My Report (Using the project-based learning Multimedia as a Teaching-Learning strategy)

“Using the project-based learning Multimedia as a Teaching-Learning strategy”

Project-based learning enables classrooms to emphasize this undervalued part of the “invisible curriculum” what author Daniel Goleman has called “Emotional Intelligence.”

ACTIVITY

Small Group work- You are planning for the school year and convinced of the benefits of a project-based multimedia learning strategy, you decide to use it in lessons where you feel is most appropriate. Enumerate the steps you have to undertake in you initial planning.

ANALYSIS

Compare your list of steps to 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.

CONTENT STANDARDS

Grade 7 –Science

The learner demonstrates understanding of the physical features of the Philippines archipelago and its natural resources, including the ways by which these resources are conserved and protected.

PERFORMANCE STANDARDS

The learner practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels) in the community.

COMPETENCIES

The Learner …

Demonstrates how places on Earth may be located using a coordinate system.

Describes the location of the Philippines with respect to the continents and oceans of the world.

Describes the major landforms and bodies of water in the Philippines.

Recognizes that soil, water, rocks, coal, and other fossil fuels are Earth materials.

Recognizes that Earth materials provide many of our resources.

Describes ways of using Earth’s resources wisely.

Investigates the effects of unwise use of Earth’s resources.

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.

4.  Set collaborative working arrangement 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.

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

SIMKINS ET AL SUGGEST THE FOLLOWING:

ü Use technology students already know.

ü Use time outside of class wherever possible.

OVERVIEW OF A TYPICAL PROJECT:

1.  BEFORE THE PROJECT STARTS

1. Create project description and milestone.

2. Work with real.

3. Prepare resources.

4. Prepare software and peripherals such as microphones.

5. Organize computer files.

6. Prepare the classroom.

2.  INTRODUCING THE PROJECT
(ONE OR TWO DAYS)

Help the students develop a “Big Picture” to understand the work ahead.

1. Review project documents.

2. Perform pre-assessments.

4. Group students

3. Perform Relevant activities

5. Organize Materials.

3.  LEARNING THE TECHNOLOGY (ONE TO THREE DAYS)

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

4.  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.

5.  CONCEPT DESIGN AND STORYBOARDING (THREE TO FIVE DAYS)

After collecting initial information, hold a brainstorming session where the whole class or a subgroup defines a tentative approach to te subjects and discusses some preliminary design ideas.

A storyboard is a paper-and-pencil sketch of the entire presentation, screen by screen or, in the case of video, shot by shot.

Ø Here are a few design tips to keep in mind throughout storyboarding and production.

ü Use scanned, handmade art work to make a project look personal and to manage scarse technology resources.

ü Keep navigation.

ü Organize information similarly throughout so users can find what they are looking for.

ü Care for collaboration.

ü Organize manageable steps.

ü Check and assess often.

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

Ø There are two kinds of testing to think about:

a) Functional testing

Means trying all the buttons, taking all possible paths through the presentation, checking for errors, missing images, and the like.

b) User Testing

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.

After assessment and testing, your student will be revising and making a “release candidate”, A version everyone thinks is just about perfect.

-The release candidate is tested further, and at this stage no new content or features are added.

7.  CONCLUDING ACTIVITIES (ONE TO THREE DAYS)

Allow time for students to present and show off their hard work. You and they will be proud of what they have than and will want to share it with others.

Remember to take time to review the ups and downs of the project with students and anyone else who participated. Take notes on suggestions for things to do differently next year.

SUMMMING UP:

The various phases of the project include:

Before the project starts.

Introduction of the project.

Learning the technology.

Preliminary research and planning.

Concept design and storyboarding.

First draft production.

Assessing, Testing, and Finalizing Presentations.

And concluding activities

Steps on the Process of multimedia creations:

Planning

Researching

Organizing

Developing

Communicating

Evaluating

Project Based Learning explained: please watch :)

Project Based Learning Presentation.

The Cone of Experience

The Cone of Experience

The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media as well as their individual positions in the learning process.

How Can Instructors Use the Cone of Experience? According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life. The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to remember that involving students in the process strengthens knowledge retention. It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life experiences. Dales’ cone of experience is a tool to help instructors make decisions about resources and activities. The instructor can ask the following: • Where will the student’s experience with this instructional resource fit on the cone? How far is it removed from real-life? • What kind of learning experience do you want to provide in the classroom? • How does this instructional resource augment the information supplied by the textbook? • What and how many senses can students use to learn this instructional material? • Does the instructional material enhance learning?The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media as well as their individual positions in the learning process.

How Can Instructors Use the Cone of Experience? According to Dale’s research, the least effective method at the top, involves learning from information presented through verbal symbols, i.e., listening to spoken words. The most effective methods at the bottom, involves direct, purposeful learning experiences, such as hands-on or field experience. Direct purposeful experiences represents reality or the closet things to real, everyday life. The cone charts the average retention rate for various methods of teaching. The further you progress down the cone, the greater the learning and the more information is likely to be retained. It also suggests that when choosing an instructional method it is important to remember that involving students in the process strengthens knowledge retention. It reveals that “action-learning” techniques result in up to 90% retention. People learn best when they use perceptual learning styles. Perceptual learning styles are sensory based. The more sensory channels possible in interacting with a resource, the better chance that many students can learn from it. According to Dale, instructors should design instructional activities that build upon more real-life experiences. Dales’ cone of experience is a tool to help instructors make decisions about resources and activities. The instructor can ask the following: • Where will the student’s experience with this instructional resource fit on the cone? How far is it removed from real-life? • What kind of learning experience do you want to provide in the classroom? • How does this instructional resource augment the information supplied by the textbook? • What and how many senses can students use to learn this instructional material? • Does the instructional material enhance learning?

Dale's "Cone of Experience," which he intended to provide an intuitive model of the concreteness of various kinds of audio-visual media, has been widely misrepresented. Often referred to as the "Cone of Learning," it purports to inform viewers of how much people remember based on how they encounter information. However, Dale included no numbers and did not base his cone on scientific research, and he also warned readers not to take the cone too seriously. The numbers originated from 1967, when a Mobile oil company employee named D. G. Treichler published a non-scholarly article in an audio magazine titled Film and Audio-Visual Communications.

The roles of Educational Technology

Technology has many roles in learning. In terms of  traditional role, technology is a delivery vehicles for instructional lessons. In this role, he learner learns from the technology and the technology serves as a teacher. In other words, the learner learns the content presented by the technology  in the same way that the learner learns knowledge presented by the teacher.   From the traditional point of view, technology serves as sourse and preseter of knowledge and it is assumed that knowledge is embedded in  technology.

              

From the constructivist point of  view, educational technology serves as learning tools that learners learn with.   It engages learners in" active ,constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning.  Technology  serves as  supporter of knowledge construction such as representing learner's ideas, understanding and beliefs,producing organized,multimedia knowledge bases by learners. It serves as informatin  vehicles for exploring knowledge to support learning by constructing such as accesing needed informatin,comparing perspectives ,beliefs and world views.It serves as context to support learning -by - doing like representing and simulating meaningful real- world problems,situation and contexts,defining a safe ,controllable problem space for student thinking.  It serves as a social medium to support learning by conversing like for  instance  collaborating wih others, discussing, arguing,and building consensus among members of the community. It serves as  intellectual partner to support learning- by- reflecting such as helping learners articluate and represent what they know,reflecting of what they have learned and  how they come to know it,supporting learner's internal  negotiatins  and meaning making.

Whether  used from traditional or constructivist point of view,when used effectively, research indicates that techology increases student's learning, undrestanding,and achievement but also augments motivtion to learn , encourages collaborative learning and supports the development of critical thinking and problem-solving skills.

By effectively using the technology, I can now apply my learning.

Meaning of Educational Technology

                    Educational technology

- Is the application of technology in the educative process that takes place in education instruction.

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example,learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology. 



Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extranet and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led,synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.

My Own Work, I hope you like it :)