LESSON 14 PROJECT – BASED LEARNING AND MULTIMEDIA

Objectives:
1. To define project-based multimedia learning
2. To enumerate the elements of project-based multimedia learning
3. To use project-based multimedia learning
4. To evaluate the disadvantages of the use of project-based learning and multimedia
learning

ACTIVITY
Take time to watch the video in the link below
https://www.youtube.com/watch?v=crMM4z3oKmQ

What insights were you able to learn?

ANALYSIS
Look at the two illustrations below and discuss how this may relate to the project based learning

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 in need 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 power is very much challenged as they read research for basic information and as
they analyze and organize 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 as 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 curriculums. Let us know more about project-based
multimedia learning in the paragraphs that 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
multimedia learning implies the use of multimedia and the learning activity includes a project.

Dimensions of Project-Based Multimedia Learning has seven key dimensions

Core curriculum
· Real-world connection,
· Extended time frame
· Student decision making
· Collaboration
· Assessment
· Multimedia

Simkins (2002) explains each of them briefly:

Core Curriculum. At the foundation of any unit of this type is a clear setoff learning goal drawn
from whatever curriculum or set of standards in use. We use the term core to emphasize that
project-based multimedia leaning 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 a special
few. Often, these project lend themselves well to multidisciplinary or cross-curricular
approaches.
· Real- word connection. The project seeks to connect student” 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. The actual length of a project may vary with the age of the students and the
nature of the 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
product from which they can derive pride and a clear sense of accomplishment.
· Student decision making. In a protect-based multimedia learning, students have a say. But it
is clear to them that the teacher is in charge and so the students understand that there are
decisions which only the teacher can make, Student, however, are given considerable leeway n
determining what substantive content would be included in their projects as well as process for
producing them.
· Collaboration. Protect-based multimedia learning demands collaboration. Collaboration 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 a team as
many as five or six. Whole class collaboration are also possible. The goal is for each student
 involved to make a separate contribution to the final work and for the whole class accomplish
greater things than what each individual student can accomplish all alone.
· Assessment. There are tree (3) assessment concerns in protect-based multimedia learning,
namely: 1) activities or developing expectations; 2) activities for improving the media products;
and 3) activities for compiling and disseminating evidences of learning. Students must be clarified
on what is expected of them and 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 and could make choices (for instance on what new
information they would show in their presentation). Students are also expected to assess their
own media products so they can improve on them.
· Multimedia. In multimedia projects, students do not learn simply by “using” multimedia
produced by others; they learn by creating it themselves. The development of 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 design and research their projects,
instead gathering only of 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.
The black plague project was exemplary in terms of the seven (7) dimensions given in the
foregoing paragraphs. It addressed the standard set by the Department of Education trough the
K to 12 Basic Education Curriculum in social studies, and science. The real world connection to
the AIDS Epidemic made the project relevant to students. The project extended over many
weeks, and students were allowed to choose perspectives and make decisions about the design
and interface for their presentations. Students collaborated in small groups to research and
implement each perspective in the presentation. Assessment was on-going and multifaceted.
Students’ presentations included in the variety of media: text, original art work, scanned images
and animations. (Adapted from Simkins, 2002)
Why use project-based multimedia Learning? Because it is “value added” to your teaching. It is
powerful motivator as proven in the classes of Teacher Nachielle and teacher Nicole described
earlier in this lesson. It actively engages students in the learning task. Students are likewise
engaged in the production of multimedia presentation. What can be some limitations of the use
of project-based multimedia learning strategy? One limitation that we see in the need for the
extended period of time. You need time to orient the students on what bare expected of them,
guidelines, goals and objectives of the project, and more so for the students together and
organize their data, work on their presentations and the like. this strategy requires technical skills
on your 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. This can be another limitation. A third limitation
can be the tendency to lose track of the goals and objectives of your lesson because the
technology aspect has gotten the limelight. You may get so occupied learning the multimedia
presentation that your lesson objectives get derailed and your project ends up as mere
technology lesson. So, you have to be sure that the technology aspect of your lesson does not
eclipse the academic content which is the core of your lesson and therefore is most important.
 LESSON 15. USING THE PROJECT – BASED MULTIMEDIA AS A TEACHING – LEARNING STRATEGY

Objective:
1. To describe the steps involved in the use of project-based multimedia learning strategy.

ABSTRACTION

Goals and objectives are always the starting points of planning. When we plan a
multimedia learning project as a teaching stat clarifying our goals and objectives. From the list
of objectives and content found in the K to 12 Curriculum Guide, we select which one will lend
themselves to a project –base multimedia learning strategy. Since this strategy requires much
time we have to spend as seen against time available or face failure and disappointment
afterwards.
Another important thing is to determine the resources available from library materials,
community resources both material and human, Internet, news media – since this project calls
for multimedia. To trim down time devote to a multimedia project, Simkins et al. (200) suggest
the following:
· Use technology students already know.
· Use time outside of class wherever possible. Assign skills practices 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. Consider
the possibility of yours students doing original researches themselves.
· Let us make clear to our students our policy on decision making and collaboration for smooth
working relations.
· Finally, we must have a plan on how we are going to evaluate learning.
So you have decided on the objectives and content with which to use the project-based
multimedia strategy and have determined resources available. What are you going to do next.
Simkins et al. (200) suggest the following:

BEFORE THE PROJECT STARTS

1. Create project description and milestones. Put in a nutshell what your project is all about.
Describe your project in forty (40) words or less. Include your instructional goals and objectives.
Include the project components students will be responsible for and their due date. B writing a
brief abstract of your project, you have a full grasp of the essence of your project and that your
focus will not get derailed.

A milestone may look like this:

Steps Estimated Time

Before the project starts 2 weeks
Introducing the project 1-2 days
 Learning the technology 1-3 days
Preliminary research and planning 3 days- 3 weeks
Concept design and story boarding 3-5 days
First draft production 1-3 weeks
Assessing, testing, and finalizing presentation 1-3 weeks
Concluding activities 1-3 weeks
Total class time 5-13 weeks
Figure 30. Overview of a Typical Project

2. Work with 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

LESSON 16. ASSESSMENT IN A CONSTRUCTIVIST, TECHNOLOGY – SUPPORTED LEARNING

Objective:
1. To identify which form of assessment fits a constructivist technology – supported learning
environment
ABSTRACTION
From the conversation we gather that some students:
o Memorizing very much for the test. Fit their style of test preparation to the kind of test
and
o Study only for passing score and a passing grade

`The question we raise are: “Is it really bad to memorize for the test?” and “ Is it not
good to study for score and for a grade? The answer to both questions is a NO. it is not bad to
memorize for the test. Examines even take in Memory Plus food supplement to increase their
power to memorize. Neither is it bad to study for scores and grade, however, we should go
beyond memorizing for tests and we should not study only for a passing score and a passing
grade.
In a constructivist classroom, learning transcend memorization of facts. It is putting these
isolated facts together, from concepts and making meaning out of them. It is connecting the
integration of these facts and concepts to daily life. It is seeing the relevance of these facts and
concepts to what we value and treasure in life. If that is what learning is from the eyes of the
constructivists, then definitely, the pure memorization (sometimes without understanding done
for a mere recall test does not jibe with such belief.
What then is the assessment practice that will be congruent with the constructivist’s
thinking? It is a higher level form of assessment that will require the display of the basic skills of
 writing and speaking, computing and the more complex skills of applying concepts learned,
analyzing, critiquing and evaluating, integrating and creating and the social skills of working with
call for alternative forms of assessments. The traditional paper – and – pencil test will prove to
be inadequate to measure basic skills and social skills.
Authentic assessment is most appropriate for the constructivist classroom. ( You will learn
more about authentic assessment in your two subjects on assessment.) authentic assessments
measures collective abilities, written and oral expression skills, analytical skills, manipulative
skills, (like computer skills) integration, creativity, and ability to work collaboratively.
In authentic assessment, students perform real – world tasks, thus the word
“authentic”. It is an assessment of a process or a product. That is why authentic
assessment includes performance or product assessment. The performance is a
reliable measure of skills learned and the product is a proof of the acquisition of skills. These
performance and product are assessed. Again the mere paper – and – pencil test cannot evaluate
these. So what do we need? We need to observe and evaluate and, to do it more objectively,
with the aid of the scoring rubric. ( You will be taught how to make a scoring in rubric in your
assessment courses.) for now it may be sufficient to see a sample of a scoring rubric to get an
idea of what it is about and to see its place in assessment.

LESSON 17. ROLES AND FUCTIONS OF AN EDUCATIONAL MEDIA CENTER

Objectives:
1. To define educational media center
2. To enumerate the roles and functions an educational media center perform to serve the teaching
– learning process
3. To predict the element that the EMC must have for it to effectively function as one

ABSTRACTION
An EMC is a facility designed for the housing and utilization of all educational media within
the school. It is a basic requirement for a school to render quality service. It is not independent
of the school. Rather, like any part of the human body, it is a unit in the school that cooperates
with one another units or departments that help the school fulfill its mission and realize its vision
by living up to the school’s philosophy and aims. It serves a myriad of roles, among which are: 1.
Center of resources, 2. Laboratory for learning, 3. Agent of teaching, 4. Service agency, 5.
Coordinating agency, 6. Recreational reading center , and 7. A stepping stone to other resources
of the community.
An EMC renders various kinds of services. It services boil down to improving the teaching –
learning process by making it more interactive, collaborative, interesting and authentic.
What must an EMC have to be a functional EMC?
The evaluation questions for a functional EMC (Lucido & Borabo, 1997) give the following
elements.
1. The institutional media services
o Is the administration committed to a media program?
o Is the program of media services administered by a media specialist through media center?
o Is the center operating at the same level as other major institutional services of the school?
o Are they clearly defined policies, procedures, and plans for short, medium and long term
coverage?
o Is the center provided with appropriate facilities, finances (a regular budget) and staff (both
technical and clerical)?
o Is the center capable of giving media and / or educational media technology advises/assistance to
the faculty?
2. Media and instruction
o Are the faculty encouraged to use media as an integral part of instruction?
o Are classrooms equipped and/or adapted for the best possible use of educational media?
o Is the media ce nter accessible to all classrooms and lecture/ conference room?
o Is there educational media technology information dissemination?
o Is there proper cooperation between faculty and using media for instructions?
o In particular, are faculty members assisted by the media center staff in analyzing teaching needs
and in designing, selecting and using educational media to meet these needs?
o Is there an adequate storage, filing and retrieval/borrowing system for instructional hardware and
software/materials?
o Is the center capable of technical operations relating to technical assistance, equipment repair
and cleaning continuous upgrading of facilities?
o Is there a capability for production of graphics, audio visual and other media materials for
instruction?
· Classroom facilities
o Are classroom designed for and provided with essential facilities foe effective use of educational
media?
o Specifically, are classrooms equipped for full light control, electrical outlets, appropriate
ventilation and media operations space?
o Are classrooms equipped with a bulletin board, chalkboard projection screen, maps, rails, etc. for
instruction using media?
· Media program
o Are there clear-cut administration policies on the media program?
o Is there an adequate source/system of funding?
o Is there appropriate hiring of media center supervisions, creating and technical personnel
,consultant and clerical staff?