LESSON 16

USING THE PROJECT-BASED

LEARNING MULTIMEDIA AS A
TEACHING STRATEGY
INTRODUCTION
After learning about the what of
project-based learning, let us see
how we go about it if we want to
benefit rom this strategy.
The following steps suggested by Michael Simkins , et. al who
are experts in project-based multimedia learning.

1.Go over the k to 12 content and performance standards and

competencies to determine objectives and content that the
multimedia project will address effectively.

2.Estimate how much time you need to spend compared to

how much time in available.

3.Make clear and explicit parameters and procedures that

must be observed in decision making.

4.Set collaborative working arrangements to enable students

to share their knowledge and skills and to build on one
another strengths.

5.Determine what resources you will need and what are

available.
 • Are there people in the community who
can serve as resources in the area your
students are studying?
•Is internet available?
•Consider newspaper, television and radio as
sources of information.
•what library materials are available?
•What information can your students collect or what
•what library materials are available?
resources can they gather by going for field trips in the
community? on what your students project
•Depending
involves,
•Are there your
people students may who
in the community needcanto do as
serve original
resources in the area your students are studying?
research by conducting experiments, doing
•Is internet available?
surveys,
•Consider interviewing or preparing
newspaper, television and radio as their own
sources of
case studies.
information.
•Depending on what your students project involves, your
•What information can your students collect or
students may need to do original research by conducting
what resources
experiments, doingcan theyinterviewing
surveys, gather by going for
or preparing their
field
own trips in the community?
case studies.

6.Plan on how you will measure what students learn.

6.Plan on how you will measure what students
learn.
Goals and objectives are always the starting points of planning
Another important thing is to determine the resources
available from library material, community sources
both material and human, internet, news media- since
this project calls for multimedia.

Simkins et al {2002} suggest the following:

•Use technology students already know.

Use time outside of class wherever possible.
•Assign skills practice as homework.
Use “special” classes {like art or music} as extra time.
•Let students compose text and select and prepare
graphics and sounds as they plan.
 Before the Project Starts

Create project
1.
description and
milestone.
Describe your project in forty (40)
words or less.
Include instructional goals and
objectives.
Include the project components
students will be responsible for and
their due date.
2. Work with the real - world
connection.

If you have people outside the

classroom involved as clients or
assessors (evaluators) work with
them to make an appropriate
schedule and include their ideas
for activities.
3. Prepare Resources.
Seek the assistance of your
librarian or school media
specialist.
4. Prepare software and
peripherals such as
microphones

Ask the help of technical people.

5. Organize Computer Files
Finding files eats most of your time if you are not organized.
Naming files and folders after their file type and section title
helps to keep things organized and makes it easier to merge
elements later on.
6.Prepare the
Classroom.
Organize books,
printer papers and any
other resources so
students can access
them independently.
Make room on the
bulletin boards for
hanging printouts of
student work,
schedules, and
organizational charts.
Introducing The Project (One or Two Days)

Help the students develop a “big picture”

to understand the work ahead.
Make sure what they will be making, who
their audience will be and what you expect
them to learn and demonstrate in terms of
the K to 12 Standards and Competencies.
1. Review project
documents.

 You can ask students

to work with the project
documents you have
produced.
 Encourage your
students to ask
questions about the
project to clarify what
you have written.
2. Perform Pre-Assessments

Your students can write pre-assessment

questions based on your learning goals to
further clarify expectations.
3. Perform
Relevant
Activities

You can show students

anything you can find
that is similar to what
they will be producing
such as a Web site or
your own mini project
you did to learn the
technology.
You can also
brainstorm for topics,
organizational ideas and
design ideas.
4. Group Students
 Form small student groups from three to
five students per group. Here are some
grouping strategies:
By topic interest
By student talent and expertise - This
works for a balance of talents and skills in
the groups.
By student choice
Randomly - This is fine to enable them to
develop the skills to work with others.
5. Organize Materials

Give each group a folder that stays in the

classroom. All their group work such as
storyboards, group journals, and research
notes goes in that folder.
Learning The Technology (One to Three Days)
Give a chance for the students to
work with whatever software and
technology they will be using.
If some students are already familiar
with the tools and processes, ask
them to help you train the others.
If students are new to multimedia,
then begin with lessons that involve
using the different media types.
Remember, you and your students are
co-learners and you both learn as you
go.
Preliminary Research and Planning (Three Days to
Three Weeks, depending on Project Size)

 At this stage, students should

immerse themselves in the
content or subject matter they
need to understand to create
their presentations.
 Students can tag and collect
information they think might be
valuable for their presentations:
compelling photographs, quotes,
sounds and other media they
encounter in their research.
Concept Design and Story
boarding

 Process of organizing a
presentation that is
useful to the audience.
Storyboard: is a paper-
and-pencil sketch of
the entire presentation,
screen by screen, or in
the case of video, shot
by shot.
Here are a few design tips to keep in mind throughout
story boarding and production:

 Use scanned, handmade artwork

to make a project look personal
and to manage scary technology
resources. Students artwork is
unmatched as a way to assure a project
has heart. Keep clip art or stamps to a
minimum - they make a presentation
look canned.
Keep navigation - the way users of
your presentation will get from one
screen to the next - consistent
throughout the whole presentation.
Organize information similarity
throughout so users can find what
they are looking for.
Care for collaboration. Check in with groups to make sure they
are collaborating successfully and that conflict is not derailing their
productivity.
Organize manageable steps. Break down the project's steps
into manageable daily components considering that the project
requires comparatively more time to succeed.
Check and assess often. This is to ensure that mistakes are
seen early enough and therefore can be corrected before the final
product is produced.
Assessing, Testing, and Finalizing
Presentations (One to Three
Weeks)
Two kinds of testing:
1. Functional Testing - means
trying all the buttons, taking all
possible paths through the
presentation, checking for errors,
missing images and the like.
2. User testing Assessment -
means showing the presentation to
members of the target audience and
finding out if they can successfully
navigate it and understand it.
Assessment means critical evaluation
of your presentation.
Concluding Activities

Way of presenting the project to the audiences.

You will present to your target audience and
celebrate your accomplishment.