The document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and materials, introducing the project to students, having students learn the necessary technologies, conducting preliminary research and planning, developing concept designs and storyboards, producing drafts and finalizing the project, and concluding with presentations. It provides details on activities and considerations for each phase to help structure and implement the multimedia learning projects.

1. Using the Project-based Learning
Multimedia as a Teaching-
Learning Strategy
•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.

2. The effective use of multimedia
learning project requires:
• Clarifying goals and objectives
• Determining how much time is
needed
• Extent of students’ involvement
in decision making
• Setting up forms of
collaboration
• Identifying and determining
what resources are needed

3. To trim down time devoted to a multi-media
project, Simkins et al (2002)
suggest the following:
◘ Use technology students already
know.
◘ Use time outside of class
wherever possible.
◘ Assign skills, practice, as
homework.
◘ Use “special” classes as extra
time.
◘ Let students compose text and

4. VARIOUS
PHASES OF THE
PROJECT

5. ☺BEFORE THE PROJECT STARTS
Create project description and
milestones.
• Identify what is your project all about
and describe it in a forty (40) words or less.
• Include the project components students
will be responsible for and their due date.

6. Stage Estimated Time
Before the project starts 2 weeks
Introducing the project 1-2 days
Learning the technology 1-3 days
Preliminary research and planning 3 days – 3 weeks
Concept design and storyboarding 3-5 days
First draft production 1-3 weeks
Assessing, testing, and finalizing
1-3 weeks
presentations
Concluding activities 1-3 days
Total class time 5-13 weeks

7. Work with Real
If you have people outside the
classroom involved as evaluators work
with them to make an appropriate
schedule and include their ideas for
activities.

8. Prepare Resources
Seek the assistance of your librarian or school
media specialist.

9. Prepare software and peripherals
such as microphones
Ask the help of technical people.

10. Organize Computer Files
Finding files eats most of your time if you
are not organized. Naming files and
folders after their file type and section title
helps to keep things organized and makes
it easier to merge elements later on.

11. Sample:

12. Prepare the Classroom
Organize books, printed papers and any
other resources so students can access them
independently.
Make bulletin boards in the room for
hanging printouts of student work, schedules,
and organizational charts.

14. ☺ introducing the project
Help the students develop a “big picture” to
understand the work ahead. Make sure what they
will be making, who their audience will be and
what you expect them to learn and demonstrate in
terms of the RBEC.

15. 1. Review project documents
You can ask students to work with the
project documents you have produced.
Encourage your students to ask questions about
the project to clarify what you have written.

16. 2. Perform pre-assessments
Your students can write pre-assessment
questions based on your learning goals to further
clarify expectations.

17. 3. Perform relevant activities
You can show students anything you can find
that is similar to what they will be producing such
as Website or your own mini-project you did to
learn the technology. You can also brainstorm for
topics, organizational ideas, and design ideas.

18. 4. Group students
Form small student groups from three to
five students per group. Here are some
grouping strategies:
• By topic interest
• By student talents and expertise
• By student choice
• Randomly

19. 5. Organize materials
Give each group a folder that stays
in the classroom. All their group work
such as storyboards, group journals, and
research notes goes in that folder.

20. ☺Learning the technoLogy
Give a chance for the students to work with
whatever software and technology they will be using. If
some students are already familiar with the tools and
processes, ask them to help you train the others. If
students are new to multimedia, then begin with lesson
that involve using the different media types. Remember,
you and your students are colearners and you both learn
as you go.

21. ☺ PreLiminary research and
PLanning
At this stage, students should immerse
themselves in the content or subject matter they need to
understand to create their presentations.

22. ☺ ConCept design and storyboarding
Process of organizing a presentation that is
useful to the audience.
Storyboard: is a paper-and-pencil sketch of the
entire presentation, screen by screen, or in the
case of video, shot by shot.

23. Here are a few design tips to keep in mind
throughout storyboarding and production:
• Use scanned, handmade artwork to make a
project look personal and to manage scary
technology resources.
• Keep navigation
• Organize information similarity throughout so
users can find what they are looking for.
• Care for collaboration
• Organize manageable steps
• Check and assess often

24. ☻assessing, testing, and finalizing
presentations
Two kinds of testing:
• Functional Testing
• User testing
Assessment:
Assessment means critical evaluation
of your presentation.

25. ☻ ConCluding aCtivities
Way of presenting the project to the
audiences.