Lesson 15
Project-based Learning and Multimedia
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
extraordinary 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.
- Project-based multimedia learning, a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.
Dimensions of Project-Based Multimedia Learning Project
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.
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.
Extended time frame
Good project is not a
one-shot lesson; it extends over a significant period of time. It may be days,
weeks, or months.
The actual length of a project may vary with the age of the students
and the nature of the project.
Student decision making
Students has an opinion.
Divide them into “Teacher” and “Students” based on a clear rationale (decisions) .
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 to their final products, as well
as the process for producing them.
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.
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.
Assessments have
Three Difference Roles in the Project-based Multimedia
Context
Activities for developing
expectations;
Activities for improving the media
products; and
Activities for compiling and
disseminating evidence of learning.
Multimedia
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 Multimedia Learning?
- Identifying, organizing,
planning, and allocating time, money, materials, and workers.
- Negotiating, exercising
leadership, working with diversity, teaching others new skills serving clients
and customers, and participating as a team member.
- Selecting technology, applying technology to a task, and
maintaining and troubleshooting technology.
Teaching the New Basic Skills, Richard Murname and Frank
Levy (1996) describe three sets of skills that students need to be competitive
for today’s jobs:
- Hard Skills (math, reading, and problem-solving skills mastered at
a 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 presentation).
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