Project- Based Learning and Multimedia: What it is?

 

Project- Based Learning and Multimedia: What it is?

Project-based Multimedia 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.)

Seven Key Dimensions of Project-Based Multimedia Learning

1. Core Curriculum ► At the foundation of any unit of this type is clear setoff learning goal drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire, and should not simply be an enrichment or extra-credit activity a special few.

2.  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.

3. 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. One project may take days or weeks. Other may taken a month or two. It is important that students are given enough time to enable them come up with a substantial final product from which they can derive pride and a clear sense of accomplishment.

 4. Students Decision Making ► In project-based multimedia learning, students have a say. But it is clear to them that the teacher is in charge and so the students understand that there are decisions which only the teacher can make. Students, however, are given considerable leeway in determining what substantive content would be included in their projects as well as the process for producing them.

5. Collaboration ► Project- Based multimedia learning demands collaboration. Collaboration 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 collaboration are also possible. The goal is for each student involved to make a separate contribution to the final work and for the whole class to accomplish greater things than what each individual student can accomplish all alone.

6. Assessment ►  There are three assessment concerns in project-based multimedia learning, namely:

                 ◘ activities for developing expectations

                 ◘ activities for improving the media products

                 ◘ activities for compiling and disseminating evidence of learning.



 7. Multimedia ► In multimedia projects, students do not learn simply by "using" multimedia produced by others; they learn by creating it themselves. The Development of such programs as Hyper Studio, Kid Pix, and Netscape composer  has made it possible for students of all ages to become the authors of multimedia content.

  

    Why use Project-Based Multimedia Learning?

►►► Because it is a "value added" to your teaching. It is a powerful motivator in the class. It actively engages students in the learning task. Students are likewise engaged in the production of multimedia presentation.

What can be some limitations of the use of project-based multimedia learning strategy?

   ►►► One limitation that we see is     the need for an extended period of       time.  You need time to orient the      students on what are expected of    them, guidelines goal and objective of    the projects and more so for your    students  to gather and organize their  data,  work on their presentations and  the  like. If the basic computer did not  teach them these skills demanded by    this strategy, there will be a problem .This can be another limitation. A third limitations can be tendency to lose track of the goals and objectives of your lesson because the technology aspect has gotten the limelight.

 

The Cone Of Experience

What is Dale's Cone of Experience?

•  The Cone of Experience is a pictorial device use to explain the interrelationships of various types of  audio-visual media, as well as their individual "positions" in the learning process.
• The cone's utility in selecting instructional resources and activities is a practical today when Dales created it.

Principle on the Cone Experience



• The Cone is based on the relationships of various educational experiences to reality  and the bottom level of the cone, "direct purposeful experiences" represents reality or the closest things to real, everyday life.
• The opportunity for a learner to use a variety or several senses (sight, smell, hearing, touching movement) is considered in the cone.
• Direct Experiences allows us to use all senses.
• Verbal symbols involve only hearing.
• The more sensory channels possible in interacting with a resource, the better the chance that many students can learn from it.
• Each level of cone above its base move a learner a step further away from real life experiences, so experiences focusing only on the use of verbal symbols are the furthest removed from real life.
• Motion pictures (also television) is where it is on the cone because it is an observational experience with a little or no opportunity to participate or use senses other than seeing and hearing.
• Contrived experiences are ones that are highly participatory and stimulate real life situations or activities.
• Dramatized experiences are defined as experiences in which learner acts out a role or activity.

Verbal Symbols

►  Principle medium of  communication.
►  Bear no physical resemblance to the objects or ideas for which they stand.
►  May be a word for concretion , idea, scientific principle, formula or philosophic aphorism.
►  Disadvantage: highly abstract 

 

Visual Symbols

• ►  chalkboard/whiteboard, flat maps, diagrams, charts

►  fits the tempo of presentation of idea, topics or situation

►  very easy to procure and prepare

►  Limitations:  Lack of ability to use the media size of visuals simplification of visual materials leads to misconceptions. 

Recordings, Radio, Still Pictures

► attention-getting, particularly projected views.

► concretize verbal abstraction

► Limitations:  size of pictures or illustrations expensiveness of projected materials and equipment timing difficulties between radio shows and classroom lessons.

 

Television and Motion Pictures

 

 ►  a solution to time and space constraints

 ►  provides " windows to the world "

 ► effective for presenting movement continuity of ideas or      events.

►  substitute for dangerous direct learning experiences

►  Limitations:    

                ☻ expensive

                ☻ viewing problem

                ☻ timing with classroom lessons

                ☻ misconceptions about time, size and ideas



 Exhibits

►  present objects or processes otherwise impossible inside the classroom.

► Problem that may encountered:

                      ☻ too little space

                      ☻ time-consuming

                      ☻ maintenance

Demonstrations

►  visualized explanation of an important of fact or idea or process.

► may require nothing more than observation or students may be asked to do what has just been shown how to do.

►  Disadvantages: ideas or processes might not be interpreted or conceived very well visibility to all learners.

Fieldtrips

►  undertaken primarily for the purpose of  experiencing something that cannot be encountered within the classroom.

►  a rich experience in learning about objects, systems, and situations.

►  Disadvantages:

        ☻ time consuming

        ☻ expensive

        ☻ high exposure to danger/accidents

        ☻  inadequacy of the community's resources 

 

Dramatized Experiences

►  help get closer to certain realities that are no longer available at the first hand.

►  stirring and attention getting.

►  participant learns to understand intimately the character he portrays.

► teaches cooperative work.

►  Disadvantages:

     ☻ time consuming without commensurate

     ☻ results to participation is limited to few individuals.

Contrived Experiences

►  an "editing" of reality.

►  substitutes for confusing or unmanageable first- hand experiences.

►  easier to handle, manipulate or operate

► Disadvantages: 

     ☻ simplification leads misconceptions

     ☻ distorted views

     ☻ incomplete pictures of reality

     ☻ no freedom to handle

     ☻ expensive or fragile models, mock up, specimens, etc.

 Direct, Purposeful Experiences

► unabridged version of life itself.

► direct participation with responsibility for the outcome.

►  the basis for the most effective and lasting learning.

► Disadvantages:

          ☻ not all things can be learned through direct, first hand experiencing.