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.

1. Group 5
Members:
Aroza, Patrick Swaze
Anes, Shaira
Balonga, Marlyn
Cabangon, Allain Joseph
Capillanes, Gene Vi
Quiobe, Kristel Joy
Patricio, Jeanette
prepared by : allain

2. :
Definition 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.
(Simkins, et al 2002.)
The name PROJECT-BASED LEARNING implies the use
of MULTIMEDIA and the learning activity includes a
Project.

3. • CORE CURRICULUM
• REAL-WORLD CONNECTION
• EXTENDED TIME FRAME
• STUDENT DECISION MAKING
• COLLABORATION
• ASSESTMENT
• MULTIMEDIA

4. At the foundation of any unit of this type is a clear set
of learning goals 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-curricular approaches.

5. TREE SETS of SKILLS that STUDENTS NEED to be COMPETETIVE
for TODAY’s JOBS:
HARD
• Math, Reading, and Problem-Solving skills
mastered at a much higher level than
previously expected of high school
graduates
SOFT
Ability to work in group and make effective
oral/written presentations
The ability to use personal
COMPUTER to carry out
routine task
Examples:
Word processing, Data management, and
Creating Multimedia Presentations

6. FOUNDATION SKILL that include THINKING SKILLS such
as:
• REASONING
• DECISION MAKING
• CREATIVE THINKING and
• PROBLEM SOLVING
PERSONAL QUALITIES such as:
• RESPONSIBILITY and
• SELF-MANAGEMENT
are Also ‘’IMPORTANT’’

7. The PROJECT seeks to connect students’ work in
school with the wider world in which students live. It is
critical that the students-not only the teacher-perceive what
is REAL about the project. The content chosen, the types of
activities and the types of products must be real in life.

8. • A good project is not a one-shot lesson.
• It extends over a significant period of time. One project
may take days or weeks, others may take a month or two
• And the ACTUAL PROJECT may vary with the age of the
students and the nature of the project.
‘’ It is important that students are given enough time to
enable them come up with a substantial final product from
which they can derive PRIDE and A CLEAR SENESE of
ACCOMPLISHMENT.

9. In project is not-based multimedia learning, students
have a say. But it is clear to them that the Teacher is in charge
and so the students understand that there are decisions
which only the teacher can make.
Students, however, are given considerable leeway in
determining what substantive content would be included in
their project as well as the process for producing them.

10. • Project-based multimedia learning demands ‘’COLLABORATION’’.
COLLABORATION is 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.
The GOAL is for each students involved to make a separate
contribution to the final work and for the whole class to accomplish
greater things than what each individual can accomplish alone

11. There are THREE(3) Assessment concerns in Project-Based
Multimedia Learning, namely:
1. ACTIVITIES for DEVELOPING EXECTATIONS;
2. ACTIVITIES for IMPROVING the MEDIA PRODUCTS; and
3. ACTIVITIES for COMPILING and DISSEMINATING EVIDENCE
of LEARNING.

12. • students do not learn simply by “using” multimedia produced
by others.
• Learn by creating it themselves .
• Programs as HyperStudio, Kid Pix, and Netscape Composer-possible
for students become the authors of multimedia
content.
• Not only gathering only written notes, they but create pictures,
video clips, recordings, and other media objects that will later
serve as the raw material for their final product.

13. • Because it is value added to your teaching
• It is a powerful motivator
• It actively engages students in the learning task.
• Students are likewise engaged in the production of
multimedia presentation.

14. Project-based multimedia learning does not only involve use
of multimedia for learning. The students end up with a
multimedia product to show what they learned. So they are
not only learners of academic content, they are at the same
time authors of multimedia product. The goals and objectives
of a project based on the core curriculum. The students work
collaboratively over an extended time frame. As they work,
they employ life skills including decision making. Their
learning task ends up with a multimedia presentation
through their multimedia product.

15. The END~