“Using the project-based learning Multimedia as a Teaching-Learning strategy”

Project-based learning enables classrooms to emphasize this undervalued part of the “invisible curriculum” what author Daniel Goleman has called “Emotional Intelligence.

ACTIVITY

Small Group work- You are planning for the school year and convinced of the benefits of a project-based multimedia learning strategy, you decide to use it in lessons where you feel is most appropriate. Enumerate the steps you have to undertake in you initial planning.

ANALYSIS

Compare your list of steps to the following 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 multimedia project will address effectively.

CONTENT STANDARDS

Grade 7 –Science

The learner demonstrates understanding of the physical features of the Philippines archipelago and its natural resources, including the ways by which these resources are conserved and protected.

PERFORMANCE STANDARDS

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

COMPETENCIES

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.

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

Recognizes that Earth materials provide many of our resources.

Describes ways of using Earth’s resources wisely.

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

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.

4.    Set collaborative working arrangement 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.

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

SIMKINS ET AL SUGGEST THE FOLLOWING:

ü Use technology students already know.

ü Use time outside of class wherever possible.

OVERVIEW OF A TYPICAL PROJECT:

1.    BEFORE THE PROJECT STARTS

1. Create project description and milestone.

2. Work with real.

3. Prepare resources.

4. Prepare software and peripherals such as microphones.

5. Organize computer files.

6. Prepare the classroom.

2.    INTRODUCING THE PROJECT
(ONE OR TWO DAYS)

Help the students develop a “Big Picture” to understand the work ahead.

1. Review project documents.

2. Perform pre-assessments.

4. Group students  

3. Perform Relevant activities

5. Organize Materials.

3.    LEARNING THE TECHNOLOGY (ONE TO THREE DAYS)

Give a chance for the students to work with whatever software and technology they will be using.

4.    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 presentations.

5.    CONCEPT DESIGN AND STORY BOARDING (THREE TO FIVE DAYS)

After collecting initial information, hold a brainstorming session where the whole class or a subgroup defines a tentative approach to the subjects and discusses some preliminary design ideas.

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

Ø Here are a few design tips to keep in mind throughout storyboarding and production.

ü Use scanned, handmade art work to make a project look personal and to manage scarse technology resources.

ü Keep navigation.

ü Organize information similarly throughout so users can find what they are looking for.

ü Care for collaboration.

ü Organize manageable steps.

ü Check and assess often.

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

Ø There are two kinds of testing to think about:

a)  Functional testing

Means trying all the buttons, taking all possible paths through the presentation, checking for errors, missing images, and the like.

b)  User Testing

Means showing the presentation to members of the target audience and finding out if they can successfully navigate it and understand it.

ASSESSMENT

-Means critical evaluation of your presentation.

After assessment and testing, your student will be revising and making a “release candidate”, A version everyone thinks is just about perfect.

-The release candidate is tested further, and at this stage no new content or features are added.

7.    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 than and will want to share it with others.

Remember to take time to review the ups and downs of the project with students and anyone else who participated. Take notes on suggestions for things to do differently next year.

SUMMING UP:

The various phases of the project include:

Before the project starts.

Introduction of the project.

Learning the technology.

Preliminary research and planning.

Concept design and story boarding.

First draft production.

Assessing, Testing, and Finalizing Presentations.

And concluding activities

Steps on the Process of multimedia creations:

Planning

Researching

Organizing

Developing

Communicating

Evaluating

THE CONE OF EXPERIENCE

The cone of experience is a pictorial device use to explain the interrelationships of the various types of audio-visual media as well as their individual positions in the learning process.

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “Do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”. The cone is diagrammed and explained in the next sections.

Dale’s Cone of Experience is a model that incorporates several theories related to instructional design and learning processes. During the 1960s, Edgar Dale theorized that learners retain more information by what they “do” as opposed to what is “heard”, “read” or “observed”. His research led to the development of the Cone of Experience. Today, this “learning by doing” has become known as “experiential learning” or “action learning”. The cone is diagrammed and explained in the next sections.

Cone of Experience an example of the false "cone of learning" attributed to Dale Dale's "Cone of Experience," which he intended to provide an intuitive model of the concreteness of various kinds of audio-visual media, has been widely misrepresented. Often referred to as the "Cone of Learning," it purports to inform viewers of how much people remember based on how they encounter information. However, Dale included no numbers and did not base his cone on scientific research, and he also warned readers not to take the cone too seriously. The numbers originated from 1967, when a Mobile oil company employee named D. G. Treichler published a non-scholarly article in an audio magazine titled Film and Audio-Visual Communications.

Edgar Dale (April 27, 1900 in Benson, Minnesota, – March 8, 1985 in Columbus, Ohio).

was an American educationist who developed the Cone of Experience. He made several contributions to audio and visual instruction, including a methodology for analyzing the content of motion pictures. Born and raised in North Dakota he received a B.A. and M.A. from the University of North Dakota and a Ph.D from the University of Chicago. His doctoral thesis was titled "Factual Basis for Curriculum Revision in Arithmetic with Special Reference to Children's Understanding of Business Terms. “And is precursor for his later work with vocabulary and readability. He was a professor of education at Ohio State University. In 1933 Dale wrote a paper on how to effectively create a high school film appreciation class. This paper has been noted for having a very different view of adolescent interaction with films than that taken by the Film Control Boards of the time.

ROLES OF TECHNOLOGY IN LEARNING

Technology has many roles in learning. In terms of traditional role, technology is a delivery vehicles for instructional lessons. In this role, he learner learns from the technology and the technology serves as a teacher. In other words, the learner learns the content presented by the technology in the same way that the learner learns knowledge presented by the teacher.   From the traditional point of view, technology serves as source and presenter of knowledge and it is assumed that knowledge is embedded in technology.

      

From the constructivist point of view, educational technology serves as learning tools that learners learn with.   It engages learners in" active, constructive, intentional, authentic, and cooperative learning. It provides opportunities for technology and learner interaction for meaningful learning.  Technology serves as supporter of knowledge construction such as representing learner's ideas, understanding and beliefs, producing organized, multimedia knowledge bases by learners. It serves as information vehicles for exploring knowledge to support learning by constructing such as accessing needed information, comparing perspectives, beliefs and world views. It serves as context to support learning -by - doing like representing and simulating meaningful real- world problems, situation and contexts, defining a safe, controllable problem space for student thinking.  It serves as a social medium to support learning by conversing like for instance collaborating with others, discussing, arguing, and building consensus among members of the community. It serves as  intellectual partner to support learning- by- reflecting such as helping learners articulate and represent what they know, reflecting of what they have learned and  how they come to know it, supporting learner's internal  negotiations  and meaning making.

      

Whether  used from traditional or constructivist point of view, when used effectively, research indicates that technology increases student's learning, understanding, and achievement but also augments motivation to learn , encourages collaborative learning and supports the development of critical thinking and problem-solving skills.

              

By effectively using the technology, I can now apply my learning.

"From the traditional point of view, technology serves as source and presenter of knowledge and it is assumed that knowledge is embedded in technology." - Jonassen

A very creative elementary teacher will retire in June because she no longer feels she can teach due to her district’s technology push.  Her district purchased a math online program in which the computer program presents the math concept and the program has students do stations for a designated amount of time each day. Her job is to make sure that the students rotate through the stations.

Another teacher no longer has time to relate his subject area to the real world because he has to push through his textbook so students can do the designated and scheduled online drill and practice for each unit. The district looks at the student data from the online activities as an assessment measure.

A science teacher has to have her students do a specified number of app activities for each unit.  Although this teacher used to do many student inquiry labs, she has had to eliminate those labs in order to provide students time to complete all the apps.

Finally, students in Carpe Diem schools spend half to two thirds of their day doing computer work. These students score well on state tests. (http://news.heartland.org/newspaper-article/2011/04/22/carpe-diem-charter-school-seizes-tomorrows-innovations-today)

What is your view of the role of technology in the teaching learning process?  Do teachers or technology determine how students spend their learning time? Who/What makes decisions about what learning gap students have and supplies a new strategy to overcome the gap?

I have developed many Spanish activities that allow students to begin to express themselves and to begin to move toward spontaneous speaking as in a natural conversation.  My Spanish spontaneous speaking activities (20+) includes Modified Speed Dating (Students ask  a question from a card-whole class), Structured Speaking (Students substitute in or select words to communicate in pairs),  Role Playing (Students talk as people in pictures or drawing from 2-4 people) and Speaking Mats (Can talk using a wide variety of nouns, verbs and adjectives to express their ideas- pairs or small group),  Spontaneous Speaking (based on visuals or topics in pairs),  and Grammar speaking games (pairs or small group). Available for a nominal fee at Teachers pay teachers:

Carpe Diem Charter School Seizes Tomorrow’s Innovations Today | Heart lander Magazine

Explaining the success of Carpe Diem Collegiate High School and Middle School requires more than simple answers, but the school’s innovations hold great promise for expanding educational excellence and opportunity.

EDUCATIONAL TECHNOLOGY

Educational technology is the effective use of technological tools in learning. As a concept, it concerns an array of tools, such as media, machines and networking hardware, as well as considering underlying theoretical perspectives for their effective application.

Educational technology is not restricted to high technology. Nonetheless, electronic educational technology, also called e-learning, has become an important part of society today, comprising an extensive array of digitization approaches, components and delivery methods. For example, m-learning emphasizes mobility, but is otherwise indistinguishable in principle from educational technology.

Educational technology includes numerous types of media that deliver text, audio, images, animation, and streaming video, and includes technology applications and processes such as audio or video tape, satellite TV, CD-ROM, and computer-based learning, as well as local intranet/extra-net and web-based learning. Information and communication systems, whether free-standing or based on either local networks or the Internet in networked learning, underlie many e-learning processes.Theoretical perspectives and scientific testing influence instructional design. The application of theories of human behavior to educational technology derives input from instructional theory, learning theory, educational psychology, media psychology and human performance technology.

Educational technology and e-learning can occur in or out of the classroom. It can be self-paced, asynchronous learning or may be instructor-led, synchronous learning. It is suited to distance learning and in conjunction with face-to-face teaching, which is termed blended learning. Educational technology is used by learners and educators in homes, schools (both K-12 and higher education), businesses, and other settings.

Richey defined educational technology as "the study and ethical practice of facilitating learning and improving performance by creating, using and managing appropriate technological processes and resources". The Association for Educational Communications and Technology (AECT) denoted instructional technology as "the theory and practice of design, development, utilization, management, and evaluation of processes and resources for learning. “As such, educational technology refers to all valid and reliable applied education sciences, such as equipment, as well as processes and procedures that are derived from scientific research, and in a given context may refer to theoretical, algorithmic or heuristic processes: it does not necessarily imply physical technology.

Educational technology refers to the use of both physical hardware and educational theoretic. It encompasses several domains, including learning theory, computer-based training, online learning and, where mobile technologies are used, m-learning. Accordingly, there are several discrete aspects to describing the intellectual and technical development of educational technology:Educational technology as the theory and practice of educational approaches to learningEducational technology as technological tools and media that assist in the communication of knowledge, and its development and exchangeEducational technology for learning management systems (LMS), such as tools for student and curriculum management, and education management information systems (EMIS)Educational technology itself as an educational subject; such courses may be called "Computer Studies" or "Information and Communication Technology (ICT)"Educational technology is an inclusive term for the tools and the theoretical foundations for supporting learning and teaching. Educational technology is not restricted to high technology.

However, modern electronic educational technology is an important part of society today. Educational technology encompasses e-learning, instructional technology, information and communication technology (ICT) in education, EdTech, learning technology, multimedia learning, technology-enhanced learning (TEL), computer-based instruction (CBI), computer managed instruction, computer-based training (CBT), computer-assisted instruction or computer-aided instruction (CAI), internet-based training (IBT), flexible learning, web-based training (WBT), online education, digital educational collaboration, distributed learning, computer-mediated communication, cyber-learning, and multi-modal instruction, virtual education, personal learning environments, networked learning, virtual learning environments (VLE) (which are also called learning platforms), m-learning, and digital education.

Each of these numerous terms has had its advocates, who point up potential distinctive features. However, Moore sees these various terminologies as emphasizing particular features such as digitization approaches, components or delivery methods rather than being fundamentally dissimilar in concept or principle. For example, m-learning emphasizes mobility, which may allow for altered timing, location, accessibility and context of learning; nevertheless, its purpose and conceptual principles are those of educational technology. In practice, as technology has advanced, the particular "narrowly defined" aspect that was initially emphasized by name has blended into the general field of educational technology. As a further example, "virtual learning" in a narrowly defined semantic sense implies entering the environmental simulation within a virtual world, for example in treating post-traumatic stress disorder (PTSD). In practice, a "virtual education course" refers to any instructional course in which all, or at least a significant portion, is delivered by the Internet. "Virtual" is used in that broader way to describe a course that is not taught in a classroom face-to-face but through a substitute mode that can conceptually be associated "virtually" with classroom teaching, which means that people do not have to go to the physical classroom to learn. Accordingly, virtual education refers to a form of distance learning in which course content is delivered by various methods such as course management applications, multimedia resources, and videoconferencing.

Bernard Luskin, an educational technology pioneer, advocated that the "e" of e-learning should be interpreted to mean "exciting, energetic, enthusiastic, emotional, extended, excellent, and educational" in addition to "electronic."[16] Parks suggested that the "e" should refer to "everything, everyone, engaging, easy". These broad interpretations focus on new applications and developments, as well as learning theory and media psychology.

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