be days, weeks, or months.
• What's important is that students experience a succession of challenges that
culminates in a substantial final product from which they can derive pride and
a clear sense of accomplishment.

d. Student Decision Making 


Students have an opinion.
• Divide them into “teachers” and “students” based on a clear rationale
(decisions)
• Example: A teacher might limit students to a single authoring program to
minimize complications
• The teacher can allow students to determine what substantive content would
be included in their projects.
• Students can make decisions about the form and content of their final
products, as well as the process for producing them.
e. Collaboration
• We define collaboration as 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

f. Assessment
• Regardless of the teaching method used, data must be gathered on
what students have learned.
• When using project-based multimedia learning, teachers face additional
assessment challenges because multimedia products by themselves do
not represent a full picture of student learning.
• Students are gaining content information, becoming better team
members, solving problems, and making choices about what new
information to show in their presentations.

Assessment Has Three Different Roles in the Project-Based Multimedia


Context

a) Activities for developing expectations;


b) Activities for improving the media products; and
c) Activities for compiling and disseminating evidence of learning..

g. Multimedia

• In multimedia projects, students do not learn simply by "using” multimedia


produced by others; they learn by creating it themselves.
• As students design and research their projects, instead of gathering only
written notes, they also gather—and create—pictures, video clips, recordings,
and other media objects that will later serve as the raw material for their final
product.

Why Use Project-Based Learning?

• 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.
• 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.

Teaching The New Basic Skills, Richerd Murnane and Frank Levy (1996)
Describe Three Skill Sets Students Need To Be Competitive For Today’s Jobs:

• Hard skills (math, reading, and problem-solving skills mastered at a much


higher level than previously expected of high school graduates);
• Soft skills (for example, the ability to work in a group and to make effective
oral and written presentations); and
• The ability to use a personal computer to carry out routine tasks (for
example, word processing, data management, and creating multimedia
presentations).

You might also like