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.