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 preliminary research and planning, designing concepts and storyboards, producing initial drafts, assessing and testing presentations, and concluding with presenting the final projects to audiences. It provides details on activities and considerations for each phase of the process.

1. Using the Project-based Learning
Multimedia as a Teaching-
Learning Strategy
•Project-based multimedia learning is a
method of teaching in which students
acquire new knowledge and skills in the
course of designing, planning, and
producing a multimediaproduct.

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

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

4. VARIOUS
PHASES OF THE
PROJECT

5. ☺BEFORE THE PROJECT STARTS
Create project description and
milestones.
• Identify what isyour project all about
and describeit in aforty (40) wordsor less.
• Includetheproject componentsstudents
will beresponsiblefor and their duedate.

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

7. Work with Real
If you havepeopleoutsidethe
classroom involved asevaluatorswork
with them to makean appropriate
scheduleand includetheir ideasfor
activities.

8. Prepare Resources
Seek theassistanceof your librarian or school
mediaspecialist.

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

10. Organize Computer Files
Finding fileseatsmost of your timeif you
arenot organized. Naming filesand
foldersafter their filetypeand section title
helpsto keep thingsorganized and makes
it easier to mergeelementslater on.

11. Sample:

12. Prepare the Classroom
Organizebooks, printed papersand any
other resourcesso studentscan accessthem
independently.
Makebulletin boardsin theroom for
hanging printoutsof student work, schedules,
and organizational charts.

14. ☺ introducing the project
Help thestudentsdevelop a“big picture” to
understand thework ahead. Makesurewhat they
will bemaking, who their audiencewill beand
what you expect them to learn and demonstratein
termsof theRBEC.

15. 1. Review project documents
You can ask studentsto work with the
project documentsyou haveproduced.
Encourageyour studentsto ask questionsabout
theproject to clarify what you havewritten.

16. 2. Perform pre-assessments
Your studentscan writepre-assessment
questionsbased on your learning goalsto further
clarify expectations.

17. 3. Perform relevant activities
You can show studentsanything you can find
that issimilar to what they will beproducing such
asWebsiteor your own mini-project you did to
learn thetechnology. You can also brainstorm for
topics, organizational ideas, and design ideas.

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

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

20. ☺Learning the technoLogy
Giveachancefor thestudentsto work with
whatever softwareand technology they will beusing. If
somestudentsarealready familiar with thetoolsand
processes, ask them to help you train theothers. If
studentsarenew to multimedia, then begin with lesson
that involveusing thedifferent mediatypes. Remember,
you and your studentsarecolearnersand you both learn
asyou go.

21. ☺ PreLiminary research and
PLanning
At thisstage, studentsshould immerse
themselvesin thecontent or subject matter they need to
understand to createtheir presentations.

22. ☺ ConCept design and storyboarding
Processof organizing apresentation that is
useful to theaudience.
Storyboard: isapaper-and-pencil sketch of the
entirepresentation, screen by screen, or in the
caseof video, shot by shot.

23. Hereareafew design tipsto keep in mind
throughout storyboarding and production:
• Usescanned, handmadeartwork to makea
project look personal and to managescary
technology resources.
• Keep navigation
• Organizeinformation similarity throughout so
userscan find what they arelooking for.
• Carefor collaboration
• Organizemanageablesteps
• Check and assessoften

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

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