Project based learning powerpointPresentation Transcript
Project Based Learning By Cathryn Dozier
Background InformationProject-based learning is not a neweducational method. The use of multimedia isa dynamic new form of communication. Themerging of project-based learning andmultimedia represents an extraordinaryteaching strategy that we call project-basedmultimedia learning. Guidelines forimplementing and developing your own unitsbased on this strategy.
Imagine this…….. You look for the teacher as you enter his classroom—he isnt located at the front of the room. He is among a group of students. As you wait, you notice several groups. At the computers, three boys are typing some text, another group of boys paints a colorful scene to be scanned, and a last group of girls uses a Venn diagram. You want to ask them about their work but cant bear to break their concentration. Mr. Dozier notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask her to check something. He reaches you and explains the various activities the children are working on to prepare their multimedia presentations. You talk for 8 minutes before you notice this….the children are all still working, still engrossed, still animated and focused. Project-based learning is going on in Mr. Dozier’s room.
What is Project-BasedLearning?Definition: Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product. Multimedia: integration of media objects such as text, graphics, video, animation, and sound to represent and convey information Make meaning from educational materials or experience.
Dimensions of Project-BasedLearning Project-based multimedia learning has seven key dimensions: core curriculum, real-world connection, extended time frame, student decision making, collaboration, assessment, and multimedia. A strong unit, however, includes them all. Its possible to have one of these dimensions present.
Core Curriculum At the foundation of any unit of this type is a clear set of learning goals Core Curriculum drawn from whatever curriculum or set of standards is in use. Core emphasizes that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire These projects lend themselves well to multidisciplinary or cross- Multimedia Multidisciplinary curricular approaches.
Real World Connectiono Real-world connection. project-based multimedia learning strives to be realo Seeks to connect the world to students’ worko Types of activities, the types of products, or in other ways (Content).o Perceive what is real about the project (Critical)
Extended Time Frameo Good project (not a one-shot lesson)o Extends over a significant period of time.o It may be days, weeks, or monthso May vary with the age of the students and the nature of the projecto (Important) Students experience a succession of challenges that culminates in a substantial final product fromo They can derive pride and a clear sense of accomplishment.
Student Decision Makingo Project-based multimedia learning- students have an opiniono Divide them into “teachers” and “students” based on a clear rationale (decisions)o Example: A teacher might limit students to a single authoring program to minimize complicationso The teacher can allow students to determine what substantive content would be included in their projects.o Students can make decisions about the form and content of their final products, as well as the process for producing them.
Collaboration and Assessment o 3. Collaboration Working together jointly to accomplish a common intellectual purpose. Students may work in pairs or in teams. Whole-class collaborations are also possible. The goal is for each student involved to make a separate contribution to the final work and for the whole to be greater than the sum of the parts. o 4. Assessment Developing expectations Improving the media products Compiling and disseminating evidence of learning
Multimedia students do not learn simply by “using” multimedia produced by others Learn by creating it themselves Programs as HyperStudio, Kid Pix, and Netscape Composer-possible for students become the authors of multimedia content. Not only gathering only written notes, they but 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 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.
Why Use Project-BasedLearning? Skills math, reading, and Hard problem-solving skills mastered at a much higher level than previously expected of high school graduates ability to work in Soft group and make effective oral/written presentations Routine task such asComputer word processingUsage
Summary Project-based multimedia learning is one instructional strategy that you can use in a school year that may also include non-technical projects, lecture and note-taking, rote practice, writing, and artistic or creative work. What they will be doing includes: Planning and organizational skills Learning to present information in compelling ways Synthesizing and analyzing complex content and data Practicing research and technical skills Learning how academic subject matter applies to the real world
Related URLs to PBL http://www.edutopia.org /project-based-learning http://www.rmcdenver.com/useguide/p http://www.rmcdenver.com/useguide/