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    Sofia Vaughn Dalaguit - PPT Prof. Ed 8

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    Sofia Vaughn
    This document discusses project-based multimedia learning. It describes project-based learning as a teaching method where students create a multimedia product to learn new skills and knowledge. There are 7 key dimensions: connecting to core curriculum, relating to the real world, using an extended time frame, allowing student decision making, encouraging collaboration, implementing assessment, and incorporating multimedia. The document outlines advantages such as improved long-term retention and developing skills like teamwork. Potential disadvantages include worse test performance if fact learning is de-emphasized and students or teachers may not be prepared for this approach.

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    Sofia Vaughn Dalaguit - PPT Prof. Ed 8

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    Sofia Vaughn
    59 views25 pages
    This document discusses project-based multimedia learning. It describes project-based learning as a teaching method where students create a multimedia product to learn new skills and knowledge. There are 7 key dimensions: connecting to core curriculum, relating to the real world, using an extended time frame, allowing student decision making, encouraging collaboration, implementing assessment, and incorporating multimedia. The document outlines advantages such as improved long-term retention and developing skills like teamwork. Potential disadvantages include worse test performance if fact learning is de-emphasized and students or teachers may not be prepared for this approach.

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    Sofia Vaughn Dalaguit- PPT Prof. Ed 8

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    This document discusses project-based multimedia learning. It describes project-based learning as a teaching method where students create a multimedia product to learn new skills and knowledge. There are 7 key dimensions: connecting to core curriculum, relating to the real world, using an extended time frame, allowing student decision making, encouraging collaboration, implementing assessment, and incorporating multimedia. The document outlines advantages such as improved long-term retention and developing skills like teamwork. Potential disadvantages include worse test performance if fact learning is de-emphasized and students or teachers may not be prepared for this approach.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    59 views25 pages

    Sofia Vaughn Dalaguit - PPT Prof. Ed 8

    Uploaded by

    Sofia Vaughn
    This document discusses project-based multimedia learning. It describes project-based learning as a teaching method where students create a multimedia product to learn new skills and knowledge. There are 7 key dimensions: connecting to core curriculum, relating to the real world, using an extended time frame, allowing student decision making, encouraging collaboration, implementing assessment, and incorporating multimedia. The document outlines advantages such as improved long-term retention and developing skills like teamwork. Potential disadvantages include worse test performance if fact learning is de-emphasized and students or teachers may not be prepared for this approach.

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    © All Rights Reserved
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    of 25

    PROJECT-BASED

    MULTIMEDIA LEARNING
    Prepared by: Sofia Vaughn Dalaguit
    BSED ENGLISH 4
    PROJECT-BASED MULTIMEDIA LEARNING:

    • Project-Based 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 a PROJECT.
    7 KEY DIMENSIONS OF
    PROJECT-BASED MULTIMEDIA LEARNING:

    • CORE CURRICULUM
    • REAL WORLD CONNECTION,
    • EXTENDED TIME FRAME,
    • STUDENT DECISION MAKING
    • COLLABORATION
    • ASSESSMENT,
    • MULTIMEDIA.
    CORE CURRICULUM
    • 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.
    SETS OF SKILLS THAT STUDENTS
    NEED TO BE COMPETITIVE 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
    • Examples: Word processing, data management, and Creating Multimedia
    Presentations
    FOUNDATION SKILL THAT
    INCLUDE THINKING SKILLS
    SUCH AS:
    • REASONING
    • DECISION MAKING
    • CREATIVE THINKING and
    • PROBLEM SOLVING
    PERSONAL QUALITIES such
    as:

    • RESPONSIBILITY and
    • SELF-MANAGEMENT
    REAL-WORLD
    CONNECTION

    • 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.
    EXTENDED TIME
    FRAME
    • 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.
    • 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 to come up with a
    substantial final product from which the can derive PRIDE and CLEAR SENSE of
    ACCOMPLISHMENT.”
    STUDENT DECISION
    MAKING
    • In project-project based multimedia learning, students are given the
    privilege to decide on what to do and what not to do on their project by
    giving substantial leeway in determining what substantive content would
    be included in their project as well as the process in producing them. But
    it is clear to them that there a decisions which only the teacher can make.
    They
    COLLABORATION
    • Project – based multimedia learning demands “COLLABORATION”.
    • It 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.
    ASSESSMENT
    • There are THREE (3) Assessment concerns in Project-Based Multimedia
    Learning, namely:
    1. ACTIVITIES for DEVELOPING EXPECTATIONS;
    2. ACTIVITIES for IMPROVING the MEDIA PRODUCTS; and
    3. ACTIVITIES for COMPILING and DISSEMENATING EVIDENCE of LEARNING.
    MULTIMEDIA
    • Students do not learn by simply “using” multimedia produced by others
    but by creating it themselves. And this is made possible by programs such
    as, HyperStudio, Kid Pix and Netscape Composer.
    WHY USE PROJECT-BASED
    MULTIMEDIA LEARNING?
    • It adds value 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
    ADVANTAGES OF PROJECT BASED
    MULTIMEDIA LEARNING:
    • 1. Long-Term Knowledge Retention Development
    • According to a review of studies on pedagogy, students who participate in problem-based
    learning activities can improve their ability to retain and recall information. According to the
    review of literature, "elaboration of knowledge at the time of learning" – sharing facts and
    ideas through discussion and answering questions – "enhances subsequent retrieval." This
    type of elaborating reinforces understanding of the subject matter, making it easier to
    remember.Small-group discussions can be especially beneficial because each student
    should have an opportunity to participate.Problem-based learning, regardless of group size,
    promotes long-term knowledge retention by encouraging students to discuss – and answer
    questions about – new concepts as they learn them.
    ADVANTAGES . . .
    • 2. Use of Diverse Instruction Types You can use problem-based learning activities to meet your
    students' diverse learning needs and styles, effectively engaging a diverse classroom in the
    process. In general, grouping students together for problem-based learning will allow them to:
    Address real-life issues that require real-life solutions, appealing to students who struggle to
    grasp abstract concepts. Participate in small-group and large-group learning, assisting students
    who do not perform well on their own in learning new material.Discuss their ideas and
    constructively challenge one another, providing opportunities for participatory learners to
    excel.Approach a problem with a variety of content you provide, such as videos, audio recordings,
    news articles, and other relevant material, allowing the lesson to appeal to various learning
    styles.Running a problem-based learning scenario will allow you to use these differentiated
    instruction approaches, which is especially beneficial if your
    ADVANTAGES
    • 3.  Continuous Engagement Providing a problem-based learning challenge
    can engage students by acting as a break from normal lessons and common
    exercises, not It's difficult to see the potential for engagement, as kids
    collaborate to solve real-world problems that directly affect or heavily
    interest them . Although conducted with post-secondary students, a study
    published by the Association for the Study of Medical Education reported
    increased student attendance.
    ADVANTAGES

    • 4. Transferable Skill Development


    • According to a 2015 book that outlines theories and characteristics of the
    pedagogy, problem-based learning can help students develop skills that can be
    transferred to real-world scenarios. The tangible contexts and consequences
    presented in a problem-based learning activity "allow learning to become
    more profound and durable." As you present lessons through these real-life
    scenarios, students should be able to apply learnings if they eventually face
    similar issues.
    ADVANTAGES . . .

    5. Teamwork and Interpersonal Skills Development


    • The completion of a problem-based learning challenge is dependent on interaction and
    communication, which implies that students should also develop transferable skills based on
    teamwork and collaboration. Instead of memorizing facts, they are given opportunities to
    present their ideas to a group, defending and revising them as necessary. Furthermore, this
    should assist them in comprehending a group dynamic. Depending on the student, this may
    entail developing listening skills as well as a sense of responsibility when completing tasks.
    Such abilities and knowledge should serve your students well as they progress through higher
    education and, eventually, into the workforce.
    DISADVANTAGES OF PROJECT BASED
    MULTIMEDIA LEARNING:
    1. Potentially Worse Test Performance
    • When students take standardized tests, they may not have the breadth of
    knowledge required to achieve high scores if they devote too much time to
    problem-based learning. Whereas problem-solving learners develop skills in
    collaboration and reasoning, many tests reward fact-based learning with
    multiple choice and short answer questions. Despite the fact that problem-
    based learning activities have many benefits, you may notice this issue
    develop if you use them too frequently.
    DISADVANTAGES . . .
    • 2. Students' Lack of Preparation
    • Many of your children will be engaged by problem-based learning exercises, but others may be
    disengaged because they are not prepared to handle this type of exercise for a variety of
    reasons.
    • Participation may be hampered on a class-by-class and activity-by-activity basis due to:
    Immaturity — Some students may lack the maturity to work effectively in a group, failing to
    meet expectations and distracting other students.
    • Unfamiliarity — Because they can't rely on you for answers, some children may struggle to
    grasp the concept of an open problem.
    • Inadequate Prerequisite Knowledge – While the activity should address a relevant and tangible
    problem, students may require new or abstract information to create an effective solution. You
    can mitigate these issues to some extent by actively monitoring the classroom and distributing
    helpful resources, such as guiding questions and articles to read. 
    DISADVANTAGES
    • 3. Unpreparedness of the teacher
    • If you are new to supervising a problem-based learning activity, you may need to adjust some
    teaching habits. For example, overtly correcting students who make incorrect assumptions or
    statements can prevent them from thinking through difficult concepts and questions. Similarly,
    you should not teach to promote fact recall. Instead, you should concentrate on: Providing hints
    to assist in the correction of incorrect reasoning
    • In a constructive way, questioning student logic and ideas.
    • Disseminating content for research and reinforcing new ideas.
    • Asking specific questions to a group or class in order to focus their attention on a specific
    aspect of the problem.
    • Depending on your teaching style, it may take some time to prepare for a problem-based
    learning lesson.
    DISADVANTAGES
    • 4. Time-consuming Evaluation
    • Assessing a student's performance throughout a problem-based learning exercise
    requires constant monitoring and note-taking if you choose to give grades. You must
    consider factors such as: completed tasks
    • The standard of those tasks
    • The overall work and solution of the group
    • Team members' communication
    • Anything you wrote on the activity's rubric
    • Monitoring these criteria for each student is required, making it time-consuming to assign
    and justify a grade for everyone.
    DISADVANTAGES
    • 5. Different levels of relevance and applicability
    • It can be difficult to identify a concrete problem that students can solve with
    the knowledge and skills they are learning.This raises two distinct issues.
    • For starters, if students can easily deviate from the challenge's objectives, they
    may miss important information.
    • Second, as students encounter unexpected obstacles, you may lose sight of the
    problem's focus and purpose. Overcoming obstacles has advantages, but it may
    jeopardize your planning. It can also make it difficult to get back on track after
    the activity is finished. Because of the difficulty in keeping activities relevant
    and applicable, you may consider problem-based learning to be too
    demanding.
    CONCLUSION

    Project-based multimedia learning does not 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 creators of multimedia product. The goals and
    objectives of a project-based on the core curriculum and
    work collaboratively over an extended time frame. And as
    they work, they employ life skills including decision making.
    fin

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