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.

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

2. Background Information
• Project-based learning is not a new
educational method.
• The use of multimedia is a dynamic new
form of communication.
• The merging of project-based learning and
multimedia represents an extraordinary
teaching strategy that we call project-based
multimedia learning.
• Guidelines for implementing and
developing your own units based on this
strategy.

3. • 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:

4. • 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.

5. • 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

6. Dimensions of Project-Based
Multimedia Learning
• Core Curriculum
• Real-world Connection
• Extended Time Frame
• Student Decision Making
• Collaboration
• Assessment
• Multimedia

7. Core Curriculum
• At the foundation of any unit of
this type is a clear set of learning
goals Core Curriculum drawn
from whatever curriculum or set
of standards is in use.
• Core emphasizes that project-
based multimedia learning should
address the basic knowledge and
skills all students are expected to
acquire
• These projects lend themselves
well to multidisciplinary or cross-
Multimedia Multidisciplinary
curricular approaches.
Core Curriculum
multimedia multidisciplinary

8. Real-world Connection
• 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.

9. 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.

10. Student Decision Making
• students have an opinion
• Divide them into “teachers” and “students” based
on a clear rationale (decisions)
• Example: A teacher might limit students to a
single authoring program to minimize
complications
• The teacher can allow students to determine what
substantive content would be included in their
projects.
• Students can make decisions about the form and
content of their final products, as well as the
process for producing them.

11. 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.

12. Assessment
• Regardless of the teaching method used, data
must be gathered on what students have learned.
• 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.
• Students are gaining content information,
becoming better team members, solving
problems, and making choices about what new
information to show in their presentations.

13. Assessment Have Three Different Roles In The
Project-based Multimedia Context:
• Activities for developing expectations;
• Activities for improving the media
products; and
• Activities for compiling and disseminating
evidence of learning.

14. Multimedia
• In multimedia projects, students do not learn
simply by “using” multimedia produced by others;
they learn by creating it themselves
• 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. Why Use Project-Based
Learning?
• Identifying, organizing, planning, and
allocating time, money, materials, and
workers.
• Negotiating, exercising leadership, working
with diversity, teaching others new skills,
serving clients and customers, and
participating as a team member.
• Selecting technology, applying technology
to a task, and maintaining and
troubleshooting technology.

16. 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).

17. Summary
• Project-based multimedia learning is one instructional
strategy that you can use in a school year that may also
include non-technical projects, lecture and note-taking, rote
practice, writing, and artistic or creative work.
• What they will be doing includes: Planning and
organizational skills
• Learning to present information in compelling ways
• Synthesizing and analyzing complex content and data
• Practicing research and technical skills
• Learning how academic subject matter applies to the real
world

18. Related URLs to PBL
• http://www.edutopia.org /project-based-
learning
http://www.rmcdenver.com/useguide/p
http://www.rmcdenver.com/useguide/