Using the project based multimedia as a teaching-learning strategy
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Project-based multimedia learning is a teaching method where students design and create a multimedia product to acquire new knowledge and skills. It provides a format for differentiating instruction, scaffolding learning, and facilitating social learning. Effective use of this method requires thorough planning including clarifying goals, determining time and student involvement, setting collaboration structures, and identifying needed resources and assessment. The project has various phases from initial introduction and planning, to preliminary research, design, draft production, testing, and concluding presentation.
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LESSON 16Using Project-based Learning Multimedia as a Teaching-Learning Strategy
The document outlines the steps to use project-based multimedia learning strategies:
1. Select learning goals and objectives suited to this strategy from the curriculum.
2. Estimate required time versus available time.
3. Establish decision-making procedures and collaborative work arrangements.
4. Determine available resources like library materials, field trips, community experts, and technology.
5. Plan how student learning will be measured.
Project-based Learning Multimedia as a Teaching-Learning Strategy
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.
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.
Lesson 16: Using the Project-Based Learning Multimedia as a Teaching-Learning...
This document outlines the phases of a project-based multimedia learning strategy. It discusses 7 phases: 1) introducing the project, 2) preliminary research and planning, 3) learning the technology, 4) concept design and storyboarding, 5) assessing, testing and finalizing presentations, 6) concluding activities, and 7) introducing the project. Key aspects include forming student groups, developing a project description and milestones, performing assessments, researching the subject matter, creating a storyboard, testing the presentation's functionality and design, and presenting the final project. The goal is for students to acquire new knowledge and skills by designing and producing a multimedia product.
Integrative teaching as mode of instructional delivery
The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
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Lesson 15 16 project-based learning and multimedia
Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
Integrative Teaching Strategies (ITS)
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LESSON 16Using Project-based Learning Multimedia as a Teaching-Learning Strategy
The document outlines the steps to use project-based multimedia learning strategies:
1. Select learning goals and objectives suited to this strategy from the curriculum.
2. Estimate required time versus available time.
3. Establish decision-making procedures and collaborative work arrangements.
4. Determine available resources like library materials, field trips, community experts, and technology.
5. Plan how student learning will be measured.
Project-based Learning Multimedia as a Teaching-Learning Strategy
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.
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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.
Lesson 16: Using the Project-Based Learning Multimedia as a Teaching-Learning...
This document outlines the phases of a project-based multimedia learning strategy. It discusses 7 phases: 1) introducing the project, 2) preliminary research and planning, 3) learning the technology, 4) concept design and storyboarding, 5) assessing, testing and finalizing presentations, 6) concluding activities, and 7) introducing the project. Key aspects include forming student groups, developing a project description and milestones, performing assessments, researching the subject matter, creating a storyboard, testing the presentation's functionality and design, and presenting the final project. The goal is for students to acquire new knowledge and skills by designing and producing a multimedia product.
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The document discusses several approaches to integrated teaching and learning:
- Integrative teaching treats the curriculum holistically and uses interactive, collaborative, and innovative processes.
- Thematic teaching organizes learning around broad ideas and links content from various disciplines under a common theme.
- Content-based instruction integrates language learning with subject content, with the language curriculum centered on students' academic needs.
- Focusing inquiry takes an interdisciplinary approach using questions to guide student-led investigations and knowledge creation.
- The generic competency model links multiple courses through overarching competencies like social, personal, and work skills.
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The document discusses instructional design and materials for the 21st century teacher. It provides an overview of key concepts like the student-centered approach, instructional methods, and basic principles of preparing instructional materials. It also covers different types of traditional and modern instructional media like videos, social media, and their advantages for distance learning. The document emphasizes selecting the right instructional methods and media based on educational goals, learner needs, and evaluating the effectiveness of the materials.
Lesson 15 16 project-based learning and multimedia
Project-based multimedia learning involves students working collaboratively over an extended period of time to research and develop a multimedia product that demonstrates their learning, while addressing core curriculum goals. It utilizes multimedia such as text, images, video and interactivity, and involves seven key dimensions including establishing real-world connections, allowing student decision making, and assessing student learning through their final products. The document outlines the steps to implementing project-based multimedia learning in the classroom, from preparing resources and technology to introducing the project to students and establishing milestones.
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This document discusses integrative teaching strategies (ITS) for improving student learning. It describes ITS as a well-organized strategy anchored in real-life situations that includes student interests and needs. The document outlines three main modes of teaching strategies that are part of ITS: thematic teaching, content-based instruction, and focusing inquiry. It also discusses principles for planning ITS, benefits and impediments, types of classroom activities, characteristics of meaningful integrative activities, and general steps for developing units and strategies.
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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.
Using Project-based Learning Multimedia as a Teaching-Learning Strategy - Ed ...
The document outlines the steps involved in using project-based multimedia learning strategies according to experts Michael Simkins et al. The key steps are:
1) Determine learning objectives and content based on standards that a multimedia project can address.
2) Estimate time needed versus time available and set clear decision-making parameters.
3) Determine available resources like library materials, field trips, community experts, and technology.
4) Plan how to measure student learning based on objectives.
Project-based Learning and Multimedia
a teaching method in which students “acquire knowledge and skills in the course of designing, planning and producing multimedia product”
( Simkins, et al, 2002)
Project based learning and multimedia
The document discusses project-based multimedia learning. It involves students creating multimedia presentations to demonstrate their learning. An example is provided of a class where students worked in groups to research and develop presentations on the Black Plague from various perspectives. They incorporated science, social studies, art, writing and technology. The teacher monitored students as they stayed engaged throughout the project. While project-based learning requires extended time and technical skills, it allows students to actively apply what they learn and produce a multimedia product to demonstrate their new knowledge.
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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.
Project based learning
This document provides an overview of project-based learning (PBL) and its use in intervention classrooms. It begins with common questions about PBL and then discusses how PBL is different from traditional teaching in that it uses extended, student-driven inquiries structured around complex questions. Research supports that PBL increases student motivation, engagement, and retention of knowledge compared to traditional instruction. The document provides examples of how teachers facilitate PBL by framing questions, managing activities, and ensuring high quality outcomes through tasks and goals set by students. It concludes by emphasizing the importance of PBL for engaging students with real-world problems in a way that mirrors life outside of school.
Problem based learning
This document provides an overview of problem-based learning (PBL), including its history, key characteristics, steps in the PBL process, advantages and disadvantages. Some key points:
- PBL was pioneered in medical education at McMaster University in the 1960s as an alternative to traditional lecture-based learning. It has since spread to other fields.
- In PBL, students work in small groups to solve open-ended problems, with teachers acting as facilitators. It is student-centered and focuses on identifying learning needs to address problems.
- The steps of PBL involve defining the problem, identifying learning needs, conducting self-directed study, and applying new knowledge to the problem.
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using project-based Learning multimedia as teaching-learning strategy
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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 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 up collaboration. To reduce time, suggestions include using familiar technology, assigning work outside class, and designating extra class time.
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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 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.
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The document discusses project-based learning and its benefits when integrated with technology. It defines project-based learning as an instructional strategy where students work cooperatively over time to create a product addressing an engaging question. When using technology, projects become interdisciplinary, encourage collaboration and inquiry, support self-directed learning, are motivating, and target different learning styles. However, implementing project-based learning poses challenges for students around initiating inquiry, defining projects, directing investigations, managing time and collaboration.
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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.
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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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This document discusses the use of project-based multimedia learning as a teaching strategy. It begins by outlining the objectives of determining the disadvantages and benefits of this strategy, as well as the steps involved. Next, it describes what project-based multimedia learning is and why it is an effective method. It then lists potential disadvantages such as the time required. Benefits for both students and teachers are provided. The key elements and phases of implementing this strategy are outlined. Finally, tips for the planning and implementation process are presented.
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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 is a motivating approach that actively engages students in learning and allows them ownership over their learning.
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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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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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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.
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Project-based multimedia learning is a teaching method where students learn new skills and knowledge by designing, planning, and creating a multimedia product. It involves 7 key dimensions: having a core curriculum, making real-world connections, extending over a significant time frame, allowing student decision making, encouraging collaboration, conducting assessments, and incorporating multimedia elements. When implemented effectively, it can help students develop hard skills like math and reading, soft skills like collaboration, and technology skills like creating multimedia presentations.
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Project-based learning (PBL) is a unique approach to learning that provides pupils with the opportunity to experience working collaboratively. It also helps students use critical thinking skills to solve real-world problems. This presentation aims at demonstrating how projects can help EFL students improve their language skills by developing a series of outside-the-classroom assignments designed to reach a desire collaborative environment where students can interweave speaking, reading, listening and writing in a fun but constructive manner. By working together students can also recycle, review and retain new information given in class.
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Using the project based multimedia as a teaching-learning strategy
- 1. LESSON 16 Using the Projectbased Multimedia as a TeachingLearning Strategy
- 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 students acquire new knowledge and skills in 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 in students of a sophisticated understanding of content-area subjects, as well as sophisticated development of effective and efficient strategies for informational-gathering and processing, communicating, critical, analytical, and creative thinking, collaborating, and goal setting and self-evaluating.
- 4. Three key dimensions of differentiated instruction are: 1. Targeting students’ Zones of Proximal Development (ZPD) 2. Capitalizing on students’ Intellectual Strengths and Talents 3. Fostering Authentic Motivation
- 5. The effective use of Project-based Multimedia Learning requires through planning. Initial planning involves: 1. Clarifying goals and objectives. 2. Determining how much time is needed and extent of students involvement in decision making. 3. Setting up forms of collaboration. 4. Identifying and determining what resources are needed. 5. Deciding on the mode to measure what students learn.
- 6. The various phases of the project include: 1. 2. 3. 4. 5. 6. 7. Before the project starts. Introduction of the project. Learning the technology. Preliminary research and planning. Concept design and storyboarding. First draft production. Assessing, testing and finalizing presentation and concluding activities.
- 7. Prepared by: Lea M. Olano BEED II-B