Lesson 16

USING THE PROJECT-BASED LEARNING MULTIMEDIA AS A TEACHING-LEARNING STRATEGY

“Project-based learning enables classrooms to emphasize this undervalued part of the “invisible curriculum” what author Daniel Goleman has called “emotional intelligence.”

INTRODUCTION

            After learning about the what of project-based learning, let uds see how we go about it if we want to benefit from this strategy.

ABSTRACTION

Goals and objective are always the starting points of planning. When we plan a multimedia learning project as a teaching strategy, we begin by clarifying our goals and objectives.

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.

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 suggest the following:

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.

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.

2.    Perform pre-assessments.

3.    Perform relevant activities.

4.    Group students.

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 TREE WEEKS, DEPENDING ON PROJECT SIZE)

            Students should immerse themselves in the content or subject matter they need  to understand to create their presentations. Students will engage in relevant experiences or conduct research to collect information and gather ideas. Field trips, teacher-guided lessons, student research, interviews, observation and questioning are all activities that might occur during this stage.

            Students can tag and collect information they think might be valuable for their presentations: compelling photographs, quotes, sounds and other media they encounter in their research.

CONCEPT DESIGN AND STORYBOARDING (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 and discusses some preliminary design ideas.

            Here are a few design tips to keep in mind throughout storyboarding and production.

·         Use scanned, handmade artwork to make a project look personal and to manage scarce 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. Functional testing means trying all the buttons, taking all possible paths through the presentation, checking for errors, missing images and the like. User testing means showing the presentation to members of the target audience and finding out if they can successfully navigate it and understand it.

            Assessment means critical evaluation of your presentation. After assessment and testing , your students will  be revising and making a” release candidate” a version everyone thinks is just about perfect.

CONCLUDING ACTIVITIES (ONE TO THREE)

            Allow time for students to present and show off their hard work. You and they will proud of what they have done and will want to share it wit others. Concluding activities make a memorable project even more special.