Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. It provides a format for differentiating instruction, scaffolding instruction, and facilitating socially constructed knowledge. Effective use of multimedia learning projects requires clarifying goals and objectives, determining time needs, defining student involvement, and setting forms of collaboration. To reduce time, suggestions include using familiar technology, assigning work outside class, and designating extra class time. The key phases of a project include preparation, introduction, learning technology, research, design, draft production, and assessment.

2. What is project- based learning
and multimedia
 A project based learning method is a
comprehensive approach to instruction
 Project-based multimedia learning is a
method of teaching in which student
acquire new knowledge and skill and the
course of designing,planning,and
producing a multimedia product

3. Why use project-based learning
multimedia?
 PBL provides a format for implementing
several very powerful instructional
principles,including differentiating
instruction,scaffolding instruction,and
facilitating socially constructed knowledge
 This approach fosters the development of
students of a sophisticated understanding of
content-area subjects,as well as sophisticated
development of effective and efficient strategy
for informational-gathering and
processing,communicating,critical,analytical,a
nd creative thinking, collaborating,and goal
setting and self-evaluating

4. The effective use of multimedia
learning project requires:
 Clarifying goals and objectives
 Determing how much time is needed
 Extent of student involvement in
decision making
 Setting up forms of collaboration
 Identifying and determining

5. To trim down time devoted to a
multimedia project,simkins et
al(2002)suggest the ff:
 Used technology students already know
 Use time outside the class wherever
possible
 Assign skills,practice,as homework
 Use special classes as extra time
 Let students composed text

6. Three key dimensions of
differentiated instruction are:
1. Targetting students zones of proximal
development(ZPD)
2. Capitalizing on students intellectual
strengths and talents
3. Fostering authentic motivation

7. The various phases of the
project include:
1. Before the project starts.
2. Introduction of the project.
3. Learning the technology.
4. Preliminary research and planning.
5. Concept design and storyboarding.
6. First draft production.
7. Assessing,testing and finalizing
presentation and concluding
activities.

8. THANK YOU
PREPARED BY:
LILIBETH B. PACHECO
JAMES V. DRIO