Using
the Project-based Learning Multimedia as a Teaching-learning Strategy
Compare
you list of steps to the following steps suggested by Michael Simkins, who are
experts in project-based multimedia learning.
1.) Go
over the K to 12 content and performance standards and competencies to
determine objectives and content that the multimedia project will address
effectively.
2.) Estimate
how much time you need to spend compared to how much time is available.
3.) Make
clear and explicit parameters and procedures that must be observed in decision
making. Take note that involving students in decision making where they can be
involved has educational advantages.
4.) Set
collaborative working arrangements to enable students to share their knowledge
and skills and to build on one another’s strengths.
5.) Determine
what resources you will need and what are available.
·What
library materials are available?
·What
information can your students collect or what resources can they gather by
going for field trips in the community?
·Are
there people in the community who can serve as resources in the area your
students are studying?
·Is
internet available?
·Consider
newspapers, television and radio as sources of information.
·Depending
on what your students’ project involves.
6.) Plan
on how you will measure what students learn.
Another
important thing is to determine the resources available from library materials,
community resources both material and human, internet, news media- since this
project calls for multimedia. 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.
·Let
students compose text and select and prepare graphics and sounds as they plan.
BEFORE
THE PROJECT STARTS
1.) Create
project description and milestone.
2.) Work
with real- world connections.
3.) Prepare
resources.
4.) Prepare
software and peripherals such as microphones.
5.) Organize
computer files- finding files eats most of your time if you are not organized.
6.) Prepare
the classroom.
INTRODUCING
THE PROJECT (ONE OR TWO DAYS)
Help
the students develop a big picture to understand the work ahead.
1.) Review
project documents. You can ask students to work with the project documents you
have produced.
2.) Perform
pre-assessments.
3.) Perform
relevant activities.
4.) Group
students.
·By
topic interest
·By
student talent and expertise
·By
student choice
·Randomly
5.) Organize
materials
LEARNING
THE TECHNOLOGY (ONE TO THREE DAYS )
Give
a chance for the students to work with whatever software and technology they
will be using.
PRELIMINARY
RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECTS SIZE)
At
this stage, students should immerse themselves in the content or subject matter
they need to understand to create their presentations.
CONCEPT
DESIGN AND STORY BOARDING (THREE TO FIVE DAYS)
After
collecting initial information, hold a brainstorming session where the whole
class or a subgroup defines a tentative approach to the subjects.
Here
are few design tips to keep in mind throughout story boarding and production:
·Use
scanned, handmade artwork to make a project look personal and to manage scarce
technology resources.
·Keep
navigation.
·Organize
information similarly throughout so users can find what they are looking for.
·Care
for collaboration.
·Organize
manageable steps.
·Check
and assess often.
ASSESSING,
TESTING, AND FINALIZING PRESENTATIONS (ONE TO THREE WEEKS)
There
are two kinds of testing to think about:
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