1. Project –Based Multimedia
Learning
- 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.)
Prepared by: Aubry Bartolay

2. Dimensions of Project-Based
Multimedia Learning
1. Core Curriculum
2. Real-World Connection
3. Extended Time Frame
4. Student Decision Making
5. Collaboration
6. Assessment
7. Multimedia
Prepared by: Aubry Bartolay

3. Brief Explanations by “Simkins, 2002”
1. Core Curriculum. At the foundation of any unit of
this type is a clear setoff learning goals 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 for a special few.
Prepared by: Aubry Bartolay

4. 2. Real-World Connection. It seeks to connect
students’ work in school with the wider world in
which the 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.
Prepared by: Aubry Bartolay

5. 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.
Prepared by: Aubry Bartolay

6. 4. Student Decision Making. In project-based
multimedia learning, students have a say. Teachers
look carefully at what decisions have to be made and
divide them into “teacher’s” and “students” based on
a clear rationale.
Prepared by: Aubry Bartolay

7. 5. 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.
Prepared by: Aubry Bartolay

8. 6. 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.
Prepared by: Aubry Bartolay

9. Three Roles of Assessment in ProjectBased Multimedia Context
 Activities for developing expectations:
 Activities for improving the media products; and
 Activities for compiling and disseminating evidence
of learning.
Prepared by: Aubry Bartolay

10. 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 Hyperstudio,
Kid Pix, and Netscape Composer has made it
possible for students of all ages to become the
authors of multimedia content.
Prepared by: Aubry Bartolay

11. END
Prepared by: Aubry Bartolay