This document discusses project-based multimedia learning, which is defined as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this method discussed include using an interdisciplinary approach, focusing on real-world connections, extended time frames for projects, collaborative work, and assessment of what students have learned. Teachers can add value through this method by helping students develop both hard and soft skills that will make them competitive for today's jobs.

1. LESSON 15: Project-based
Learning and Multimedia: What
It Is?
A project based learning method is a comprehensive approach to instruction. Your
students participate in projects and practice an interdisciplinary array of skills from
math, language arts, fine arts, geography, science, and technology.
"The collaborative nature of the investigation enhances all of these valuable
experiences ... as well as promotes a greater appreciation for social responsibility
(Scott, 1994)."
Defining Project-Based Multimedia Learning
It's best to start with some definitions. By project-based learning, we mean a
teaching method in which students acquire new knowledge and skills in the course of
designing, planning, and producing some product or performance. By multimedia, we
mean the integration of media objects such as text, graphics, video, animation, and
sound to represent and convey information. Thus, our definition is:
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.
Your students' multimedia products will be technology-based presentations, such
as a computerized slide show, a Web site, or a video. These presentations will include
evidence that your students have mastered key concepts and processes you need to
teach and will be a source of great pride for them and for you.
Many present day activities focus on developing linguistic competence for
example, the ability to use lexics, grammar and phonetics of the language. They also
develop the pragmatic abilities of the learners to use the language for real-life

2. communication. The activity of project-based multimedia learning stimulates through
process in learners by forcing them to think and make decision.
The purpose of our report is to show the content of the method of project-based
multimedia learning, the usage and the implementation it in teaching English process
through distance education.
Project-based learning is an old and respected education method. The use of
multimedia is a dynamic new form of communication. The merging of project-based
learning English and multimedia represents a powerful teaching strategy that is called
“project-based multimedia learning”.
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.
Project-based multimedia learning has seven key dimensions such as core
curriculum, real-world connection, extended time frame, students decision making,
collaboration, assessment, multimedia.
Here is a brief explanation of each.
Core curriculum. At the foundation of any unit of this type is a clear set of
learning goals 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.
Real-world connection. Project-based multimedia learning strives to be real. It
seeks to connect students’ work with the wider world in which students live.
“Real life!” Now, that is the key! I spent years waiting for “real life” to begin, not realizing that my ch
was real life. Children, even young ones, can make a meaningful contribution to the world while th
learning.
—Technology learning coordinator
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.
Students decision making. In project-based multimedia learning, students have
a say. Teachers look carefully at what decisions have to be made and divide them into
“teacher’s” and “students” based on a clear rationale.
Collaboration. We define collaboration as working together jointly to accomplish a
common intellectual purpose in a manner superior. Students may work in pairs or in
teams of as many as five or six. Whole-class collaborations are also possible. The goal
is for each students involved to make a separate contribution to the final work.

3. Assessment. Regardless of the teaching method used, data must be gathered on
what students nave learned. When using project-based multimedia learning, teachers
face additional assessment challenges because multimedia products by themselves do
not represent a full picture of student learning. Students are gaining content information,
becoming better team members, solving problems and making choices about what new
information to show in their presentations. We consider assessment to have three
different roles in the project-based multimedia context:
- Activities for developing expectations;
- Activities for improving the media products;
- Activities for compiling and disseminating of learning.
Multimedia. In multimedia projects, students do not learn simply by “using’
multimedia produced by others. As students design and research their projects, instead
of gathering only written notes, they also gather and create pictures, video clips,
recording and other media objects that will serve as the raw material for their final
product.
I did a project a couple of years ago where students drew on index cards that were later filmed. Althou
students were still excited to be creating animation, those who were not as good at art started losing
toward the end. With the use of computers, even an animated stick figure looks pretty good, and stude
given the opportunity of cutting and pasting. The use of computers lowers many of the barriers that
some students' ability to creatively express themselves... Boys, girls, high achievers, and low ac
seemed equally motivated to create a quality product.
—Middle school teacher
What value does the teacher add when she implements project-based multimedia
learning? The answer of this question lies in the concept of “value added”. Richard
Murnane and Frank Levy (1996) describe three skills sets students need to be
competitive for today’s job. These are hard skills (math, reading, problem-solving skills ,
mastered at a much higher level than previously expected of high school graduates);
soft skills (the ability to work in a group and to make effective oral and writing
presentations); and the ability to use personal computer to carry out routine tasks (for
example, word processing, data management and creating the multimedia
presentations).
If means that high school graduates need to master a combination of foundation
skills and competencies. These are exactly the soft skills students learn when engaged
in project-based multimedia learning.
Adding Project-Based Multimedia Learning to Your Teaching Repertoire
Being a teacher is a bit like being a personal trainer. In general, a trainer knows
that all clients need a balanced workout. They need to develop muscular strength,
flexibility, and aerobic fitness. They also need to adhere to a sound, balanced diet. At
the same time, each client will have specific needs or conditions that require

4. accommodation. The workout you design for your client with asthma will be different
from the one you create for your client with arthritis.
Likewise, effective teachers employ various teaching methods to achieve a
balanced instructional program that is also personalized and reflects the needs and
interests of individual students. You know that your students need a balanced diet of
academic content and process skills—and workouts that include learning, practicing,
analyzing, reflecting, and assessing. You also know that students vary in their comfort
with these activities and the amount of support they need.
The amazing transformation I witnessed in my students came with the publishing of the first student w
the Web. The transformation had to do with the concept of audience. Realizing that their work was pos
the world to see, the students suddenly became more careful about their research, documentation, a
mechanics of their writing. The most reluctant proofreaders became voracious proofreaders and in
editors. I no longer had to correct their work—they took an active interest in making sure that wh
published was accurate and well written.
—Technology learning coordinator
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. During this part of the year, students may
be spending less time on rote practice and the breadth of material they cover may be
smaller. What they will be doing instead includes:
Honing their planning and organizational skills;
Learning to present information in compelling ways;
Synthesizing and analyzing complex content and data;
Practicing research and technical skills; and
Learning how academic subject matter applies to the real world.
We worked on the project on and off for much of the year. At the beginning, I would let the students w
the project one day every week or so. When that day came, students would pump their arms and say
The students were so into the project that the class just basically ran itself. I would wander the room
group updates and be available to help with individual group problems. Students were always ask
more time on the computers, even 10 minutes here and there. Sometimes students would hang aro
hours after school; when their parents came to pick them up they would have a hard time getting the s
to leave.
—Middle school teacher
Further, the motivational character keeps students engaged, giving you the
freedom to support individual students—far better than when every moment of
instruction depends on you alone.