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:
Functional testing and user testing.
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