Lesson 15: Project-based multimedia learning

—Project –Based Multimedia Learning

—- a teaching method in which students “acquire new knowledge and skills in the course of designing, planning and producing multimedia product.” (Simkins, et al, 2002.)

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—Dimensions of Project-Based Multimedia Learning

1.Core Curriculum

2.Real-World Connection             

   

3.Extended Time Frame 

4.Student Decision Making     

5.Collaboration    

                

6.Assessment

7.Multimedia   

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—Brief Explanations by “Simkins, 2002”

1. Core Curriculum. At the foundation of any unit of this type is a clear setoff learning goals 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.

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2. Real-World Connection. It seeks to connect students’ work in school with the wider world in which the students live. You may design this feature into a project by means of the content chosen, the types of activities, the types of products, or in other ways.

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3. 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.

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4. Student Decision Making. In project-based multimedia learning, students have a say. Teachers look carefully at what decisions have to be made and divide them into “teacher’s” and “students” based on a clear rationale.

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5. Collaboration. We define collaboration as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone. Students may work in pairs or in teams of as many as five or six.

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6. Assessment. Regardless of the teaching method used, data must be gathered on what students have learned. When using project-based multimedia learning. Teachers face additional assessment challenges because multimedia products by themselves do not represent a full picture of student learning.

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—Three Roles of Assessment in Project-Based Multimedia Context

ØActivities for developing expectations:

ØActivities for improving the media products; and

ØActivities for compiling and disseminating evidence of learning.

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7. Multimedia. In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves. The development of such programs as Hyperstudio, Kid Pix, and Netscape Composer has made it possible for students of all ages to become the authors of multimedia content.

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