The document outlines the steps to use project-based multimedia learning strategies: 1. Select learning goals and objectives suited to this strategy from the curriculum. 2. Estimate required time versus available time. 3. Establish decision-making procedures and collaborative work arrangements. 4. Determine available resources like library materials, field trips, community experts, and technology. 5. Plan how student learning will be measured.

1. LESSON 16:
Using Project-based Learning
Multimedia as a Teaching-Learning
Strategy

2. What are the steps involvedin the use of project-
based multimedia learning strategy?

3. What are the steps involved in
the use of project-based
multimedia learning strategy?

8. 2. Estimate how much time you need to spend compared
to how much time is available.
3. Make clear and explicit parameters and procedures that
must be observed in decision making. Take note that
involving students in decision making where they can
be involved has educational advantages.
4. Set collaborative working arrangements to enable
students to share their knowledge and skills and to
build on one another’s strengths.

9. 5. Determine what resources you will need and what are
available.
 What library materials are available?
 What information can your students collect or what resources can
they gather by going for field trips in the community?
 Are there people in the community who can serve as resources in
the area your students are studying?
5. Determine what resources you will need and what are available.
 What library materials are available?
 What information can your students collect or what resources can they gather by
going for field trips in the community?
Are there people in the community who can serve as resources in the area your
students are studying?

10.  Is Internet available?
 Consider newspapers, television and radio as
sources of information.
 Depending on what your students’ project
involves, your students may need to do original
research by conducting experiments, doing
surveys, interviewing, or preparing their own
case studies.
6. Plan on how you will measure what
students learn.
Is Internet available?
Consider newspapers, television and radio as sources of information.
Depending on what your students’ project involves, your students may need
to do original research by conducting experiments, doing surveys,
interviewing, or preparing their own case studies.
6. Plan on how you will measure what students learn.

11. Goals and objectives are always the starting
point of planning. When we plan a
multimedia learning project as a learning
strategy, we begin by clarifying our goals
and objectives. From the list of objectives
and content found in the K to 12 Curriculum
Guide, we select which ones will lend
themselves to a project-based multimedia
learning strategy.
Goals and objectives are always the starting point of
planning. When we plan a multimedia learning project as a
learning strategy, we begin by clarifying our goals and
objectives. From the list of objectives and content found in
the K to 12 Curriculum Guide, we select which ones will
lend themselves to a project-based multimedia learning
strategy.

12. “
”
Since this strategy requires much time, we need to be
realistic in the amount of time we have to spend as seen
against time available or face failure and disappointment
afterwards.
Since this strategy requires much time, we need to be realistic in the amount of time we
have to spend as seen against time available or face failure and disappointment
afterwards.
Since this strategy requires much time, we need to be
realistic in the amount of time we have to spend as
seen against time available or face failure and
disappointment afterwards.
Since this strategy requires much time, we need to be realistic in the
amount of time we have to spend as seen against time available or face
failure and disappointment afterwards.

13. “
”
To trim down time devoted to a multimedia
project, Simkins et, al. (2002) suggest the
following :
To trim down time devoted to a multimedia project, Simkins et, al.
(2002) suggest the following :
Use technology students already know.
Use time outside the class wherever possible.
Assign skills practice as homework.
Use “special” classes (like art or music) as extra time.
Let students compose text and select and prepare graphics and sounds
as they plan.

14. Consider the possibility of your students
doing original researches themselves. Let
us make clear to our students our policy
on decision making and collaboration fr
smooth working relations. Finally, we
must have a plan on how we are going to
evaluate learning.

15. So you have decided on the objectives and
content with which to use the project-based
multimedia strategy and have determined
resources available. What are you going to do
next. Simkins, et al (2002) suggest the
following :
So you have decided on the objectives and
content with which to use the project-
based multimedia strategy and have
determined resources available. What are
you going to do next. Simkins, et al (2002)
suggest the following :

16. BEFORE THE PROJECT STARTS
1. Create project description and milestones. Put in a
nutshell what your project is all about. Describe your
project in forty (40) words or less. Include your
instructional goals and objectives. Include the project
components students will be responsible for and their
due date.
:
BEFORE THE PROJECT STARTS
1. Create project description and milestones. Put in a
nutshell what your project is all about. Describe your
project in forty (40) words or less. Include your
instructional goals and objectives. Include the project
components students will be responsible for and their due
date.

17. A milestone may look like this :

18. 2. Work with real – world connections. If you
have people outside the classroom involved as
clients or assessors (evaluators) work with
them to make an appropriate schedule and
include their ideas for activities.
3. Prepare resources. Seek the assistance of your
librarian or school media specialist.
2. Work with real – world connections. If you
have people outside the classroom involved
as clients or assessors (evaluators) work with
them to make an appropriate schedule and
include their ideas for activities.
3. Prepare resources. Seek the assistance of
your librarian or school media specialist.

19. 4. Prepare software and peripherals such as
microphones. Ask the help of technical people.
5. Organize computer files – Finding files eats
most of your time if you are not organized.
2. Work with real – world connections. If you
have people outside the classroom involved
as clients or assessors (evaluators) work with
them to make an appropriate schedule and
include their ideas for activities.
3. Prepare resources. Seek the assistance of
your librarian or school media specialist.

20. RICHIE JAMES D. BANTILLO
MITCHIE RAMILO
RELYN GULIMAN
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