educational technology-FS 5

1. SAPPHIRE T.
GOBATON
PROJECT-BASED
LEARNING
AND
MULTIMEDIA
Lesson 15-Educational Technology

2. WHAT IS IT?
Project-based learning
redefines the boundaries of
the classroom. No longer are
students confined to learning
within four walls.

3. Explain in the elements of
project-based multimedia
learning
Point out the disadvantages
of project-based multimedia
learning
LEARNING OUTCOMES:

4. FOCUS QUESTIONS:
 WHAT IS PROJECT-BASED MULTIMEDIA
LEARNING?
 WHAT ARE THE ELEMENTS OF PROJECT-
BASED MULTIMEDIA LEARNING?
 WHY USE PROJECT-BASED MULTIMEDIA
LEARNING?
 WHAT ARE THE DISADVANTAGES OF THE
USE OF PROJECT-BASED LEARNING AND
MULTI-MEDIA PROJECT?

5. KNOW MORE ABOUT……
PROJECT-BASEDMULTIMEDIA LEARNING
-IS A TEACHING METHOD IN WHICH
STUDENTS “ACQUIRE NEW KNOWLEDGE
AND SKILLS IN THE COURSE OF DESIGNING,
PLANNING, AND PRODUCING MULTIMEDIA
PRODUCT.”
 -IMPLIES THE USE OF MULTIMEDIA AND THE
LEARNING ACTIVITY INCLUDES A PROJECT.

6. PROJECT-BASEDMULTIMEDIA
LEARNING
-IS MOST OF ALL ANCHORED ON
THE CORE CURRICULUM. THIS
MEANS THAT PROJECT-BASED
MULTIMEDIA LEARNING
ADDRESSES THE BASIC
KNOWLEDGE AND SKILLS ALL THE
STUDENTS ARE EXPCTED TO
ACQUIRE AS LAID DOWN IN THE
MINIMUM COMPETENCIES OF THE K

7. MULTIMEDIA
- is content that
uses a
combination
of different
content forms
such as text,
audio,
images,
animations,
video and
interactive
content.

8. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM

9. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
We use the term “core” to emphasize
that project-based multimedia learning
should address the basic knowledge
and skills all student are expected to
acquire, and should not simply be an
enrichment or extra credit activity for a
special few.
-multidisciplinary or cross-curricular

10. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLDCONNECTION

11. 2. REAL-WORLDCONNECTION
-seeks to connect the students’
work in school with the wider
world in which students live.
Project-based ML 7 Key
Dimensions:

12. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDEDTIME FRAME

13. 3. EXTENDEDTIME FRAME
-one project may take days or
weeks. It is important students are
given enough time to enable them
come up with a substantial final
product from which they can derive
pride and a clear sense of
accomplishment.
Project-based ML 7 Key
Dimensions:

14. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING

15. Project-based ML 7 Key
Dimensions:
4. STUDENT DECISION MAKING
-Students are given considerable
leeway in determining what
substantive content would be
included in their projects as well
as the process for producing
them.

16. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING
5. COLLABORATION

17. 5. COLLABORATION
-project-based multimedia earning demands
collaboration. Collaboration is working together
jointly to accomplish a common intellectual
purpose in a manner superior to what might
have been accomplished working alone.
-the goal is for each student involved to make a
separate contribution o the final work and for the
whole class to accomplish greater things that
what each individual student can accomplish
alone.
Project-based ML 7 Key
Dimensions:

18. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING
5. COLLABORATION
6. ASSESSMENT

19. 6. ASSESSMENT
There are three assessment concerns:
1. Activities for developing expectations
2. Activities for improving the media products
3. Activities for compiling and disseminating
evidence of learning
-students are expected to show evidence that
they gained content information, became better
team members, could solve problems and
could make choices. They are also expected to
assess their own media products so they can
Project-based ML 7 Key
Dimensions:

20. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING
5. COLLABORATION
6. ASSESSMENT
7. MULTIMEDIA

21. 7. MULTIMEDIA
As students design and research their
projects, instead of gathering only
written notes, they also gather-and
create-pictures, video clips, recordings,
and other media objects that will later
serve as the raw material for their final
product.
Project-based ML 7 Key
Dimensions:

22. Project-based ML 7 Key
Dimensions:
1. CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING
5. COLLABORATION
6. ASSESSMENT
7. MULTIMEDIA

24. Why use project-based ML?
 It is “value added to your teaching
 It is a powerful motivator as proven
in the classes
 It actively engages students in the
learning task.
 Students are likewise engaged in
the production of multimedia
presentation.

25. Some limitations when using P-
BML:
1. Need for an extended period of
time.
2. Using a combination of several
media (computer)
3. To loose track of the goals and
objectives of your lesson because
the technology lesson has gotten
the limelight.

27. Summary:
Project-based multimedia learning does not only
involve use of multimedia for learning. The students
end up with a multimedia product to show what they
learned.So they are not only learners of academic content,
they are at the same time authors of multimedia
product at the end of the learning process. The goals
and objectives laid down in the curricular standards
are made crystal clear to students at the beginning
of the project.
The students
work collaboratively over an extended time frame.
As they work, they ends up with a multimedia
presentation through their multimedia product.

28. QUESTIONS:
1. WHAT IS PROJECT-BASED LEARNING MULTIMEDIA?
2. WHAT IS MULTIMEDIA?
3. WHAT ARE THE SEVEN KEY DIMENSIONS IN
PROJECT-BASED LEARNING MULTIMEDIA?
Answers:
1. Project-based learning redefines the boundaries of the
classroom. No longer are students confined to learning within
four walls.
2. Multimedia is content that uses a combination of different
content forms such as text, audio, images, animations, video
and interactive content.
3. Core Curriculum, Real-world Connection, Extended Time
Frame, Student Decision Making, Collaboration, Assessment,
Multimedia

29. SAPPHIRE T. GOBATON
LEARNING
MULTIMEDIA AS A
TEACHING-LEARNING
STRATEGY
Lessonn 16-Educational
Technology

30. Pro je ct-base d le arning e nable s
classro o m s to e m phasiz e this
unde rvalue d part o f the “invisible
curriculum ” what autho r Danie l
Go le m an has calle d “e m o tio nal
Inte llig e nce ”

31. LEARNING OUTCOMES:
 Demonstrate project-based
multimedia learning with an
appropriate lesson.
FOCUS QUESTION:
 What are the steps involved in the use
of project-based multimedia learning
strategy?

32. sim kins e t al. (20 0 2)
sug g e ste d: re so urce s

Use technology students already know
 Use time outside of class wherever
possible
 Assign skills practice as homework.
Use “special” classes (art & music) as
extra time.
 Let students compose text and select
and prepare graphics and sounds as
they plan.

33. ABSTRACTION:
-goals & objectives are always the starting point
points of planning. When we plan a multimedia
project as a teaching strategy, we begin by
clarifying our goals and objectives.
-Another important thing is to determine the
resources available- from library materials,
community resources both material and human,
internet, news media-since project calls for
multimedia.

34. Sam ple Mile sto ne s :
STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks
e. Concept design and Story boarding 3-5 days
f. First Draft Production 1-3 weeks
g. Assessing, testing, and finalizing
presentations
1-3 days
h. Concluding Activities 1-3 days

35.  Create project description and
milestones.
 Work with real-world connections
 Prepare resources
 Prepare software and peripherals
such as microphones.
 Organize computer files
 Prepare the classroom.
a. BEFORE THE PROJECT STARTS

36.  Create project description and milestones.
Put in a nutshell what your project is all about.
Describe your project in (40) words or less.
Include your instructional goals and objectives.
Set deadlines.
a. BEFORE THE PROJECT STARTS

37.  Create project description and
milestones.
 Work with real-world connections
 Prepare resources
a. BEFORE THE PROJECT STARTS

38.  Work with real-world connections
if you have people outside the
classroom involve as clients or
assessors (evaluators) work with them
to make an appropriate schedule and
include their ideas for activities.
 Prepare resources
seek the assistance of your librarian or
school media specialist.
a. BEFORE THE PROJECT STARTS

39.  Create project description and
milestones.
 Work with real-world connections
 Prepare resources
 Prepare software and peripherals
such as microphones.
 Organize computer files
 Prepare the classroom.
a. BEFORE THE PROJECT STARTS

40.  Prepare software and peripherals such as
microphones.
Ask the help of technical people.
 Organize computer files
Finding files eats most of your time if you are not
organized. Naming files and folder file type and
selection helps to keep things organized and
makes it easier to merge elements later on.
 Prepare the classroom.
Organize books, printer paper & other resources
so students can access them independently.
a. BEFORE THE PROJECT STARTS

41.  Create project description and
milestones.
 Work with real-world connections
 Prepare resources
 Prepare software and peripherals
such as microphones.
 Organize computer files
 Prepare the classroom.
a. BEFORE THE PROJECT STARTS

42. Sam ple Mile sto ne s :
STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days

43. Help the students develop a “big picture”
to understand the work ahead. What they
will be making, who their audience will be &
what you expect them to learn &
demonstrate in terms of the K to 12
standards and competencies.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

44. What to do?
1. Review Project Documents
2. Perform Pre-assessments.
3. Perform relevant activities.
4. Group Students
5. Organize materials.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

45. 1. Review Project Documents
encourage your students to ask
questions about the project to clarify
what you have written.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

46. 1.Review Project Documents
2. Perform Pre-assessments.
3. Perform relevant activities.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

47. 2. Perform Pre-assessments.
Your students can write pre-assessment
questions based on your learning goals to
further clarify expectations.
3. Perform relevant activities.
you can show students anything you can find
that is similar to what they will be producing
such as Web site or your own mini project you
did to learn the technology. You can also
brainstorm for topics, organizational ideas, and
design ideas.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

48. 1.Review Project Documents
2. Perform Pre-assessments.
3. Perform relevant activities.
4. Group Students
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

49. sim kins e t al. (20 0 2)
sug g e ste d: ste ps
4. Group Students
Form small students groups from three to five
students per group. Here are some grouping
strategies:
 By topic interest
 By students talent & expertise-This works for a
balance of talents and skills in the group.
 By student choice
 Randomly- This is fine to enable them to develop
the skills to work with others.

50. 1.Review Project Documents
2. Perform Pre-assessments.
3. Perform relevant activities.
4. Group Students
5. Organize materials.
b. INTRODUCING THE PROJECT (ONE OR TWO DAYS)

51. sim kins e t al. (20 0 2)
sug g e ste d: ste ps
5. Organize materials.
Give each group a folder that stays in
the classroom. All their work such as
storyboards, group journals, and
research notes goes in that folder.

52. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days

53. sim kins e t al. (20 0 2)
sug g e ste d: stag e
c. LEARNING THE TECHNOLOGY (ONE TO
THREE DAYS)
Give a chance for the students to work with
whatever software and technology they will be
using. If some students are already familiar
with the tools and processes ask them to help
you train the others. If the students are new to
multimedia, then begin with lessons that
involve using the different media types.
Remember, you and your students are co
learners and you both learn as you go.

54. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks

55. sim kins e t al. (20 0 2)
sug g e ste d: stag e
d. PRELIMINARY RESEARCH & PLANNING (3
days -3 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.
Students will engage in relevant experiences or
conduct research to collect information & gather
ideas. (fieldtrips, teacher-guide lessons, student
research, interviews, observation, &
questioning)

56. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks
e. Concept design and Story boarding 3-5 days

57. sim kins e t al. (20 0 2)
sug g e ste d: stag e
e. Concept design and storyboarding (3-5 days)
After collecting initial information, hold a
brainstorming session where the whole class or
a subgroup defines a tentative approach to the
subjects and discusses some preliminary design
ideas.
Now is the time to talk about organizing a
presentation to make it useful to the audience.
Your students probably have quite a bit of
experience with how Web sites are usually
organized & can tell stories of interfaces that

58. sim kins e t al. (20 0 2)
sug g e ste d: ste ps
STORYBOARD (flowchart)
is a paper-and-pencil sketch of the entire
presentation, screen by screen or, in the case of
video, shot by shot.
Each pane of the storyboard shows what text,
images, sounds, motion, and interactivity buttons
will go on the screen and how they will be
aranged.
Requiring a storyboard provides a natural check-
in point for you & your students an opportunity to
plan ahead.

59. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks
e. Concept design and Story boarding 3-5 days
f. First Draft Production 1-3 weeks

60. f. First Draft pro ductio n (1 -3 we e ks)
 Use scanned, handmade artworkto make a
project lookpersonal & to manage scarce
technology resources.
Student artwork is unmatched as a way to assure
a project has heart. Keep lip art or stamps to a
minimum-they make a presentation look canned.
 Keep Navigation
Always include a way to get to the home page or
the beginning of the presentation.

61. Fe w de sig n tips- sto rybo arding &
pro ductio n:
 Organize information similarly throughout so
users can find what they are looking for.
 Care forcollaboration
Check in with groups to make sure they are
collaborating successfully and that conflict is not
derailing their productivity.
 Organize manageable steps.
Breakdown the project’s steps into manageabe
daily components considering that the project
requires comparatively more time to succeed.

62. Fe w de sig n tips- sto rybo arding &
pro ductio n:
 Checkand assess often.
this is to ensure that mistakes are seen early
and therefore can be corrected before the final
product is produced.

63. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks
e. Concept design and Story boarding 3-5 days
f. First Draft Production 1-3 weeks
g. Assessing, testing, and finalizing
presentations
1-3 days

64. sim kins e t al. (20 0 2)
sug g e ste d: stag e
g. ASSESSING, TESTING, AND FINALIZING
PRESENTATIONS (1-3 weeks)
Functional Testing
means trying all the buttons, taking all possible
paths through the presentation, checking for
errors, missing images, and the like.
UserTesting
means showing the presentation to members of
the target audience and finding out if they can
successfully navigate it and understand it.

65. STAGE ESTIMATED
TIME
a. Before the project starts 2 weeks
b. Introducing the project 1-2 days
c. Learning the technology 1-3 days
d. Preliminary research and planning 3 days-3 weeks
e. Concept design and Story boarding 3-5 days
f. First Draft Production 1-3 weeks
g. Assessing, testing, and finalizing
presentations
1-3 days
h. Concluding Activities

66. sim kins e t al. (20 0 2)
sug g e ste d: stag e
h. CONCLUDING ACTIVITIES (1-3 days)
Allow for students to present and show off their
hard work. You and they will be proud of what
they have done and will want to share it with
others.
concluding acticities make a memorable project
even more special.

67. Summary:
The effective use of project-based multimedia
learning requires through planning.
1. Clarifying goals and objectives
2. Determining how much time is needed & extent
of students’ involvement in decision making
3. Setting up forms of collaboration
4. Identifying and determining what resources are
needed
5. Deciding on the mode to measure what students
learn

68. The various phases of the project include
Summary:
STAGE
a. Before the project starts
b. Introduction of the project
c. Learning the technology
d. Preliminary research and planning
e. Concept design and Story boarding
f. First Draft Production
g. Assessing, testing, and finalizing
presentations
i. Concluding Activities

69. Summary:
STEPS ON THE PROCESS OF MULTIMEDIA CREATIONS
Managing
Setting up
teams,
dividing the
work, setting
schedules,
staying on
task

70. QUESTIONS:
1. Setting a goal, choosing a theme, specifying the purpose is on
what step on the process of multimedia creations?
2. Collecting information from a variety of sources is on what
step on the process of multimedia creations?
3. Arranging and displaying the ideas (writing, layout, graphics,
etc.) is on what step on the process of multimedia creations?
4. Presenting the project to an audience is on what step on the
process of multimedia creations?
5. Give at least three multimedia sources.
Answer;
1.Planning
2.Researching
3.Organizing
4.Communicating
5.Video, animation, audio.

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