Project-based multimedia learning is a teaching method in
which students “acquire new knowledge and skills in the course of designing,
planning, and producing multimedia product.” The name project-based multimedia
learning implies the use of multimedia and the learning activity includes a
project.
Dimensions
of Project-Based Multimedia Learning
Project-based multimedia learning has seven key
dimensions: Core Curriculum, Real-world Connection, Extended Time Frame,
Student decision making, Collaboration, Assessment, and Multimedia.
Core curriculum. At
the foundation of any unit of this type is a clear setoff learning goal drawn
from whatever curriculum or set of standards is in use. We use the term core to
emphasize that project-based multimedia learning should address the basic
knowledge and skills all students are expected to acquire, and should not
simply be an enrichment or extra-credit activity for a special few. Often,
these projects lend themselves well to multidisciplinary or cross-curricular
approaches.
Real-world connection. The project seeks to connect students’ work in school with the wider world in which students live. It is critical that the students-not only teacher-perceive what is real about the project. The content chosen, the types of activities and the types of products must be real in life.
Extended time frame. A good project is not a one-shot lesson. It extends over a significant period of time. The actual length of a project may vary with the age of the students and the nature of the project. One project may take days or weeks.
Student decision
making. In project-based multimedia learning, students have a say. But it
is clear to them that the teacher in in charge and so the students understand
that there are decisions which only the teacher can make. Students, however,
are given considerable leeway in determining what substantive content would be
included in their projects as well as the process for producing them.
Collaboration.
Project-based multimedia learning demands collaboration. Collaborations working
together jointly to accomplish a common intellectual purpose in a manner
superior to what might have been accomplished working alone.
Assessment.
There are three (3) assessment concerns in project-based multimedia learning,
namely: 1) activities for developing expectations; 2) activities for improving
the media products; 3) activities for compiling and disseminating evidence of
learning.
Students must be clarified on what is expected of them
and on how they will be assessed. In project-based multimedia learning, they
are expected to show evidence that hey gained content information, became
better team members, could solve problems and could make choices. Students are
also expected to assess their own media products so they can improve on them.
Multimedia. In
multimedia projects, students do not learn simply by “using” multimedia
produced by others; they learn by creating it themselves.
Why used project-based multimedia
learning? Because it is “value added” to your teaching. It is a
powerful motivator as proven in the classes of teacher. It actively students in
the learning task. Students are likewise engaged in the production of
multimedia presentation.
What can be some
limitation of the use of project-based multimedia learning strategy?
One limitation that we see is the need for an extended
period of time. You need time to orient the students on what are expected of
them, guidelines, goals, and objectives of the project, and more so for your
students to gather and organize their data, work on their presentations and the
like. The strategy requires technical skills on your part and on the part of
your students.
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