Project-based learning and multimedia involve students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. The document discusses the key elements of project-based multimedia learning including having a core curriculum, real-world connections, an extended time frame, student decision making, collaboration, assessment of learning, and the use of multimedia in the final product. The benefits of this approach are that it helps students develop hard skills, soft skills, and computer skills that are important for today's jobs.
a teaching method in which students “acquire knowledge and skills in the course of designing, planning and producing multimedia product”
( Simkins, et al, 2002)
Using the project based learning multimedia as a teaching-learningMarjorie Calar
Determine objectives and content that the multimedia project will address effectively
Estimate the time available
Make clear and explicit parameters and procedures that must be observed in decision making
Set collaborative and working arrangements
Determine the resources available
Plan on how to measure students’ learning
a teaching method in which students “acquire knowledge and skills in the course of designing, planning and producing multimedia product”
( Simkins, et al, 2002)
Using the project based learning multimedia as a teaching-learningMarjorie Calar
Determine objectives and content that the multimedia project will address effectively
Estimate the time available
Make clear and explicit parameters and procedures that must be observed in decision making
Set collaborative and working arrangements
Determine the resources available
Plan on how to measure students’ learning
it is the students themselves who demonstrate higher thinking skills and creativity through such activities searching for information, organizing and synthesizing ideas, creating presentations, and the like.
Project-Based Learning in Classroom: 5 Best Steps To Start | Future Education...Future Education Magazine
5 Steps to Get Started With Project-based Learning: 1. What is the goal? 2. Choose a specific problem or question 3. Plan and facilitate the process 4. Demo time! 5. Reflection
Measuring student engagement with learning technologyDavid Havens
The nature of education, interaction, and engagement is rapidly changing as new modes of communication and
technologies enter the hands of learners. While teachers are the greatest lynchpin for keeping students and
classrooms engaged, there are many features tech tools can employ to help. For maximum engagement, technology
tools in learning must appeal to social motivation, have opportunities for creativity, personalize the content and
experience, engage a mentor or teacher, and provide interactivity and immediate feedback. Measuring this
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Week 4 (Nov 15 - Nov 21)Apply It! ActivityDue DateFo.docxcockekeshia
Week 4 (Nov 15 - Nov 21)
Apply It!
Activity
Due Date
Format
Grading Percent
How to Learn from Mistakes
Day 3
Discussion
5
21st Century Learning Activity
Day 7
Assignment
7
Note: The online classroom is designed to time students out after 90 minutes of inactivity. Because of this, we strongly suggest that you compose your work in a word processing program and copy and paste it into the discussion post when you are ready to submit it.
Learning Outcomes
This week students will:
1. Construct a 21st century inquiry-based learning activity that includes differentiated instructional strategies and learning styles as part of the instructional methods.
2. Design a content-based activity that includes self-reflection and shared feedback opportunities for students.
Introduction
In Week Four, you build upon your learning from the first three weeks by considering elements of capacity building for educators. You look through a variety of lenses, supporting Course Learning Outcome 2: Use a variety of content-based instructional materials and strategies supporting inquiry-based learning, student reflection, and technology. You get an inspiring glimpse into the world of an engaging classroom teacher and learn of the powerful impact your practice as an educator can have on student learning. This week, you apply the principles from Framework for 21st Century Learning to create an engaging, inquiry-based student activity to implement with students and share with other educators. You have the opportunity to get creative and apply what you’ve learned in a way that follows best practices and potentially transfers to your own practice in the future.
Required Resources
1. Ash, P. B., & D’Auria, J. (2013). School systems that learn: Improving professional practice, overcoming limitations, and diffusing innovation. Thousand Oaks, CA: Corwin.
· Chapter 5: Capacity Building for All Educators.
2. Partnership for 21st Century Skills. (n.d.). Framework for 21st century learning. Retrieved from http://www.p21.org/about-us/p21-framework
· This website is the home page for the Partnership for 21st Century Skills organization, an organization promoting learning in what it calls the “The 3Rs and the 4Cs” for the 21st century. The website has numerous links to resources and information about the organization at work, news about the Partnership for 21st Century Skills organization, as well as a link page devoted to “Exemplar Schools.”
3. TED.com. (2010, November 10). Diana Laufenberg: How to learn? From mistakes [Video file]. Retrieved from http://www.ted.com/talks/diana_laufenberg_3_ways_to_teach
· Diane Laufenberg, an 11th grade history teacher in Philadelphia’s Science Leadership Academy, offers 3 ideas about learning in this 10 minute TED video. One surprising idea is that failure can lead to learning and eventual success. One way that others have expressed this idea is to “fail forward,” taking lessons from failure to lay the foundation for future success.
.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Ed. Tech 1 (Project – based learning and multimedia)
1. PROJECT – BASED LEARNING
AND
MULTIMEDIA
Educational Technology I
2. Objectives:
1. To define project – based learning and
multimedia
2. To identify the elements of project –based
learning and multimedia
3. To be able to know the advantages and
disadvantages of using project – based learning
and multimedia in teaching process
4. To enumerate the key dimensions of project –
based learning and multimedia
4. Entering Mrs. Baxter's classroom, you first notice that every child is
completely engrossed. Second, you notice the cacophony of
voices, rising and falling in intense, animated discussions among
small groups of 3rd graders.
You look for the teacher—she isn't conveniently located at the front of
the room. Finally, you see her down among a group of students.
You wait for her to notice you as she shows the group how to use
the index of a book to find information about shelter for a tribe of
Native Americans.
As you wait, your eyes move from group to group. At the computers,
three boys are typing some text they have composed for their
presentations. A group of girls paints a colorful scene of a Native
American village to be scanned into the presentation software
later. Another group of boys uses a Venn diagram to show foods in
their own diet, foods in “their” tribe's diet, and foods they have in
common. You want to ask them about their work but can't bear to
break their concentration.
5. Mrs. Baxter 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. She finally
reaches you and starts to explain the various activities the
children are working on to prepare their multimedia
presentations—content research, art, language arts, math,
and technology activities she has designed for the project.
You talk for almost 10 minutes before you notice the most
amazing thing of all—the children are all still working, still
engrossed, still animated and focused.
Project-based learning is an old and respected
educational method. The use of multimedia is a dynamic
new form of communication. The merging of project-based
learning and multimedia represents a powerful teaching
strategy that we call “project-based multimedia learning.”
This book provides background information and guidelines
for developing and implementing your own units based on
this strategy.
http://www.ascd.org/publications/books/102112/chapters/What_Is_ProjectBased_Multimedia_Learning%C2%A2.aspx)
6. Defining Project-Based Multimedia Learning
It's better 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.
7. 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.
9. Project-based multimedia learning
has seven key dimensions: core
curriculum,
real-world
connection,
extended time frame, student decision
making, collaboration, assessment, and
multimedia. Like air, fire, water, and
earth, it's possible to have one of these
dimensions present without the rest. A
strong unit, however, includes them all.
Here is a brief explanation of each.
10. 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,
and should not simply be an enrichment or extra-credit activity
for a special few. Often, these projects lend themselves well to
multidisciplinary or cross-curricular approaches.
Real-world connection. Like the Velveteen Rabbit in Margery
Williams's famous story, project-based multimedia learning
strives to be real. It seeks to connect students' work in school
with the wider world in which students live. You may design
this feature into a project by means of the content chosen, the
types of activities, the types of products, or in other ways.
What is critical is that the students—not only the teacher—
perceive what is real about the project.
11. “Real life!” Now, that is the key! I spent years
waiting for “real life” to begin, not realizing
that my childhood was real life. Children,
even young ones, can make a meaningful
contribution to the world while they are
learning.
—Technology learning coordinator
12. 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. It may be days, weeks, or months. What's
important is that students experience a succession of
challenges that culminates in a substantial final product from
which they can derive pride and a clear sense of
accomplishment.
Student 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. For example, a teacher
might limit students to a single authoring program to minimize
complications that might arise were students allowed to use
any software they chose. And yet she can also give students
considerable leeway in determining what substantive content
would be included in their projects. Though the teacher is
clearly in charge, she tries to enlarge the area for students to
make decisions about the form and content of their final
products, as well as the process for producing them.
13. Collaboration. We define collaboration as working together jointly
to accomplish a common intellectual purpose in a manner superior to
what might have been accomplished working alone. 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 student
involved to make a separate contribution to the final work and for
the whole to be greater than the sum of the parts. Collaborative
projects not only involve many features of typical cooperative
learning strategies but also transcend them in this focus on synergy
and the production of a jointly authored multimedia product.
Assessment. Regardless of the teaching method used, data must
be gathered on what students have learned. When using projectbased 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:
14. Activities for developing expectations;
Activities for improving the media products; and
Activities for compiling and disseminating
evidence of learning.
Multimedia. In multimedia projects, students do
not learn simply by “using” multimedia produced
by others; they learn by creating it themselves.
The development of such programs as
HyperStudio, Kid Pix, and Netscape Composer
has made it possible for students of all ages to
become the authors of multimedia content. 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.
15. “I did a project a couple of years ago where
students drew on index cards that were later
filmed. Although the students were still excited to
be creating animation, those who were not as
good at art started losing interest toward the end.
With the use of computers, even an animated stick
figure looks pretty good, and students are given
the opportunity of cutting and pasting. The use of
computers lowers many of the barriers that
limited some students' ability to creatively express
themselves... Boys, girls, high achievers, and low
achievers seemed equally motivated to create a
quality product.”
—Middle school teacher
17. Teaching methods abound—some sound, some not so
sound. If you have been teaching for many years, you've no
doubt seen several new ways of teaching come into vogue. Some
have taken hold; many have faded away; a few have become
infamous. In their book Models of Teaching, Bruce Joyce and
Marsha Weil with Emily Calhoun (2000) describe no fewer than 20
ways to teach. Like different health remedies, all these teaching
methods clamor for your attention, and each urges you to
include it in your teacher's medicine cabinet. With so many
options, why should you choose project-based multimedia
learning?
The answer lies in the concept of “value added.” Projectbased multimedia learning can add value to your teaching. In
economics, value is added to a product when it is somehow
made better or more useful to the consumer. Although we don't
use the term much in everyday life, we are surrounded by
examples. Our cereal has vitamins that are not part of the basic
grains. The bottle of “one step” shampoo in the shower includes
a conditioner. On vacation, we stay at a motel that offers
complimentary drinks at happy hour and a free breakfast in the
morning
18. You already have strategies for teaching your
curriculum, so what “value” do you add when you
implement project-based multimedia learning? In their
book, Teaching the New Basic Skills, Richard Murnane
and Frank Levy (1996) describe three skill sets students
need to be competitive for today's jobs:
Hard skills (math, reading, and problem-solving skills
mastered at a much higher level than previously
expected of high school graduates);
Soft skills (for example, the ability to work in a group
and to make effective oral and written presentations);
and
The ability to use a personal computer to carry out
routine tasks (for example, word processing, data
management, and creating multimedia presentations).
19. 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
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.
20. “We worked on the project on and off for
much of the year. At the beginning, I would
let the students work on the project one day
every week or so. When that day came,
students would pump their arms and say,
“Yes!” The students were so into the project
that the class just basically ran itself. I would
wander the room getting group updates and
be available to help with individual group
problems. Students were always asking for
more time on the computers, even 10 minutes
here and there. Sometimes students would
hang around for hours after school; when
their parents came to pick them up they
would have a hard time getting the students
to leave.”
—Middle school teacher