Using the Project-Based Multimedia as a Teaching-Learning Strategy
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The document discusses project-based multimedia learning, which involves students designing and creating a multimedia product to acquire new knowledge and skills, and describes how it provides differentiated instruction by targeting students' zones of proximal development, intellectual strengths, and authentic motivation. It also outlines the key planning aspects of effective project-based multimedia learning such as clarifying goals and objectives, determining time and student involvement, and the various phases of a project from preliminary research to finalizing the presentation.
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Educational Technology lesson 16 using project based multimedia learning
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting research and planning, designing concepts and storyboards, creating initial drafts and finalizing the presentation, and concluding the project by presenting to audiences. It provides details on activities and considerations at each phase to help guide students through the project process.
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.
Using Project-based learning multimedia as teaching-learning strategy
The document outlines the initial planning steps for a project-based multimedia learning strategy. It lists 6 steps: 1) determine subject competencies and content addressed by the project, 2) estimate time needed versus available, 3) establish clear parameters and decision-making procedures, 4) set up collaborative work arrangements, 5) identify needed and available resources, and 6) plan assessment of student learning. Additional details are provided on goals and objectives, using available technology and time, and evaluating the project. Stages of the project and estimated times are also outlined.
LESSON 16
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It requires thorough planning, including clarifying goals and determining timelines, resources, collaboration methods, and assessments. The process involves preliminary research, storyboarding, production, testing, and presenting. Students learn technology skills, immerse themselves in content, brainstorm designs, and create storyboards before producing and testing their multimedia presentations. Assessments and concluding activities celebrate their work.
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.
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.
Using the project based learning multimedia as a teaching-learning
Determine objectives and content that the multimedia project will address effectively
Estimate the time available
Make clear and explicit parameters and procedures that must be observed in decision making
Set collaborative and working arrangements
Determine the resources available
Plan on how to measure students’ learning
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.
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Educational Technology lesson 16 using project based multimedia learning
This document outlines the various phases of a project-based multimedia learning strategy, including preparing resources and the classroom, introducing the project to students, having students learn the necessary technology, conducting research and planning, designing concepts and storyboards, creating initial drafts and finalizing the presentation, and concluding the project by presenting to audiences. It provides details on activities and considerations at each phase to help guide students through the project process.
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.
Using Project-based learning multimedia as teaching-learning strategy
The document outlines the initial planning steps for a project-based multimedia learning strategy. It lists 6 steps: 1) determine subject competencies and content addressed by the project, 2) estimate time needed versus available, 3) establish clear parameters and decision-making procedures, 4) set up collaborative work arrangements, 5) identify needed and available resources, and 6) plan assessment of student learning. Additional details are provided on goals and objectives, using available technology and time, and evaluating the project. Stages of the project and estimated times are also outlined.
LESSON 16
Project-based multimedia learning involves students acquiring new knowledge and skills by designing, planning, and producing a multimedia product. It requires thorough planning, including clarifying goals and determining timelines, resources, collaboration methods, and assessments. The process involves preliminary research, storyboarding, production, testing, and presenting. Students learn technology skills, immerse themselves in content, brainstorm designs, and create storyboards before producing and testing their multimedia presentations. Assessments and concluding activities celebrate their work.
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.
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.
Using the project based learning multimedia as a teaching-learning
Determine objectives and content that the multimedia project will address effectively
Estimate the time available
Make clear and explicit parameters and procedures that must be observed in decision making
Set collaborative and working arrangements
Determine the resources available
Plan on how to measure students’ learning
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.
Using the project based multimedia as a teaching-learning strategy
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.
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 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.
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.
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)
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.
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 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.
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.
educational tecnology 1
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.
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.
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.
Project based learning ...16
This document outlines guidelines for implementing effective project-based multimedia learning in the classroom. It discusses how project-based learning (PBL) engages students through inquiry-driven authentic questions and tasks. PBL teaches 21st century skills like communication, organization, research, self-assessment and group work. The document provides strategies from expert Michael Simkins for structuring multimedia projects, including establishing goals and timelines, collaborating in groups, conducting research, storyboarding, testing presentations, and concluding with student presentations. Teachers are advised to carefully plan projects, resources, and technology tools to maximize learning through the multimedia project process.
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.
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.
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.
Ci 350 project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
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.
Project based learning powerpoint
Project Based Learning involves students actively exploring real-world problems to develop skills and knowledge. It promotes 21st century skills like critical thinking, collaboration, and problem solving. Technology plays a key role by allowing topics to be explored through videos, podcasts, and other digital tools. An example is a project where students create robots that reenact conflicts from books, incorporating multiple subjects. Project Based Learning prepares students for future education and careers by teaching technology skills and critical thinking.
using project-based Learning multimedia as teaching-learning strategy
This document outlines objectives for applying project-based learning multimedia. The objectives are to learn how to apply this strategy to one's own field of specialization and to acquire knowledge on how to implement project-based learning multimedia to benefit from the strategy. It also asks how one can use project-based learning multimedia in teaching their own field of specialization.
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.
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Using the project based multimedia as a teaching-learning strategy
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.
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 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.
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.
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)
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.
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 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.
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.
educational tecnology 1
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.
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.
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.
Project based learning ...16
This document outlines guidelines for implementing effective project-based multimedia learning in the classroom. It discusses how project-based learning (PBL) engages students through inquiry-driven authentic questions and tasks. PBL teaches 21st century skills like communication, organization, research, self-assessment and group work. The document provides strategies from expert Michael Simkins for structuring multimedia projects, including establishing goals and timelines, collaborating in groups, conducting research, storyboarding, testing presentations, and concluding with student presentations. Teachers are advised to carefully plan projects, resources, and technology tools to maximize learning through the multimedia project process.
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.
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.
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.
Ci 350 project based learning
This document defines project-based learning as an instructional approach where students gain knowledge and skills by investigating and responding to real-world problems or challenges. It notes that project-based learning promotes 21st century skills like problem-solving, critical thinking, collaboration and communication. The document also states that project-based learning is well-suited for 21st century education because it incorporates technology and prepares students for project-based careers by teaching these important skills through hands-on projects. An example provided is a project where students create robots to enact conflicts from books they have read.
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.
Project based learning powerpoint
Project Based Learning involves students actively exploring real-world problems to develop skills and knowledge. It promotes 21st century skills like critical thinking, collaboration, and problem solving. Technology plays a key role by allowing topics to be explored through videos, podcasts, and other digital tools. An example is a project where students create robots that reenact conflicts from books, incorporating multiple subjects. Project Based Learning prepares students for future education and careers by teaching technology skills and critical thinking.
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Using the project based multimedia as a teaching-learning strategy
Using the project based multimedia as a teaching-learning strategy
Ed. Tech 1 (Project – based learning and multimedia)
Ed. Tech 1 (Project – based learning and multimedia)
Using Project-based Learning Multimedia as a Teaching-Learning Strategy - Ed ...
Using Project-based Learning Multimedia as a Teaching-Learning Strategy - Ed ...
Lesson 15 16 project-based learning and multimedia
Lesson 15 16 project-based learning and multimedia
LESSON 16Using Project-based Learning Multimedia as a Teaching-Learning Strategy
LESSON 16Using Project-based Learning Multimedia as a Teaching-Learning Strategy
Lesson 15 Project-based Multimedia Learning: What it is?
Lesson 15 Project-based Multimedia Learning: What it is?
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using project-based Learning multimedia as teaching-learning strategy
This document outlines objectives for applying project-based learning multimedia. The objectives are to learn how to apply this strategy to one's own field of specialization and to acquire knowledge on how to implement project-based learning multimedia to benefit from the strategy. It also asks how one can use project-based learning multimedia in teaching their own field of specialization.
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.
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This document defines and provides examples of different types of matrices:
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- Types include row matrices, column matrices, square matrices, null matrices, identity matrices, diagonal matrices, scalar matrices, triangular matrices, transpose matrices, symmetric matrices, skew matrices, equal matrices, and algebraic matrices.
- Algebraic matrix operations include addition, subtraction, and multiplication where the matrices must be of the same order.
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The document discusses different teaching approaches and methods. It begins by distinguishing between direct/expository approaches that have high teacher direction and guided/exploratory approaches with high student participation. It then defines key concepts like approach and method. The main types covered are direct/expository methods like deductive and demonstrative, as well as guided/exploratory methods like inductive. Characteristics, examples and advantages/disadvantages of each method are provided. The document aims to help teachers understand different instructional strategies and how to apply them based on learning objectives and content.
Project Based Learning Ppt
The document discusses project-based learning approaches that integrate 21st century skills. It outlines how projects allow students to develop in-depth knowledge on a topic, use critical thinking, make real-world connections, and demonstrate understanding through products. Effective projects are standards-driven, develop 21st century skills, focus on important questions, include ongoing assessment, and engage students through varied instructional strategies that meet varying student needs and abilities. Instructional approaches for project-based learning are student-centered and include students acting as choosers, designers, discoverers, collaborators using multiple sources of information and 21st century skills to make real-world connections.
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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.
Lilibeth pacheco
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.
Project based learning jerome
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.
A Study of Project-Based Learning in Dubai's Middle Schools.
Project-based learning (PBL) has been embraced in Dubai's middle schools as it engages students in hands-on projects that foster skills like creativity, collaboration, and problem-solving. Dubai educators have worked to carefully integrate PBL into the curriculum through teacher training, technology resources, and community partnerships. Examples of successful PBL projects in Dubai middle schools include initiatives focused on sustainability, social issues, and cultural exchange. While implementation presents challenges around assessment and time management, Dubai supports its schools to ensure PBL continues developing lifelong learners.
Project Based Learning for english students.pptx
this presentation is about project based learning that can help english student in learning this material
Multimedia
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.
Methodology with evaluation - Recreate.pdf
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This document discusses four types of IT-based projects that can engage students in higher-level thinking: 1) Resource-based projects where students find their own information to respond to a problem, 2) Simple creations where students plan and design creative projects, 3) Guided hypermedia projects where students produce multimedia presentations on selected topics, and 4) Web-based projects where students create and post single-page websites. The document provides details on each type of project, emphasizing that IT-based projects integrate information technology into project-based learning to facilitate student inquiry and discovery.
PLN
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
Project-Based Instruction
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.
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.
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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presentations from ignite talks on scale at the Spread and Scale Strategies of Hive NYC Organizations Community Meetup
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The document outlines the Leaving Certificate Applied program in Ireland. It discusses key aspects of the program including its underlying principles, elements, course design principles, school support and organization needs, teaching methodologies, program requirements, assessment and certification process. The program aims to prepare students for adult and working life and emphasizes integration of learning, personal and social development, and community involvement. It assesses students through module completion, student tasks, and final examinations.
Project OneEducational SystemBinder1. Describe the nature .docx
Project One
Educational System
Binder
1. Describe the nature of the project that you accomplished.
2. Describe and explain how you used any relevant data to complete your project. (Data could come from research, assessment results, the input from colleagues, parents and/or community members, etc.)
3. What were the financial considerations within the project? What political forces influenced the nature of the project? What cultural aspects of your work setting influenced the project?
4. Using the State learning standards, district goals, and/or community expectations as benchmarks evaluate the effectiveness of your project for improving the educational system where you work.
5. Make specific recommendations for improving upon what you accomplished.
6. Submit a plan for monitoring the impact of your project.
I. Overview
Co-teaching is designed to meet the educational needs of students with diverse learning options. It allows teachers to focus on more intense and individualized instruction in the general education setting for students with special needs. However not all schools have the ability to effectively co-teach and co-plan. Schools are not equipped to offer professional support and co-planning sessions for general education and special education teachers. Not many schools understand effective co-teaching models.
My role is to research effective co-teaching models and present this information to staff during an in-service training.
II. Relevant Data
a. Research co-teaching strategies with documented effectiveness by locating at least 5 recent journal articles.
b. Survey present teachers across two schools (building-wide) and determine what types of co-teaching is implemented in the respective classrooms.
c. Survey student and teacher feedback regarding the effectiveness of present co-teaching design.
d. Assist co-teachers with co-planning sessions and differentiation strategies.
III. Diverse Educational Setting
a. Different grade levels – High school grades 9-12
b. Different disciplines – core content areas (English, Math, Science, History)
c. Work with diverse student populations – General Education, Special Education Students and English Language Learners
IV. ISLLC Standards
a. Standard 2.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by advocating, nurturing and sustaining a school culture and instructional program conducive to student learning and staff professional growth.
b. Standard 3.0: Candidates who complete the program are educational leaders who have the knowledge and ability to promote the success of all students by ensuring management of the organization, operation and resources for a safe, efficient and effective learning environment.
...
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.
AHE Conference Paper_LCostelloe.pptx
This practice-focused paper wil consider how employing the Universal Design for Learning (UDL) framework (CAST 2018) can encourage feedback-seeking behaviour on a postgraduate programme. Recent advances in neuroscience have highlighted that individual difference is the norm across the population, and thus questioned the need to label or diagnose difference. This challenges educators to move away from previous models of ‘reasonable accommodations’ and instead to design for learning with an appreciation that all students approach their learning with differing strengths and preferences. The principles and theories of Universal Design for Learning (UDL) offer enormous potential when designing for learning: by using the UDL framework, educators can accept learner variability as a strength to be leveraged, not a challenge to be overcome (Rose and Meyer, 2002).
Furthermore, recent scholarship has pointed to the importance of developing feedback literacies among Higher Education learners. The provision of feedback is not, in and of itself, sufficient; instead, there is a growing understanding that learners need to be supported to make sense of the feedback they receive and apply it in subsequent learning situations. Literature on feedback literacy (e.g. Carless and Boud, 2018; Winstone, Balloo and Carless, 2022) recognises the importance of developing students’ capabilities ‘to seek, generate and use feedback information effectively, and to engage in feedback processes to support ongoing personal and professional development’ (Winstone et al, 2022: 58). Such a view shifts the focus away from feedback at the end of learning event, and instead advocates for feedback at a point when it can be used by the learner to improve subsequent work. This requires learners to be more aware of how and why they are using feedback, and also their own role in identifying the timing of feedback so that it is of benefit to them.
This paper will consider how the UDL framework can encourage student engagement with feedback and the development of feedback literacies, drawing on specific examples from a postgraduate programme (namely the Graduate Certificate in Academic Practice). Multi-source and multi-modal feedback opportunities are embedded throughout the programme, and students are prompted to consider the focus, mode and timing of the feedback so that it is of most benefit to them to guide their learning. This paper will point towards the benefits a programme which is underpinned by the UDL framework has in fostering student feedback literacy and feedback-seeking behaviours. It aims to prompt discussion and reflection among conference attendees with respect to both UDL and feedback literacy and to consider how these two areas of academic practice can be intertwined in order to best support student learning.
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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.
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The document discusses utilizing cooperative learning strategies for graduate IT studies. It describes using project-based learning approaches where students work in small groups on projects. The strategy aims to increase student engagement and improve the learning process. Students gain benefits like interpreting information from different sources and developing research and presentation skills. The success of implementing cooperative learning groups in IT courses at a Libyan graduate academy encouraged expanding the approach to additional courses.
Use of multimedia; what is it
Project-based learning is a teaching method where students learn new skills and knowledge by designing and creating multimedia products. It has several key dimensions: addressing core curriculum through real-world projects that extend over an extended time frame, allowing student decision making and collaboration. Students work in teams to design multimedia products that demonstrate their learning. Assessment activities clarify expectations and provide feedback to improve products and demonstrate what students have learned.
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Teaching with Visual Symbols
This document discusses various visual symbols that can be used to teach, including drawings, cartoons, strip drawings, diagrams, charts, graphs, and maps. It provides examples and definitions of different types within each category, such as affinity diagrams, fishbone diagrams, bar graphs, and physical maps. The overall message is that visual symbols can effectively summarize experiences and concepts when used correctly in teaching.
Direct Purposeful Experience
Direct, purposeful experiences provide the foundation for learning and constructing ideas about the world according to sensory input. Such experiences involve asking meaningful questions and learning objectives. While direct experiences are best, indirect experiences like reading, observing, or hearing about others' experiences can also promote learning, albeit in a vicarious way. This implies educators should provide opportunities for students to learn through hands-on experiences and real objects to develop their senses and draw meaning, guiding them to higher-level thinking.
Systematic approach to Teaching
The document outlines the steps of a systematic approach to teaching: (1) define objectives based on student needs, interests, and readiness; (2) choose appropriate teaching methods and learning experiences; (3) select relevant materials, equipment, and facilities; (4) assign roles to personnel; (5) implement planned instruction; (6) evaluate outcomes to determine if objectives were attained; and (7) refine the process based on evaluation results. The focus of this approach is ensuring orderly relationships between resources to fulfill established instructional goals and meet the needs of students.
The role of Educational Technology in Learning
The document discusses the roles of educational technology in learning from a constructivist perspective. Traditionally, technology served as a means to deliver instruction, but constructivism views technology as a learning tool used with learners, not just a way to deliver information from teachers. According to constructivist theory, technology can serve four key roles in supporting learning: as a tool for knowledge construction, an information vehicle for exploring knowledge, a context for learning by doing, and a social medium for learning through conversation. The goal is for technology to support learners in building understanding through representing their own ideas, accessing information, solving problems, collaborating, and reflecting on their learning.
The cone of Experience
This document summarizes Edgar Dale's Cone of Experience, which illustrates that learners retain more information through hands-on experience compared to passive learning methods. At the bottom of the cone is direct purposeful experience, where learners retain 90% of information. Moving up the cone, retention rates decrease for methods like demonstrations (70%), exhibits (50%), and verbal symbols (10%) which provide the least engagement. The cone is a tool to help instructors choose activities that maximize learner retention by incorporating multiple senses and keeping learners close to real-world experiences.
The Meaning of Educational Technology
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It is a field that applies a complex, integrated process to analyze and solve problems in human learning. Educational technology involves people, procedures, ideas, devices, and organizations to design reliable techniques for engaging learning. Related terms include technology in education, which applies technology to educational processes and institutions; instructional technology, which focuses on instruction; and technology integration, which uses technology to introduce and extend skills. Educational media refers to communication channels used in education.
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Using the Project-Based Multimedia as a Teaching-Learning 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: * Targeting students’ Zones of Proximal Development (ZPD) * Capitalizing on students’ Intellectual Strengths and Talents * Fostering Authentic Motivation
- 5. The effective use of Project-based Multimedia Learning requires through planning. Initial planning involves: * Clarifying goals and objectives. * Determining how much time is needed and extent of students involvement in decision making. * Setting up forms of collaboration. * Identifying and determining what resources are needed. * Deciding on the mode to measure what students learn.
- 6. The various phases of the project include: * 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. Thank you!!! Prepared by: Mary Ann J. Vasquez Cathy Leen F. Beṅalon BEED PSED 2-A