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Objectives:
1. To define project-based multimedia learning
2. To enumerate the elements of project-based multimedia learning
3. To use project-based multimedia learning
4. To evaluate the disadvantages of the use of project-based learning and multimedia
learning
ACTIVITY
Take time to watch the video in the link below
https://www.youtube.com/watch?v=crMM4z3oKmQ
ANALYSIS
Look at the two illustrations below and discuss how this may relate to the project based learning
ABSTRACTION
A class that effectively employs project-based multimedia learning is highly animated and
actively engaged. Together with other students, every student is absorbed in a task in line with
the goals and objectives made clear at the start. Time has wings. Time flies so fast that students
don’t feel its passing. Teacher does not just stay in front of the class lecturing. She monitors
students as they work. Students consult her for guidance and comments. She does not impose
her will on students. With her guidance, she allows students to make decisions for themselves.
She has more time for those students in need of greater help and attention. By going around, she
can sense if students are on the right track and if the goals and expectations set at the start are
not set aside but remain to be the governing factor behind every activity. The students’
intellectual power is very much challenged as they read research for basic information and as
they analyze and organize from their computer courses and creativity and imagination are
demanded when the students produce multimedia presentation by using multimedia produced
by others. A question that may be asked as this point is: won’t the content be sacrificed? I don’t
think so. This project-based multimedia learning is most of all anchored on the core curriculum.
This means that project-based multimedia learning addresses the basic knowledge and skills all
students are expected to acquire as laid down in the content and performance standards and
competencies of the k to 12 basic education curriculums. Let us know more about project-based
multimedia learning in the paragraphs that follow: 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.” (Simkins, et al., 2002.) The name project-based
multimedia learning implies the use of multimedia and the learning activity includes a project.
Objective:
1. To describe the steps involved in the use of project-based multimedia learning strategy.
ABSTRACTION
Goals and objectives are always the starting points of planning. When we plan a
multimedia learning project as a teaching stat clarifying our goals and objectives. From the list
of objectives and content found in the K to 12 Curriculum Guide, we select which one will lend
themselves to a project –base multimedia learning strategy. Since this strategy requires much
time we have to spend as seen against time available or face failure and disappointment
afterwards.
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 devote to a multimedia project, Simkins et al. (200) suggest
the following:
· Use technology students already know.
· Use time outside of class wherever possible. Assign skills practices as homework.
· Use “special” classes (like art or music) as extra time.
· Let students compose text and select and prepare graphics and sounds as they plan. Consider
the possibility of yours students doing original researches themselves.
· Let us make clear to our students our policy on decision making and collaboration for smooth
working relations.
· Finally, we must have a plan on how we are going to evaluate learning.
So you have decided on the objectives and content with which to use the project-based
multimedia strategy and have determined resources available. What are you going to do next.
Simkins et al. (200) suggest the following:
1. Create project description and milestones. Put in a nutshell what your project is all about.
Describe your project in forty (40) words or less. Include your instructional goals and objectives.
Include the project components students will be responsible for and their due date. B writing a
brief abstract of your project, you have a full grasp of the essence of your project and that your
focus will not get derailed.
2. Work with real –world connection. If you have people outside the classroom involved
as clients or assessors (evaluators) work with them to make an appropriate schedule and include
their ideas for activities.
3. Prepare resources. Seek the assistance of your librarian or school media
`The question we raise are: “Is it really bad to memorize for the test?” and “ Is it not
good to study for score and for a grade? The answer to both questions is a NO. it is not bad to
memorize for the test. Examines even take in Memory Plus food supplement to increase their
power to memorize. Neither is it bad to study for scores and grade, however, we should go
beyond memorizing for tests and we should not study only for a passing score and a passing
grade.
In a constructivist classroom, learning transcend memorization of facts. It is putting these
isolated facts together, from concepts and making meaning out of them. It is connecting the
integration of these facts and concepts to daily life. It is seeing the relevance of these facts and
concepts to what we value and treasure in life. If that is what learning is from the eyes of the
constructivists, then definitely, the pure memorization (sometimes without understanding done
for a mere recall test does not jibe with such belief.
What then is the assessment practice that will be congruent with the constructivist’s
thinking? It is a higher level form of assessment that will require the display of the basic skills of
writing and speaking, computing and the more complex skills of applying concepts learned,
analyzing, critiquing and evaluating, integrating and creating and the social skills of working with
call for alternative forms of assessments. The traditional paper – and – pencil test will prove to
be inadequate to measure basic skills and social skills.
Authentic assessment is most appropriate for the constructivist classroom. ( You will learn
more about authentic assessment in your two subjects on assessment.) authentic assessments
measures collective abilities, written and oral expression skills, analytical skills, manipulative
skills, (like computer skills) integration, creativity, and ability to work collaboratively.
In authentic assessment, students perform real – world tasks, thus the word
“authentic”. It is an assessment of a process or a product. That is why authentic
assessment includes performance or product assessment. The performance is a
reliable measure of skills learned and the product is a proof of the acquisition of skills. These
performance and product are assessed. Again the mere paper – and – pencil test cannot evaluate
these. So what do we need? We need to observe and evaluate and, to do it more objectively,
with the aid of the scoring rubric. ( You will be taught how to make a scoring in rubric in your
assessment courses.) for now it may be sufficient to see a sample of a scoring rubric to get an
idea of what it is about and to see its place in assessment.
ABSTRACTION
An EMC is a facility designed for the housing and utilization of all educational media within
the school. It is a basic requirement for a school to render quality service. It is not independent
of the school. Rather, like any part of the human body, it is a unit in the school that cooperates
with one another units or departments that help the school fulfill its mission and realize its vision
by living up to the school’s philosophy and aims. It serves a myriad of roles, among which are: 1.
Center of resources, 2. Laboratory for learning, 3. Agent of teaching, 4. Service agency, 5.
Coordinating agency, 6. Recreational reading center , and 7. A stepping stone to other resources
of the community.
An EMC renders various kinds of services. It services boil down to improving the teaching –
learning process by making it more interactive, collaborative, interesting and authentic.
What must an EMC have to be a functional EMC?
The evaluation questions for a functional EMC (Lucido & Borabo, 1997) give the following
elements.
1. The institutional media services
o Is the administration committed to a media program?
o Is the program of media services administered by a media specialist through media center?
o Is the center operating at the same level as other major institutional services of the school?
o Are they clearly defined policies, procedures, and plans for short, medium and long term
coverage?
o Is the center provided with appropriate facilities, finances (a regular budget) and staff (both
technical and clerical)?
o Is the center capable of giving media and / or educational media technology advises/assistance to
the faculty?
2. Media and instruction
o Are the faculty encouraged to use media as an integral part of instruction?
o Are classrooms equipped and/or adapted for the best possible use of educational media?
o Is the media ce nter accessible to all classrooms and lecture/ conference room?
o Is there educational media technology information dissemination?
o Is there proper cooperation between faculty and using media for instructions?
o In particular, are faculty members assisted by the media center staff in analyzing teaching needs
and in designing, selecting and using educational media to meet these needs?
o Is there an adequate storage, filing and retrieval/borrowing system for instructional hardware and
software/materials?
o Is the center capable of technical operations relating to technical assistance, equipment repair
and cleaning continuous upgrading of facilities?
o Is there a capability for production of graphics, audio visual and other media materials for
instruction?
· Classroom facilities
o Are classroom designed for and provided with essential facilities foe effective use of educational
media?
o Specifically, are classrooms equipped for full light control, electrical outlets, appropriate
ventilation and media operations space?
o Are classrooms equipped with a bulletin board, chalkboard projection screen, maps, rails, etc. for
instruction using media?
· Media program
o Are there clear-cut administration policies on the media program?
o Is there an adequate source/system of funding?
o Is there appropriate hiring of media center supervisions, creating and technical personnel
,consultant and clerical staff?