Lesson 15

Project-based Learning and Multimedia: What It Is?

 


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.” The name project-based multimedia learning implies the use of multimedia and the learning activity includes a project.

Dimensions of Project-Based Multimedia Learning

Project-based multimedia learning has seven key dimensions: Core Curriculum, Real-world Connection, Extended Time Frame, Student decision making, Collaboration, Assessment, and Multimedia.

Core curriculum. At the foundation of any unit of this type is a clear set off learning goal drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning 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 projects lend themselves well to multidisciplinary or cross-curricular approaches.

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 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.

Student decision making. In project-based multimedia learning, students have a say. But it is clear to them that the teacher in in charge and so the students understand that there are decisions which only the teacher can make. Students, however, are given considerable leeway in determining what substantive content would be included in their projects as well as the process for producing them.

Collaboration. Project-based multimedia learning demands collaboration. Collaborations working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working 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; 3) activities for compiling and disseminating evidence 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 hey gained content information, became better team members, could solve problems and could make choices. 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.

Why used project-based multimedia learning? 

• Because it is “value added” to your teaching. It is a powerful motivator as proven in the classes of teacher. It actively students in the learning task. Students are likewise engaged in the production of multimedia presentation.

What can be some limitation of the use of project-based multimedia learning strategy?

• One limitation that we see is the need for an extended period of time. You need time to orient the students on what are expected of them, guidelines, goals, and objectives of the project, and more so for your students to gather and organize their data, work on their presentations and the like. The strategy requires technical skills on your part and on the part of your students.