LESSON 16

Project based learning multimedia as a teaching learning strategy

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 multimedia
product.
 Explore the ideas and challenge them through collaborative activities
Group work in PBL means collaborative learning where learners cultivate,
justify, argue, and recognize multiple perspectives on an issue to create the
most appropriate and viable products. The PBL process entails individual and
group dynamics to help the learner make meaning from the content and process
to articulate that meaning. This happens from the onset of the experience and
through each subsequent learning event. This becomes the basis for
collaborative activities within the PBL experience.

 Utilize the inquiry process to refine products.The inquiry process reflects

the complex social situations that experts go through while solving problems
and innovating new products. It is the main through line for any well-
thought-out PBL project. As students develop their products, the continuous
refinement process is what elicits higher quality work from them. The
refinements students complete are based on feedback from their peers, the
experts with whom you partner, and your guidance. Therefore, the same
deliberations need to be taken when training your students to provide
feedback.
 Develop the summative product that addresses the challenge or problem &
publically share it

The premise of PBL is to solve real-world challenges through questions,

investigations, analyses, drawing conclusions, and finally the presentation of
findings to an authentic audience. Modeling, coaching, and scaffolding combined
throughout a project help our students acquire the content and skills needed to
reflect on and articulate their final solutions.
We know final solutions are far more effective when the audience is made up of
experts, as students are genuinely concerned about the potential impact of the
presentation and changes that they may achieve as a result rather than a grade
they receive (Laur, 2013). This is why we also suggest experts are rotated
throughout the project, so the final product is a representation of the circular
feedback loop that is so important.

We encourage you to notice how the key features allow you to teach the project
through the curriculum rather than as an enrichment piece added on after you
teach your students. Your standards and learning outcomes, in one content area
or multiple content areas, become central to the development and design of the
final products. This is one of the more challenging aspects for teachers as they
transition to a learner-centered classroom .

A. ACTIVITY :
The seven steps, consisting of: (1) the formulating the expected learning outcome, (2)
understanding the concept of the teaching materials, (3) skills training, (4) designing the
project theme, (5) making the project proposal, (6) executing the tasks of projects and (7)
presentation of the project report.
B. ANALYSIS
1. They are almost the same, that explains how 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.
2. I am giving myself 4 out of 5. Very good.
C. ABSTRACTION
1. Before the project starts
Create Project description and milestones. Set deadlines by writing a brief
abstract of your project.
2. Introducing the Project (one or two days)
It will help the students to develop a big picture to understand the work
ahead
3. Learning the Technology (2-3 days)
Give a chance for the students to work with whatever software technology
they will be using.

4. Preliminary research and planning 3 days- 3 weeks , depending on the project size.
 Students will engage in relevant experiences or conduct research to collect
information and gather ideas.
5. Concept design and story boarding
Now is the time to talk about organizing a presentation to make it useful to
the audience.
6. Assessing, Testing and Finalizing presentations
You have to do it while the students have time to fix the problems they find.
7. Concluding activities
Allow the students to present and show off their hard work.
D. APPLICATION
1. I have learned that if I want my students to develop their higher mental skills of
abstracting, organizing, generalizing, synthesizing and constructing you will need to
give them adequate concrete experiences either direct or indirect.
E. Summing up
IV.ASSESSMENT:
PLANNING- Setting goal ,choosing a theme, specifying the purpose
RESEARCHING-Collecting information from variety of sources
ORGANIZING- Arranging and Displaying the ideas(writing , layout, graphics)
DEVELOPING – Putting everything into the computer
COMMUNICATING- Presenting the project to an audience
EVALUATING- What worked? Or what needs improvement.
 LESSON 17
Activity
1. For me it highly depends on your memorization technique, but understanding the material
makes it incredibly easier to memorize.
2. Yes I like it also.
3. Basic fact memorization makes information readily available for deeper learning and
making connections to new material. The storeroom of knowledge packed into memory
makes it much more likely a creative connection will occur when the next round of facts
come along.
4. Yes, because I do believe that Memorization is a foundational skill that can be used to
build understanding and then application and creation.

Analysis:
1. Memorization
2. No, we should go beyond memorizing for tests and we should not study for a
passing score and a passing grade.
Abstraction:
Authentic assessment is more appropriate for the constructivist classroom
Students perform real world task , thus the word authentic.
Summing –up
The paper pencil tests are not adequate to assess learning in a constructivist
technology supported learning. Paper-and-pencil assessment refers to traditional
student assessment formats such as written tests and also to standardized tests that ask
students to use pencils to fill in bubbles on a scannable answer sheet.

Making the Connection

1. Self-assessment provides students with an opportunity to self-evaluate, or make
judgments about their learning process and products of learning, based on criteria
that they have agreed on with their instructor.
2. Yes, Constructivism is an important learning theory that educators use to help their
students learn. Constructivism is based on the idea that people actively construct or
make their own knowledge, and that reality is determined by your experiences as a
learner. Basically, learners use their previous knowledge as a foundation and build on it
with new things that they learn. So everyone's individual experiences make their learning
unique to them. 
3. I would suggest to create on their own. Learners routinely generate hypotheses, conduct
investigations, assess results and make predictions.

Assessment:
1. Authentic Assessment is most appropriate for the constructivist classroom. Authentic
assessment measures collective abilities, written and oral expression skills, analytical
skills, manipulative skills, (like computer skills) integration, creativity and ability to work
collaboratively
2. The process-oriented approach evaluates how a skill is performed, whereas the product-
oriented approach evaluates the outcome of the skill performance
3. Evaluating Learning can take many forms, including surveys of learner reaction
(sometimes called “smile sheets”), knowledge tests, skill demonstrations, comparisons
of pre- and post- learning performance, and calculations of return on investment.
 LESSON 18
OBJECTIVES:
1. Educational media refers to channels of communication that carry messages with an
instructional purpose. They are usually utilized for the sole purpose of learning and
teaching.
2. The importance of Educational Media Center is to provide teacher and students easy
access for information search. The Educational Media Center functions as a vital
instrument as well as a basic requirement for quality education by enriching all parts of
the school's educational process.
3. Elements of EMC
It is a source center.
A learning laboratory.
A teaching agency.
A service agency.
A coordinating agency.
A center for recreational reading, viewing and listening.
A stepping stone to other community resource centers.
Discussion Questions:
1. t provides materials which will enrich and implement the curriculum; it encourages
individual exploration and inquiry; it provides materials and facilities for research and
self-directed learning. It is a teaching agency. It teaches students how to find
information; it stimulates new interest. It is a service agency.
2. An educational media center is a facility designed for housing and utilization of all
educational media within the school, such as instructional materials, equipment
collections, media development facilities, and a trained staff.
Application:
1, EMC is like a “stairway to heaven” because it is a stepping stone to other
community resource centers that make connections towards your dreams.
2. Orientation service by role playing.
Assessment:
1. An educational media center is a facility designed for housing and utilization of all
educational media within the school, such as instructional materials, equipment
collections, media development facilities, and a trained staff
2. It should be accessible to all remote areas.