PROJECT-BASED

MULTIMEDIA LEARNING
Prepared by: Sofia Vaughn Dalaguit
BSED ENGLISH 4
PROJECT-BASED MULTIMEDIA LEARNING:

• Project-Based 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 LEARNING implies the use of MULTIMEDIA and the
learning activity includes a PROJECT.
 7 KEY DIMENSIONS OF
PROJECT-BASED MULTIMEDIA LEARNING:

• CORE CURRICULUM
• REAL WORLD CONNECTION,
• EXTENDED TIME FRAME,
• STUDENT DECISION MAKING
• COLLABORATION
• ASSESSMENT,
• MULTIMEDIA.
 CORE CURRICULUM
• At the foundation of any unit of this type is a clear set of learning goals
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-
curricular approaches.
SETS OF SKILLS THAT STUDENTS
NEED TO BE COMPETITIVE FOR
TODAY’S JOBS:
• HARD- Math, Reading, and Problem-Solving skills mastered at a much
higher level than previously expected of high school graduates
• SOFT- Ability to work in group and make effective oral/written
presentations
• Examples: Word processing, data management, and Creating Multimedia
Presentations
 FOUNDATION SKILL THAT
INCLUDE THINKING SKILLS
SUCH AS:
• REASONING
• DECISION MAKING
• CREATIVE THINKING and
• PROBLEM SOLVING
PERSONAL QUALITIES such
as:

• RESPONSIBILITY and
• SELF-MANAGEMENT
 REAL-WORLD
CONNECTION

• The PROJECT seeks to connect students’ work in school with the wider
world in which students live. It is critical that the students-not only the
teacher-perceive what is REAL about the project. The content chosen, the
types of activities and the types of products must be real in life.
EXTENDED TIME
FRAME
• A good project is not a one-shot lesson.
• It extends over a significant period of time. One project may take days or weeks, others
may take a month or two.
• The “ACTUAL PROJECT” may vary with the age of the students and the nature of the
project.
“It is important that students are given enough time to enable them to come up with a
substantial final product from which the can derive PRIDE and CLEAR SENSE of
ACCOMPLISHMENT.”
STUDENT DECISION
MAKING
• In project-project based multimedia learning, students are given the
privilege to decide on what to do and what not to do on their project by
giving substantial leeway in determining what substantive content would
be included in their project as well as the process in producing them. But
it is clear to them that there a decisions which only the teacher can make.
They
COLLABORATION
• Project – based multimedia learning demands “COLLABORATION”.
• It is 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. The GOAL is for each students involved to make a
separate contribution to the final work and for the whole class to accomplish
greater things than what each individual can accomplish alone.
ASSESSMENT
• There are THREE (3) Assessment concerns in Project-Based Multimedia
Learning, namely:
1. ACTIVITIES for DEVELOPING EXPECTATIONS;
2. ACTIVITIES for IMPROVING the MEDIA PRODUCTS; and
3. ACTIVITIES for COMPILING and DISSEMENATING EVIDENCE of LEARNING.
MULTIMEDIA
• Students do not learn by simply “using” multimedia produced by others
but by creating it themselves. And this is made possible by programs such
as, HyperStudio, Kid Pix and Netscape Composer.
 WHY USE PROJECT-BASED
MULTIMEDIA LEARNING?
• It adds value to your teaching
• It is a powerful motivator
• It actively engages students in the learning task
• Students are likewise engaged in the production of multimedia presentation
 ADVANTAGES OF PROJECT BASED
MULTIMEDIA LEARNING:
• 1. Long-Term Knowledge Retention Development
• According to a review of studies on pedagogy, students who participate in problem-based
learning activities can improve their ability to retain and recall information. According to the
review of literature, "elaboration of knowledge at the time of learning" – sharing facts and
ideas through discussion and answering questions – "enhances subsequent retrieval." This
type of elaborating reinforces understanding of the subject matter, making it easier to
remember.Small-group discussions can be especially beneficial because each student
should have an opportunity to participate.Problem-based learning, regardless of group size,
promotes long-term knowledge retention by encouraging students to discuss – and answer
questions about – new concepts as they learn them.
 ADVANTAGES . . .
• 2. Use of Diverse Instruction Types You can use problem-based learning activities to meet your
students' diverse learning needs and styles, effectively engaging a diverse classroom in the
process. In general, grouping students together for problem-based learning will allow them to:
Address real-life issues that require real-life solutions, appealing to students who struggle to
grasp abstract concepts. Participate in small-group and large-group learning, assisting students
who do not perform well on their own in learning new material.Discuss their ideas and
constructively challenge one another, providing opportunities for participatory learners to
excel.Approach a problem with a variety of content you provide, such as videos, audio recordings,
news articles, and other relevant material, allowing the lesson to appeal to various learning
styles.Running a problem-based learning scenario will allow you to use these differentiated
instruction approaches, which is especially beneficial if your
 ADVANTAGES
• 3.  Continuous Engagement Providing a problem-based learning challenge
can engage students by acting as a break from normal lessons and common
exercises, not It's difficult to see the potential for engagement, as kids
collaborate to solve real-world problems that directly affect or heavily
interest them . Although conducted with post-secondary students, a study
published by the Association for the Study of Medical Education reported
increased student attendance.
 ADVANTAGES

• 4. Transferable Skill Development

• According to a 2015 book that outlines theories and characteristics of the
pedagogy, problem-based learning can help students develop skills that can be
transferred to real-world scenarios. The tangible contexts and consequences
presented in a problem-based learning activity "allow learning to become
more profound and durable." As you present lessons through these real-life
scenarios, students should be able to apply learnings if they eventually face
similar issues.
 ADVANTAGES . . .

5. Teamwork and Interpersonal Skills Development

• The completion of a problem-based learning challenge is dependent on interaction and
communication, which implies that students should also develop transferable skills based on
teamwork and collaboration. Instead of memorizing facts, they are given opportunities to
present their ideas to a group, defending and revising them as necessary. Furthermore, this
should assist them in comprehending a group dynamic. Depending on the student, this may
entail developing listening skills as well as a sense of responsibility when completing tasks.
Such abilities and knowledge should serve your students well as they progress through higher
education and, eventually, into the workforce.
 DISADVANTAGES OF PROJECT BASED
MULTIMEDIA LEARNING:
1. Potentially Worse Test Performance
• When students take standardized tests, they may not have the breadth of
knowledge required to achieve high scores if they devote too much time to
problem-based learning. Whereas problem-solving learners develop skills in
collaboration and reasoning, many tests reward fact-based learning with
multiple choice and short answer questions. Despite the fact that problem-
based learning activities have many benefits, you may notice this issue
develop if you use them too frequently.
 DISADVANTAGES . . .
• 2. Students' Lack of Preparation
• Many of your children will be engaged by problem-based learning exercises, but others may be
disengaged because they are not prepared to handle this type of exercise for a variety of
reasons.
• Participation may be hampered on a class-by-class and activity-by-activity basis due to:
Immaturity — Some students may lack the maturity to work effectively in a group, failing to
meet expectations and distracting other students.
• Unfamiliarity — Because they can't rely on you for answers, some children may struggle to
grasp the concept of an open problem.
• Inadequate Prerequisite Knowledge – While the activity should address a relevant and tangible
problem, students may require new or abstract information to create an effective solution. You
can mitigate these issues to some extent by actively monitoring the classroom and distributing
helpful resources, such as guiding questions and articles to read. 
 DISADVANTAGES
• 3. Unpreparedness of the teacher
• If you are new to supervising a problem-based learning activity, you may need to adjust some
teaching habits. For example, overtly correcting students who make incorrect assumptions or
statements can prevent them from thinking through difficult concepts and questions. Similarly,
you should not teach to promote fact recall. Instead, you should concentrate on: Providing hints
to assist in the correction of incorrect reasoning
• In a constructive way, questioning student logic and ideas.
• Disseminating content for research and reinforcing new ideas.
• Asking specific questions to a group or class in order to focus their attention on a specific
aspect of the problem.
• Depending on your teaching style, it may take some time to prepare for a problem-based
learning lesson.
 DISADVANTAGES
• 4. Time-consuming Evaluation
• Assessing a student's performance throughout a problem-based learning exercise
requires constant monitoring and note-taking if you choose to give grades. You must
consider factors such as: completed tasks
• The standard of those tasks
• The overall work and solution of the group
• Team members' communication
• Anything you wrote on the activity's rubric
• Monitoring these criteria for each student is required, making it time-consuming to assign
and justify a grade for everyone.
 DISADVANTAGES
• 5. Different levels of relevance and applicability
• It can be difficult to identify a concrete problem that students can solve with
the knowledge and skills they are learning.This raises two distinct issues.
• For starters, if students can easily deviate from the challenge's objectives, they
may miss important information.
• Second, as students encounter unexpected obstacles, you may lose sight of the
problem's focus and purpose. Overcoming obstacles has advantages, but it may
jeopardize your planning. It can also make it difficult to get back on track after
the activity is finished. Because of the difficulty in keeping activities relevant
and applicable, you may consider problem-based learning to be too
demanding.
 CONCLUSION

Project-based multimedia learning does not involve use

of multimedia for learning. The students end up with a
multimedia product to show what they learned. So they are
not only learners of academic content, they are at the same
time creators of multimedia product. The goals and
objectives of a project-based on the core curriculum and
work collaboratively over an extended time frame. And as
they work, they employ life skills including decision making.
fin