Lesson 16

Using the Project-based Learning Multimedia as a Teaching-Learning Strategy

     Compare you list of steps to the following steps suggested by Michael Simkins, 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 is available.

3. Make clear and explicit parameters and procedures that must be observed in decision making. Take note that involving students in decision making where they can be involved has educational advantages.

4. Set collaborative working arrangements to enable students to share their knowledge and skills and to build on one another’s strengths.

5. Determine what resources you will need and what are available

• What library materials are available?
• What information can your students collect or what resources can they gather by going for field trips in the community?
• Are there people in the community who can serve as resources in the area your students are studying?
• Is internet available?
• Consider newspapers, television and radio as sources of information.
• Depending on what your students’ project involves.

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

     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 devoted to a multi-media project, Simkins at el (2002) suggest the following.

• Use technology students already know.
• Use time outside of class wherever possible.
•  Assign skills practice as homework.
• Let students compose text and select and prepare graphics and sounds as they plan.

BEFORE THE PROJECT STARTS

1. Create project description and milestone.

2. Work with real- world connections.

3. Prepare resources.

4. Prepare software and peripherals such as microphones.

5. Organize computer files- finding files eats most of your time if you are not organized.

6. Prepare the classroom.

INTRODUCING THE PROJECT (ONE OR TWO DAYS)

Help the students develop a big picture to understand the work ahead.

1. Review project documents. You can ask students to work with the project documents you have produced.

2. Perform Pre-assessments.

3. Perform relevant activities.

4. Group students.

• By topic interest
• By student talent and expertise
• By student choice
• Randomly

5. Organize materials

LEARNING THE TECHNOLOGY (ONE TO THREE DAYS )

    

• Give a chance for the students to work with whatever software and technology they will be using.

PRELIMINARY RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECTS SIZE)

     At this stage, students should immerse themselves in the content or subject matter they need to understand to create their presentations.

CONCEPT DESIGN AND STORY BOARDING (THREE TO FIVE DAYS)

     

• After collecting initial information, hold a brainstorming session where the whole class or a subgroup defines a tentative approach to the subjects.

Here are 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 scarce technology resources.
• Keep navigation.
• Organize information similarly throughout so users can find what they are looking for.
• Care for collaboration.
• Organize manageable steps.
• Check and assess often.

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS (ONE TO THREE WEEKS)

There are two kinds of testing to think about:

• Functional testing and user testing.