EDUC 4 REVIEWER

LESSON 14

PROJECT-BASED LEARNING AND MULTIMEDIA

Background Information

Project-based learning is not a new educational method.

The use of multimedia is a dynamic new form of communication.

The merging of project-based learning and multimedia represents an extraordinary teaching strategy
that we call project-based multimedia learning.

Guidelines for implementing and developing your own units based on this strategy.

•By project-based learning, we mean a teaching method in which students acquire new knowledge
and skills in the course of designing, planning, and producing some product or performance.

•By multimedia, we mean the integration of media objects such as text, graphics, video, animation,
and sound to represent and convey information. Thus, our definition is:

• 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.

Students’ multimedia products will be technology-based presentations, such as a computerized slide

show, a Web site, or a video. These presentations will include evidence that your students have
mastered key concepts and processes.

• DIMENSIONS OF PROJECT-BASED MULTIMEDIA LEARNING

- Core Curriculum
• At the foundation of any unit of this type is a clear set of learning goals. Core Curriculum
drawn from whatever curriculum or set of standards is in use. Core emphasizes that project-
based multimedia learning should address the basic knowledge and skills all students are
expected to acquire. These projects lend themselves well to multidisciplinary or cross-
Multimedia Multidisciplinary curricular approaches.
- Real- World Connection
• Project-based multimedia learning strives to be real. It seeks to connect students' work in a
school with the wider world in which 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. What is critical is that students-not only the teacher- perceive what is real about the
project.
- 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.
It may be days, weeks, or months. What's important is that students experience a succession
 of challenges that culminates in a substantial final product from which they can derive pride
and a clear sense of accomplishment.
- Student Decision Making
• Students have an opinion.
Divide them into “teachers” and: students” based on a clear rationale (decisions)
The teacher can allow students to determine what substantive content would be included in
their projects.
Students can make decisions about the form and content of their final products, as well as the
process for producing them.
- 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. Whole-class collaborations are also
possible.
- 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. Students are gaining content information, becoming better team members,
solving problems, and making choices about what new information to show in their
presentations.

ASSESSMENT HAS 3 DIFFERENT ROLES IN THE PROJECT-BASED MULTIMEDIA CONTEXT.

Activities for developing expectations;

Activities for improving the media products; and
Activities for compiling and disseminating evidence of learning.

- Multimedia
• In multimedia projects, students do not learn simply by "using" multimedia produced by
others; they learn by creating it themselves. As students design and research their projects,
instead of gathering only written notes, they also gather-and create- pictures, video clips,
recordings, and other media objects that will later serve as the raw material for their final
product.
WHY USE PROJECT-BASED-LEARNING?

Identifying, organizing, planning, and allocating time, money, materials, and workers.
Negotiating, exercising leadership, working with diversity, teaching others new skills, serving
clients, and customers, and participating as a team member.
Selecting technology, applying technology to a task, and maintaining and troubleshooting
technology.
TEACHING THE NEW BASIC SKILLS, RICHARD MURMANE AND FRANK LEVY (1996) DESCRIBE
THREE SKILL SETS STUDENTS NEED TO BE COMPETITIVE FOR TODAY’S JOB:
 HARD SKILLS (math, reading, and problem-solving skills mastered at a much higher level than
previously expected of high school graduates);
SOFT SKILLS (the ability to work in a group and to make effective oral and written
presentations; and
The ability to use a personal computer to carry out routine tasks (word processing, data
management, and creating multimedia presentations).

LESSON 15
• USING PROJECT BASED- MULTIMEDIA AS A TEACHING LEARNING STRATEGIES
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. -Use
“special” classes (like art or music) as extra time Let students compose text and select and
prepare graphics and sounds as they plan.

BEFORE THE PROJECT STARTS

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. Set deadlines. By writing brief abstract of your project, you have a full grasp of the
essence of
 2. Work with real-world connections. If you have people Outside the classroom involved as
clients or assessors (evaluators) work with them to make an appropriate schedule and
include their
3. Prepare resources. Seek the assistance of your librarian or school media specialist.
4. . Prepare software and peripherals such as microphones. Ask the help of technical people.
5. Organize computer files files eats most of your time if you are not organized. Naming files
and folders after their file type and section title helps to keep things organized and makes
it easer to merge elements later on.
6. Prepare the classroom. Organize books, printer paper and any other resources so
students can access them independently. Make room on the bulletin boards for hanging
printouts of student work, schedules, and organizational charts.

INTRODUCING THE PROJECT (ONE OR TWO DAYS) – Help the students develop a “big
picture” to understand the work ahead. Make clear what they will be making, who their
audience will be and what you expect them to learn and demonstrate in terms of the K to
12 Standards and Competencies.

What to do:
1. Review project documents
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 students the chance to work with whatever software and technology they are using. If some
students are already familiar with the tools and processes ask them to help you train the others.
Remember, you and your students are co-learners and you both learn as you go.

PRELIMINARY RESEARCH AND PLANNING (THREE DAYS TO THREE WEEKS, DEPENDING ON PROJECT
SIZE)

At this stage students should immerse themselves in the content or subject matter they need to
understand to create their presentation. Students will engage in a relevant experiences or conduct
research to collect information and gather ideas. Field trips, teacher-guided lessons, students
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. During
field trips, they can take a photographs for their presentations. Students can keep records of URLs
(uniform resource locators or Web-addresses) and content of Web-Sites they find. This is a good time
to emphasize fair- use and plagiarism issues, as well as the importance of crediting sources.
CONCEPT DESIGN AND STORYBOARDING (3-5 DAYS)

What is a storyboard?

It is a paper-and-pencil sketch of the entire presentation,screen by screen or, in the case of video,shot
by shot.

Each pane of the storyboard shows:

TEXT

IMAGES

SOUNDS

MOTION

INTERACTIVITY BUTTONS

REMEMBER:

THERE SHOULD BE NO DESIGN:

THIS IS A QUICK SKETCH: A HOME PAGE WITH SIX BUTTONS FOR SIX TOPICS CONNECTS TO SIX TOPIC
SCREENS FROM EACH BUTTON.

REQUIRING A STORYBOARD PROVIDES A NATURAL CHECK-IN POINT FOR YOU AND GIVES YOUR
STUDENTS AN OPPORTUNITY TO PLAN AHEAD. THEN,WHEN OTHER QUESTIONS ARISE, THE FLOW
CHART OR STORYBOARD BECOMES A CONCRETE REFRENCE POINT FOR WHAT TO DO NEXT.

FEW DESIGN TIPS:

1.USE SCANNED,HANDMADE ARTWORK TO MAKE A PROJECT LOOK PERSONAL AND TO MANAGE

SCARCE TECHNOLOGY RESOURCES

3.ORGANIZE INFORMATION SIMILARLY THROUGHOUT SO USERS CAN FIND WHAT THEY ARE LOOKING
FOR.

2.KEEP NAVIGATION

4.CARE FOR COLLABORATION

5.ORGANIZE MANAGEABLE STEPS

6.CHECK AND ASSESS OFTEN

ASSESSING, TESTING, AND FINALIZING PRESENTATIONS(ONE TO THREE WEEKS)

Kindle of Testing

Functional testing -means trying all the possible paths through the presentation, checking for errore,
maleeing Images, and the . User testing means-showing the presentation to members of the target
audience and seeing if they can successfully navigate it and understand it.
Assessment means critical evaluation of Your presentation.

The key idea about testing and accessing is this: You have to do it while studente still have time to fix
the problems they find, or studente will find the enterprise pointless and demoralising.

CONCLUDING ACTIVITIES (ONE TO THREE DAYS) Allow time for students to present and show off their
hard work. You and they will be proud of what they have done and will want to share it with others.
Concluding activities make a memorable project even more special. The end-of the- quarter activity
that is expected of the K to 12 curriculum is very opportune for project-based multimedia learning,

The effective use of project-based multimedia learning requires thorough planning. Initial planning
involves:

1) Clarifying goals and objectives, 2) determining how much time is needed and extent of

Students’ involvement in decision making,

3)Setting up forms of collaboration, 4) identifying and determining what resources are

needed, and 5) deciding on the mode to measure what students learn.

The various phases of the project include: 1) before the project starts

2) Introduction of the project.

3) Learning the technology,
4) Preliminary research and planning
5) Concept design and storyboarding,
6) First draft production,
7) Assessing, testing, and finalizing presentations, and 7) concluding activities. The suggested
steps for each phase were Outlined in this lesson.
LESSON 13

Maximizing the Use of Overhead Projector and the Chalkboard

THE CHALKBOARD

1.Write clearly and legibly on the board. Take note that there are children in the last rows.

2. It helps if you have a hard copy of your chalkboard diagram or out line. That helps you to visualize
the diagram or outline you like to appear on the chalkboard. That clean diagram and organized outline
must match what you do on the chalkboard.

3. Don’t crowd your notes on the board. By overcrowding your board work, Your students may fail to
see the key ideas. They may not see the trees because of the forest.

4. Make use of colored chalk to highly the key points. Color will also make your board more appealing.
I witnessed one good teacher who had nobOther visual aid except herself, the chalkboard and her
colored chalks.

5. Do not turn your back to your class while you write on the chalkboard. Write side view as you talk.
Don’t lose your eye contact with your class.

6. For the sake of order and clarity, start to write from the left side of the board going right.

7. If you teach the grades and you think the lines on the chalkboard are needed for writing exercise,
then provide the lines for your board.

8. Look at your board work from all corners of the room to test if pupils from all sides of the room can
read your board work.

9. If there is glare on the chalkboard at certain times of the day, a curtain on the window may solve
the problem.

10.Ifou need to replace your chalkboard or if you are having a new Classroom with new chalkboard
suggest to the carpenter to mount the chalkboard a little concave from left to right to avoid glare for
the pupil’s benefit

11If you need to have a board work in advance or that need to be saved for tomorrow’s use (say a
quiz or a sophisticated diagram), write place save” and cover the same with a curtain.

12..Makel use of the chalkboard. It may be a traditional educational technology but it serves its
purpose very well when used correctly.

CHALKBOARD TECHNIQUES

A. Sharpen your chalk to get good line quality.

B. Stand with your elbow high. Move along as you write.
C. Use dots as “aiming points,” This keeps writing Level.
 D. Make all writing or printing between 2 and 4 inches high for legibility.
E. When using colored chalk, use soft chalk so that it can be erased easily.

The Overhead Projector (OHP)

There are other kinds of projectors like opaque projector and slide projector. The overhead
projector seems more available in schools. It has a lot of advantages. Brown (1969) cites the
following:
• The projector itself is simple to operate.
• The overhead projector is used in the front of the room by the instructor, who
Has complete control of the sequence, timing, and manipulation of his material.
• Facing his class and observing student reactions, the instructor can guide his audience,
control its attention, and regulate the flow of information in the presentation.
• The projected image behind the instructor can be as large as necessary for all
In the audience to see; it is clear and bright, even in fairly well-lighted rooms.
. Since the transparency, as it is placed on the projector, is seen by the instructor exactly as
students see it on the screen, he may point, write, or otherwise make indications upon it to
facilitate communication.
• The stage (projection surface) of the projector is large (10 by 10 inches), thus allowing the
teacher to write information with ease or to show prepared transparencies. His/Her work
appears immediately on the screen.
. It is especially easy for teachers and students to create their own materials for use in the
overhead projector.
• There is an increasing number of high-quality commercial transparencies.

OVERHEAD PRJECTION TECHNIQUES

FEATURES OF OVERHEAD PROJECTION

. You can show pictures and diagrams,using pointer on the transparency to direct attention to a
detail.The silhouette of your

Pointer will show in motion on the screen. . You can use a felt pen or marks of water-based points can
be removed with a soft cloth so that the transparency during projection. The marks of water-based
pens and pencils can be removed with a soft cloth so that the transparency can be used.

. You can control the rate of presenting information by covering transparency with a sheet of paper or
cardboard(opaque matrerial) and then exposing data as you ready to discuss each point. This is known
as the progressive disclosure technique.

. You can superimpose additional sheets as overlays on a base transparency so as to separate

processes and complex ideas into elements and present them step-by-step order.

. You can show three-dimensional objects from the stage of the projector-in silhouette if the object is
opaque or in color if an object is made of transparent color plastic.

. You can move overlays back and forth across the base in order to rearrange elements of diagrams of
problems.
For a special purposes you can simulate motion on parts of a transparency by using the effects of
polarized light. To do this,set a Polaroid glass spinner over the projector lens and attach a special

Plastic element to parts of transparency for which motion is desired.

. You can simultaneously project on an adjacent screen other visual

Materials,usually slides or motion pictures, which illustrate or apply the Generalizations shown on a
transparency.

Other reminders on the effective use of the OHP a…

⚫ Stand off to one side of the OHP while you face the students.

. Don’t talk to the screen.Face the students when you talk,not the screen.

. Place the OHP to your right,if you are right handed and to your left,if You are left handed.

. Place the OHP on a table low enough so that it does not block you or The screen.

• Have the top of the screen tilted forward towards the OHP to prevent the “keyboard effect” (where
the top of the screen is larger than the bottom.

. Avoid the mistake of including too much detail on each image.A simple layout makes an effective
slide.If an audience needs to be given details,provide handouts to be studied later.

• Avoid large tables of figures.Come up with graphic presentation.

. Don’t read the text on your slide. Your audience can read.

• Avoid too much text.Rely sparingly on printed text.Come up with more

Graphs,charts,diagrams or pictures.

. Your presentation must be readable from, afar.Simple use of color can add effective emphasis.

The overlaying technique to do progressive disclosure is illustrated below:

• Prepare a master drawing for each separate part.

• After making a sketch of the content for the transparency, decide which parts will be the base and
which will be used for each overlay.

⚫ In two corners on each master, make register marks that match marks previously put on the sketch.
This will ensure proper registration of each overlay.

• Prepare the transparency from each master.

• Mount each trans parent sheet: base under the frame, and overlays on the top sides. Use the
register marks for proper alignment.

APPLICATION
1.Do simulation: One of you will lecture based on the K to 12 Curriculum Guide. Fully use the
chalkboard. Violate all the guidelines given here. Share the effects of all your violations on class
participation, discipline and learning afterwards.

2.Three volunteers simulate a brief lecture by using the OHP. Observe them very well then evaluate
their use of the OHP.

3. Prepare notes on transparencies for at least 3 lessons in the K to 12 Curriculum Guide. Use the
progressive disclosure technique.

LESSON 16

ROLES AND FUNCTIONS OF AN EDUCATIONAL MEDIA CENTER

“We have said that the best ideas in the world are to be found in a modern library. But the modern
educational media center must include excellence in varied media – not merely in printed materials.” -
Edgar Dale

Educational Media Center

• A facility designed for the housing and utilizing of all Educational media within the school.

• It is more than a collection of instructional materials because it incorporates a systematic plan or

program in the proper use and delivery of effective instruction.

Examples of Educational Media Center

MEDIA ROOM

NON-PRINTED EQUIPMENTS

OVERHEAD PROJECTOR

AV AND CONTROL ROOM

AUDIO-VISUAL ROOM

Mission/Vision

The Educational Media Center functions as a vital instrument as well as basic requirement for quality
education by enriching all parts of the school’s educational process.

• It reflects and supports the philosopy of the school

⚫ It shares and implements the schools aim and objectives

⚫ It is involved in the teaching and learning process

• It is a source center

⚫ It is a learning laboratory

• It is a teaching agency
•It is a service agency

• A coordinating agency

• A center for recreational reading, viewing and listening

• As a stepping stone to other community resource centers and to desirable lifetime intellectual
habits, it introduces the students to The resources available in the community resource center.

EMC Services

1. Orientation

⚫ All new teachers are given an orientation on the EMC, its program, role in the total Ateneo
academic organization, services, facilities, guidelines and procedures during their in-service program.

2. Selection of print and non-print materials

⚫ The librarians continually select and acquire print and non-print materials that suits the needs,
interest and special abilities of the students and teachers.

3. Organization of print and non-print materials

⚫ A technical librarian organizer all the purchased print and non-print materials for easy
retrieval.
4. Circulation of print and non-print materials
⚫ The EMC lends out various types of materials to students and teachers.
5. Reference

⚫ The EMC attends to request such as bibliographic information from the card catalog, search through
Books, periodicals, pamphlets, documents and non-print materials.

6. Bibliographic Service

⚫ There are listings of materials and periodicals articles to publicize the new materials and periodicals
articles in the EMC.

7. Media Instruction Program

The Media instruction Program (MIP) aims to teach students to be skillful and discriminating users of
print and non-prints media.

8. Class Supervised Research

• It is a scheduled program of activity particularly in Science and Social Studies. It refers to the class
periods alloted to these subjects where the students are brought to the EMC to do the research for a
Particular topic.

9. Grade level newspaper

• Each grade level is given a subscription to a newspaper of their choice. It is a service to ensure that
the faculty is updated daily on current event locally and internationally.

10. Mag-on-wheels
• Selected professional and general interest journals are routed in the different grade Levels and
services area.

11. Photocopying self-service photocopying machine is available for the faculty to xerox materials
needed.
12. Video and sound production

Simple production for class instructions, program and schoolwide presentation are put together in the
audio visual area.

13. Multi-media Services

⚫ Different non-print media materials are acquired. Teachers are encouraged to maximize use of their
materials.

An EMC is a facility design for the bousing utilization to all educational media within the school. It

The basic requirement for a School for render quality service. It is not independent of the school,
rather like any part of the human body, it is the unit in the school with cooperates with other units or
departments that help the school fullfill it’s mission and realize it vision by living up to school

Philosophy aims. It serve a myrid of roles among which are

1. Center of source
2. Labatory for learning
3. Agent of teaching
4. Service agency
5. Coordinating agency
6. Reactional reading center And
7. Stepping stone to other resources of the community

What must an EMC have to be funtional EMC?

The evaluation question for a functional EMC (lucido & burabo 1997 give the following elements.

1. The institutional media services

• Is the administration commited to a media program

• Is the program media services administrated by a media specialist trough media center?

Is the center operating at the same level as other major institutional service of the school.

• Are there clearly define policies, procedure and plans for short, medium and long term coverage?

• Is the center provided with appropriate facilities, financies ( a regular budget) and staff

(both technical and electrical )?

⚫ls the center capable of giving media and/or educational media technology advises/assistance To
the faculty?

2. Media and Instructionals

• Are the faculty encourage to use media at as integral part of instruction

⚫ Are classroom equipped and/or adopted for the best possible use of educational media 1?

⚫ is the media center accessible to all classroom and lecture/conference rooms?

• Is there educational media technology informations dessemimation?

⚫ is there proper cooperation between faculty and the professional media staff in the planning
developing a d using Media for instruction?

⚫ In particular, are faculty members assisted by the Media center staff I. Analyzing teaching needs

And so In developing selecting and using educational media in meet these needs

• Is there an adequate storage, filling and retrieval/borrowing system for instructional hadrware

And software materials?

• Is there the center capable of technical operation relating to technical assistance, equipment repair

And cleaning continuous upgrading for facilities

• Is there a capability for production of graphics, audio, visual and other media material for
Instructions?

3. Classroom Facilities

. Are classrooms designed for and provided with essential facilities for effective use of educational
media?

• Specifically, are classrooms equipped for full light control, electrical outlets, appropriate

Ventilation and media operations space?

Are classrooms equipped with a bulletin board, chalkboard, projection screen, map, rails, etc. for

Instruction using media?

4. Media Program

Are there clear cut administration policies on the media program?

Is there an edequate source/system of funding?

Is there appropriate hiring of media center supervisions, creating and technical personnel,

Consultants and clerical staff?