USING PROJECT-BASED LEARNING MULTIMEDIA AS A

TEACHING-LEARNING STRATEGY

What are the steps

involved in the use of project-based

multimedia learning strategy?

Steps suggested by Michael Simkins, et. al. (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 mutimedia project will address effectively.

On Figure 29, are examples from 2 subjects in Grade 7 – Science and Health

Content Standards Performance Standards

Competencies

Grade 7 - SCIENCEThe learner demonstrates understanding of the physical features of the Philippine archipelago and its natural resources, including the ways by which these resources are conserved and protected.

The learners practices conservation and protection of resources (soil, water, rocks and minerals, fossil fuels) in the community.

The learner . . . . demonstrates how

places on Earth may be located using a coordinate system.

describes the location of the Philippines with respect to the continents and oceans of the world.

describes the major landforms and bodies of water in the Philippines.

Content Standards Performance Standards

Competencies

recognizes that soil, water, rocks, coal, and other fossil fuels are Earth materials.

recognizes that Earth materials provide many of our resources.

described ways of using Earth’s resources wisely.

investigates the effects of unwise use of Earth’s resources.

( . . . . )

Content Standards Performance Standards

Competencies

Health – Grade 7The learner demonstrates understanding of environmental health to attain community wellness.

The learner consistently demonstrates healthful practices in order to prevent and control common community and environmental health problems.

The learner . . . .1. conducts a survey

of the pressing environmental problems in the community

• water supply• food supply• disease control• sanitation and

beautification• peace and order• health and medical

care• moral and spiritual• recreational

program• drug abuse

prevent and control

• pollution• pests and rodents• community

disaster preparedness

Content Standards Performance Standards

Competencies

2. Critically analyzes the impact of community and environmental issues and problems on people’s health

3. locates, evaluates and uses community health resources to help solve community health problems

• community recycling• community resources and policies• health education and promotion• strict implementation of environmental laws

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, your students may need to do original research by conducting experiments, doing surveys, interviewing, or preparing their own case studies.

6. Plan on how you will measure what students learn.

Goals and objectives are always the starting point of planning. When we plan a multimedia learning project as a learning strategy, we begin by clarifying our goals and objectives. From the list of objectives and content found in the K to 12 Curriculum Guide, we select which ones will lend themselves to a project-based multimedia learning strategy.

Since this strategy requires much time, we need to be realistic in the amount of 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 devoted to a multimedia project, Simkins et, al. (2002) suggest the following :

Use technology students already know.Use time outside the 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.

Consider the possibility of your students doing original researches themselves. Let us make clear to our students our policy on decision making and collaboration fr 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 (2002) suggest the following :

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.

A milestone may look like this :

STAGE ESTIMATED TIME

Before the project starts 2 weeks

Introducing the project 1-2 days

Learning the technology 1-3 days

Preliminary research and planning 3 days – 3 weeks

Concept design and storyboarding 3-5 days

First draft production 1-3 weeks

Assessing, testing, and finalizing presentations

1-3 weeks

Conducting activities 1-3 days

Total class time 5-13 weeks

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 ideas for activities.

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 – Finding files eats most of your time if you are not organized.

By :

Karen Jean P. ZamoraBEEd-2B