Project-based multimedia learning involves students creating multimedia products that address core curriculum topics over an extended period of time. It has seven key elements: being based on core curriculum, relating to the real world, taking an extended time frame, involving student decision making, collaboration, assessment of learning, and use of multimedia. Benefits include motivating students and helping them develop hard skills like problem solving as well as soft skills like collaboration and presentation abilities. Potential disadvantages include needing time for orientation and making sure students have the necessary computer skills.

1. LESSON 15:
Project-Based Learning
and Multimedia:
What it is?

2.  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 multimedia project?

3. Project-based multimedia learning is most of
all anchored on the core curriculum. This
means that project-based multimedia learning
addresses the basic knowledge and skills all
students are expected to acquire as laid down
in the minimum competencies of the K to 12
basic education curriculum.
“Acquire knowledge and skills in the course of
designing, planning, and producing multimedia
product.”

4. Project-based multimedia has
seven(7) key dimensions such as:
1.CORE CURRICULUM
2. REAL-WORLD CONNECTION
3. EXTENDED TIME FRAME
4. STUDENT DECISION MAKING
5. COLLABORATION
6.ASSESSMENT FORM
7. MULTIMEDIA

5. At the foundation of unit of this type is a
clear setoff learning goal drawn from
whatever curriculum or set of standards is
in 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. These
projects lend themselves well to
multidisciplinary or cross-curricular
approaches.

6. The project seeks to connect
students’ work in school with
the wider world in which
students live. It is critical that
the students-not only the
teacher-perceive what is real
about the project. The content
chosen, the types of activities
and the types of products must
be real in life.

7. A good project isn’t a one-shot
lesson. 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. One project may take days,
weeks or months. It is important
that 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.

8. It is clear to them that the
teacher is in charge and so the
students understand that there
are decisions which only the
teacher can make. Students,
however, are given considerable
leeway in determining what
substantive content would be
included in their projects as well
as the process for producing
them.

9. Project-based multimedia learning
demands collaboration. It is
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.
The goal is for each student
involved to make a separate
contribution to the final work and
for the whole class to accomplish
all alone.

10. 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.
There are three(3) assessment concerns in
project-based multimedia learning, namely:
1. Activities for developing expectations.
2. Activities for improving the media products.
3. Activities for compiling and disseminating
evidence of learning.

11. In multimedia projects, do not learn simply by
“using” multimedia produced by others ; they
learn by creating it themselves. The
development of such programs as Hyper
Studio, Kid Pix, and Netscape Composer has
made it possible for students of all ages to
become the authors of multimedia content.
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
project.

12. Project-
based
multimedia
learning is
“value
added” to
your
teaching. It
is a
powerful
motivator.
In their book, Teaching the New Basic Skills,
Richard Murname and Frank Levy,
describe three sets of skills that students
need to be competitive for today’s jobs:
Skills Example’s
Hard
skills
(math, reading, and problem-solving
skills mastered at a higher level than
previously expected of high school
graduates)
Soft skills (the ability to work in a group and to
make effective oral and written
presentation)
Use
personal
computer
(word processing, data management,
and creating multimedia presentations)

13.  You need time to orient the students on what are expected of
them, guidelines, goals and objectives of the project, and more,
so for your students to gather and organize their data, work on
their presentations and the like.
 If the basic computer courses did not teach them these skills
demanded by this strategy, there will be a problem.
 The tendency to lose track of the goals and objectives of your
lesson because the technology aspect has gotten the limelight.

14. PREPARED BY:
LERADO, MA. CYNDEL D.
APOLONIO, ANNA MAE V.
SUBMITTED BY:
GRACE B. ABELLA
INSTRUCTOR