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Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. It is anchored to core curriculum and is a valuable addition to teaching. It is a powerful motivator for students and actively engages them in both the learning tasks and production of multimedia presentations. However, there is a risk of losing focus on lesson goals and objectives if the technology aspect receives too much attention. The method aims to develop skills like problem solving, collaboration, and creating multimedia presentations, as well as personal qualities like responsibility.
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Lesson 15 project-based learning and multimedia.
Project-based multimedia learning involves students creating multimedia products to address core curriculum topics over an extended period of time. It has seven key elements: being anchored to core curriculum, relating to the real world, extended timeframes, student decision making, collaboration, assessment, and use of multimedia. Benefits include motivating students and building hard skills like problem solving as well as soft skills like collaboration. Challenges include needing time for orientation and making sure students have the necessary computer skills.
Lesson 15 Project-Based Learning and Multimedia
The document discusses project-based multimedia learning, which involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this approach include using an extended time frame, encouraging student decision making and collaboration, and assessing not just the multimedia product but also the skills and knowledge gained by students. The approach aims to make learning real-world and connect to students' lives while addressing core curriculum. It involves students gathering and creating various media objects that will comprise their final multimedia presentation.
Lesson 15 Project-based Multimedia Learning: What it is?
Project-based multimedia learning is a teaching method where students create multimedia products to learn new skills and knowledge. It requires an extended time frame as students make decisions and collaborate on their projects. Teachers take on roles like developing expectations, improving student work, and compiling evidence of learning. While it can be time-consuming and require technical skills, project-based multimedia learning actively engages and motivates students as they produce multimedia presentations. It helps students develop hard skills like math and problem-solving as well as soft skills like group work and presentations, which are important for today's jobs.
Learning Episode 15
Project-based multimedia learning incorporates core curriculum through real-world projects with an extended time frame. It allows for student decision making and collaboration, while assessments are used to evaluate learning. Multimedia enhances learning by improving presentation quality and retaining audience attention, making it useful for both education and entertainment in an engaging way.
Lesson 15 Project based learning and multimedia
Project-based multimedia learning is an instructional strategy that combines project-based learning and multimedia. It involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. This strategy allows students to learn core curriculum while developing real-world skills like planning, collaboration, and presenting information compellingly. It also builds students' hard skills in areas like math and problem-solving, as well as their soft skills and ability to use technology for tasks like creating multimedia presentations.
Project-Based Multimedia Learning (EdTech)
This document outlines the key aspects of project-based multimedia learning. It discusses how students work collaboratively in groups over an extended period of time to design and create a multimedia product. This allows students to acquire new knowledge and skills while addressing core curriculum topics. Students are actively engaged in decision making and develop both hard skills like math and problem solving as well as soft skills such as collaboration, presentation skills, and computer literacy. The final multimedia product demonstrates what students have learned.
Multimedia Instruction to enhance learning in Multigrade Education in the Wes...
Multimedia Instruction to enhance learning in Multigrade Education in the Wes...Centre for Multigrade Education
Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis. LESSON 15:Project based learning and multimedia
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing multimedia products. It has seven key dimensions: focusing on core curriculum, making real-world connections, extending over a significant time frame, allowing student decision making, encouraging collaboration, incorporating various forms of assessment, and having students create multimedia end products. While it provides benefits like engaging students and connecting learning to the real world, it also requires extra time, technical skills from teachers and students, and infrastructure to support multimedia creation.
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Lesson 15 project-based learning and multimedia.
Project-based multimedia learning involves students creating multimedia products to address core curriculum topics over an extended period of time. It has seven key elements: being anchored to core curriculum, relating to the real world, extended timeframes, student decision making, collaboration, assessment, and use of multimedia. Benefits include motivating students and building hard skills like problem solving as well as soft skills like collaboration. Challenges include needing time for orientation and making sure students have the necessary computer skills.
Lesson 15 Project-Based Learning and Multimedia
The document discusses project-based multimedia learning, which involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this approach include using an extended time frame, encouraging student decision making and collaboration, and assessing not just the multimedia product but also the skills and knowledge gained by students. The approach aims to make learning real-world and connect to students' lives while addressing core curriculum. It involves students gathering and creating various media objects that will comprise their final multimedia presentation.
Lesson 15 Project-based Multimedia Learning: What it is?
Project-based multimedia learning is a teaching method where students create multimedia products to learn new skills and knowledge. It requires an extended time frame as students make decisions and collaborate on their projects. Teachers take on roles like developing expectations, improving student work, and compiling evidence of learning. While it can be time-consuming and require technical skills, project-based multimedia learning actively engages and motivates students as they produce multimedia presentations. It helps students develop hard skills like math and problem-solving as well as soft skills like group work and presentations, which are important for today's jobs.
Learning Episode 15
Project-based multimedia learning incorporates core curriculum through real-world projects with an extended time frame. It allows for student decision making and collaboration, while assessments are used to evaluate learning. Multimedia enhances learning by improving presentation quality and retaining audience attention, making it useful for both education and entertainment in an engaging way.
Lesson 15 Project based learning and multimedia
Project-based multimedia learning is an instructional strategy that combines project-based learning and multimedia. It involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. This strategy allows students to learn core curriculum while developing real-world skills like planning, collaboration, and presenting information compellingly. It also builds students' hard skills in areas like math and problem-solving, as well as their soft skills and ability to use technology for tasks like creating multimedia presentations.
Project-Based Multimedia Learning (EdTech)
This document outlines the key aspects of project-based multimedia learning. It discusses how students work collaboratively in groups over an extended period of time to design and create a multimedia product. This allows students to acquire new knowledge and skills while addressing core curriculum topics. Students are actively engaged in decision making and develop both hard skills like math and problem solving as well as soft skills such as collaboration, presentation skills, and computer literacy. The final multimedia product demonstrates what students have learned.
Multimedia Instruction to enhance learning in Multigrade Education in the Wes...
Multimedia Instruction to enhance learning in Multigrade Education in the Wes...Centre for Multigrade Education
Recently Adrienne van As presented a paper at ICICTE 2011 (International Conference of Information and Communication Technologies in Education) in Rhodes, Greece. The paper is a proposal for her doctorate thesis. LESSON 15:Project based learning and multimedia
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing multimedia products. It has seven key dimensions: focusing on core curriculum, making real-world connections, extending over a significant time frame, allowing student decision making, encouraging collaboration, incorporating various forms of assessment, and having students create multimedia end products. While it provides benefits like engaging students and connecting learning to the real world, it also requires extra time, technical skills from teachers and students, and infrastructure to support multimedia creation.
Project-Based Learning and Multi Media
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
Lesson 15 project based learning and multimedia
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.
Instructional Design for Multimedia
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This document discusses using information technology to promote higher-level thinking skills and creativity in students. It proposes adopting a framework that synthesizes various models and definitions on the topic. The document recommends using project-based learning to take students through complex thinking processes involving defining problems, gathering and analyzing information, generating ideas, and evaluating outcomes. Specifically, it suggests implementing resource-based, simple creation, guided hypermedia, and web-based IT projects to help students achieve higher-level learning domains.
Project –based multimedia learning
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing multimedia products. It involves 7 dimensions: 1) using a clear set of learning goals from the core curriculum, 2) making real-world connections, 3) extending over a significant period of time, 4) allowing student decision making, 5) encouraging collaboration, 6) assessing student learning through their work on the project, and 7) having students create their own multimedia content rather than just consuming others' work.
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This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
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This document discusses project-based multimedia learning, outlining seven key dimensions and why it is used. The seven dimensions are having a clear set of learning goals, real-world connections, an extended time frame, student decision making, collaboration, assessment of student work, and creating multimedia products. Project-based multimedia learning actively engages students and is a powerful motivator. A potential limitation is losing focus on learning objectives if the technology aspect receives too much attention.
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The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Project based learning and multimedia
Project-based multimedia learning is an instructional strategy that involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It has several key dimensions, including having a core curriculum, making a real-world connection, extending over a significant time frame, allowing student decision making, enabling collaboration, and incorporating various forms of assessment. When implemented effectively, it can help students develop important hard skills, soft skills, and technology skills that are valuable for today's jobs.
Multimedia Needs Assessment
The document outlines the steps in a multimedia instructional design process, including needs assessment, front-end analysis, and instructional design phases. Needs assessment determines goals, priorities, and discrepancies. Front-end analysis provides detailed information through audience analysis, technology analysis, task analysis, and other methods. Instructional design phases include analysis of learners, content, and delivery methods to develop effective multimedia instruction.
Lesson 7: IT Higher Thinking Skills and Creativity
This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITY
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
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This document summarizes a presentation on integrating technology into the curriculum. It outlines four reasons to use technology, including motivating students and providing new approaches. It discusses attributes of information-age schools like interactivity and self-initiated learning. The document also covers approaches to integration like teacher collaboration and flexibility. It lists pros and cons of integrating technology, such as career preparation as a pro and cost and rapid change as cons. Finally, it proposes strategies for integration including productivity software, games, and discipline-based ideas.
lesson 7 of educational technology 2
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Ed. Tech 1 (Project – based learning and multimedia)
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.
Project based multimedia learning
Project-based multimedia learning redefines boundaries of the classroom. Teacher Nachielle teaches social studies and has her students create a multimedia presentation on the Black Plague as part of their study of medieval history. Students created animations showing how the plague virus attacks the body in science class and computer-based presentations from various perspectives in social studies class. The presentations used primary sources and compared the Black Plague to the modern AIDS epidemic. Students were fully engaged in their work on the multimedia project, which incorporated research, art, writing, math, and technology activities designed by the teacher.
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This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
Evaluation of technology learning
1. The document discusses the need to change how student learning is evaluated to align with 21st century skills and the digital world.
2. It outlines key skills like solution fluency, information fluency, collaboration fluency, and digital citizenship that must be assessed.
3. Teachers are encouraged to adopt new evaluation methods that measure these skills and abilities to function effectively in today's digital culture.
Project-Based Learning and multi Media
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it also provides student choice and ownership over learning, while allowing students to share their work with a broader audience in a motivating way.
Project based learning powerpoint
Project-based learning is a teaching method where students gain knowledge and skills by working to design and create a product or presentation. It uses multimedia like text, graphics, video and sound. Key aspects include addressing core curriculum, making real-world connections, extended timeframes, student decision making, collaboration, and assessment. Students learn by creating multimedia themselves rather than just using others' work. Benefits include improving hard skills like problem solving and soft skills like collaboration. It prepares students for skills like planning, presenting information, and applying academic knowledge to the real world.
Lesson 15
This document discusses project-based multimedia learning, which is defined as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a multimedia product. Some key aspects of this method discussed include using an interdisciplinary approach, focusing on real-world connections, extended time frames for projects, collaborative work, and assessment of what students have learned. Teachers can add value through this method by helping students develop both hard and soft skills that will make them competitive for today's jobs.
Final Requirement
This document discusses project-based multimedia learning, outlining seven key dimensions and why it is used. The seven dimensions are having a clear set of learning goals, real-world connections, an extended time frame, student decision making, collaboration, assessment of student work, and creating multimedia products. Project-based multimedia learning actively engages students and is a powerful motivator. A potential limitation is losing track of learning objectives if the technology overshadows the core lesson goals.
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Project-Based Learning and Multi Media
Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it is a motivating approach that actively engages students in learning and allows them ownership over their learning.
Lesson 15 project based learning and multimedia
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.
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The document discusses principles of instructional design for multimedia. It outlines seven principles: multimedia principle, contiguity principle, modality principle, redundancy principle, coherence principle, personalization principle, and practice principle. It also discusses instructional design as a process, discipline, and science. Key aspects of instructional design discussed include needs analysis, material development, implementation, and evaluation.
Educational Technology 2 Lesson 7
This document discusses using information technology to promote higher-level thinking skills and creativity in students. It proposes adopting a framework that synthesizes various models and definitions on the topic. The document recommends using project-based learning to take students through complex thinking processes involving defining problems, gathering and analyzing information, generating ideas, and evaluating outcomes. Specifically, it suggests implementing resource-based, simple creation, guided hypermedia, and web-based IT projects to help students achieve higher-level learning domains.
Project –based multimedia learning
Project-based multimedia learning is a teaching method where students acquire new knowledge and skills by designing, planning, and producing multimedia products. It involves 7 dimensions: 1) using a clear set of learning goals from the core curriculum, 2) making real-world connections, 3) extending over a significant period of time, 4) allowing student decision making, 5) encouraging collaboration, 6) assessing student learning through their work on the project, and 7) having students create their own multimedia content rather than just consuming others' work.
ed. Tech 1 - Project - Based learning and Multimedia
This document discusses project-based learning and multimedia. It defines project-based learning as a teaching method where students acquire new knowledge and skills by designing, planning, and producing a product or performance. Multimedia is defined as integrating various media like text, graphics, video, and sound. Project-based multimedia learning combines these approaches by having students acquire knowledge and skills through designing a multimedia product. The document outlines seven key dimensions of project-based multimedia learning: using core curriculum, making real-world connections, extending over time, allowing student decision making, enabling collaboration, incorporating assessment, and utilizing multimedia. It argues this approach helps students develop important hard and soft skills for the modern workplace.
Elsa sanpedro
This document discusses project-based multimedia learning, outlining seven key dimensions and why it is used. The seven dimensions are having a clear set of learning goals, real-world connections, an extended time frame, student decision making, collaboration, assessment of student work, and creating multimedia products. Project-based multimedia learning actively engages students and is a powerful motivator. A potential limitation is losing focus on learning objectives if the technology aspect receives too much attention.
Lesson 7 IT FOR HIGHER THINKING SKILLS AND CREATIVITY
The document discusses using technology and project-based learning to develop higher-level thinking skills. It presents Bloom's Taxonomy and defines higher-level thinking as skills like analyzing, generating, organizing, imagining, designing, integrating, and evaluating. The modern teacher is encouraged to help students achieve these skills through computer-based projects with depth, complexity, duration and real-world relevance. Such upgraded project methods focus more on the thinking process than just the product, taking students through steps of complex project completion.
Project based learning and multimedia
Project-based multimedia learning is an instructional strategy that involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It has several key dimensions, including having a core curriculum, making a real-world connection, extending over a significant time frame, allowing student decision making, enabling collaboration, and incorporating various forms of assessment. When implemented effectively, it can help students develop important hard skills, soft skills, and technology skills that are valuable for today's jobs.
Multimedia Needs Assessment
The document outlines the steps in a multimedia instructional design process, including needs assessment, front-end analysis, and instructional design phases. Needs assessment determines goals, priorities, and discrepancies. Front-end analysis provides detailed information through audience analysis, technology analysis, task analysis, and other methods. Instructional design phases include analysis of learners, content, and delivery methods to develop effective multimedia instruction.
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This document discusses using computer-based methods to support higher-order thinking skills and creativity in students. It presents a framework of complex thinking skills including focusing, information gathering, analyzing, generating, organizing, imagining, designing, integrating and evaluating. The document advocates for an "upgraded project method" where teachers assign in-depth, complex and real-world projects and students make their own decisions during the process. Examples of projects include resource-based, simple creations, guided hypermedia and web-based. The document emphasizes that developing these skills is important for students' future success and that technology can drive innovation and creativity.
IT FOR HIGHER THINGKING SKILLS AND CREATIVITY
The document discusses using information technology (IT) to develop higher-level thinking skills and creativity in students. It proposes using project-based learning where students work on in-depth, complex, and real-world projects over a sustained period. The process of completing projects is more important than the product or outcome. Some examples of IT-based projects that could be used include resource-based projects, simple creations, guided hyper-media projects, and web-based projects.
Integrating technology into the curriculum
This document summarizes a presentation on integrating technology into the curriculum. It outlines four reasons to use technology, including motivating students and providing new approaches. It discusses attributes of information-age schools like interactivity and self-initiated learning. The document also covers approaches to integration like teacher collaboration and flexibility. It lists pros and cons of integrating technology, such as career preparation as a pro and cost and rapid change as cons. Finally, it proposes strategies for integration including productivity software, games, and discipline-based ideas.
lesson 7 of educational technology 2
reporters:
Fatima B. Sarmiento ( Introduction)
Kaila Vitug ( higher level Learning outcomes)
Sheen Manalo ( the upgraded project method )
jeffry Sibug ( The process is more important than the product)
Ed. Tech 1 (Project – based learning and multimedia)
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.
Project based multimedia learning
Project-based multimedia learning redefines boundaries of the classroom. Teacher Nachielle teaches social studies and has her students create a multimedia presentation on the Black Plague as part of their study of medieval history. Students created animations showing how the plague virus attacks the body in science class and computer-based presentations from various perspectives in social studies class. The presentations used primary sources and compared the Black Plague to the modern AIDS epidemic. Students were fully engaged in their work on the multimedia project, which incorporated research, art, writing, math, and technology activities designed by the teacher.
higher thinking skills-ed.tech2
This document discusses using IT-based projects to develop higher-level thinking skills and creativity in students. It describes The Upgraded Project Method where teachers guide students on goal-driven projects involving depth, complexity, duration and real-world relevance to achieve learning outcomes beyond benchmarks. Students make decisions about project content and organization while teachers facilitate learning. Resource-based projects involve students finding information beyond textbooks to relate to real problems. Simple creations, guided hypermedia, and web-based projects provide tools and tasks to analyze, synthesize and promote skills like defining problems and brainstorming ideas.
Evaluation of technology learning
1. The document discusses the need to change how student learning is evaluated to align with 21st century skills and the digital world.
2. It outlines key skills like solution fluency, information fluency, collaboration fluency, and digital citizenship that must be assessed.
3. Teachers are encouraged to adopt new evaluation methods that measure these skills and abilities to function effectively in today's digital culture.
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Project-based multimedia learning involves students creating multimedia projects over an extended period of time to demonstrate their learning. It connects classroom learning to the real world. Some limitations include the need for extended time to complete projects, and ensuring students and teachers have the necessary technical skills. However, it also provides student choice and ownership over learning, while allowing students to share their work with a broader audience in a motivating way.
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2) While multimedia can improve teaching efficiency by reducing contact time, the upfront development costs must be considered. Efficient teaching does not necessarily mean efficient learning from the student perspective.
3) Multimedia provides opportunities for simulations and interactions that can enhance the learning experience when designed properly. Limitations include inability to replicate full complexity and risk of weak real-world interaction skills.
4) Fields like business, education, entertainment and more can benefit from multimedia integration in
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1) edX is a non-profit online learning platform founded by Harvard and MIT to expand access to quality education through online courses.
2) edX's mission is to expand access to quality education, advance research, and improve on-campus education. The edX platform offers features like auto-grading, virtual labs, gamification, and social learning tools.
3) The future of education is predicted to be unbundled, accessible, global, lifelong, personalized, and blended. Trends include increasing access to education through online courses, personalized learning based on student data, and blending online and in-person education.
Radical Learning
This document proposes several radical ideas for transforming learning experiences at universities, including:
1. Implementing a flipped classroom/curriculum model where students learn lecture content independently before attending on-campus workshops to apply skills.
2. Aggressively pursuing industry partnerships for teaching, with industry helping develop innovative curriculum projects and learning spaces.
3. Letting students create their own learning adventures by designing their own degrees across institutions and providers, including MOOCs.
Educational Technology
This document discusses several lessons related to educational technology:
Lesson 1 provides an overview of the Educational Technology 1 course and its focus on introducing students to educational technology tools and the application of technology to instruction.
Lesson 2 discusses Educational Technology 2 and its goal of integrating technology into teaching and learning by providing knowledge and skills on technology integration.
Lesson 7 examines how information technology can be used to develop higher-level thinking skills and creativity in students, such as through technology-enhanced project methods.
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Ppppp
- 4. Project-Based Multimedia Learning It is a teaching method in which students “Aquire new knowledge and skills in the course of designing, planing, and producing multimedia product”. It is most of all anchored on the core curriculum. It is a value added your teaching. It is a powerful motivation. It does not only involve use of multimedia for learning.
- 7. Why use project-Based Multimedia Learning?
- 8. Because it is a” value added” to your teaching. It is a powerful motivator as proven in the class. It actively engages ages students in the learning task. Students are likewise engaged in the production of multimedia presentation.
- 9. What are the disadvantages/limitations of the use of project-based learning and multimedia project?
- 10. The tendency to lose track of goals and objectives of your lesson because the technology aspect has gotten the limelight.
- 12. CORE CURRICULUM REAL WORLD- CONNECTION EXTENDED TIME FRAME STUDENT DECISION MAKING COLLABORATION ASSESSMENT MULTIMEDIA
- 15. Math,reading,and problem-solving skills mastered at higher level Than previously expected of high school graduates). ( The ability to work in a group and to make effective oral and written presentations). (Word processing, data management, and creating multimedia presentations).
- 16. .
- 17. The three (3) given by murname, Foundation skills that include thinking skills (Reasoning, Making decisions,Thinking creatively, and solving problems Personal qualities (Responsibility and self Management)
- 19. THANK YOU