1. Situation: Entering Mrs. Baxter's classroom, you first notice that every child is completely engrossed. Second, you notice the cacophony of voices, rising and falling in intense, animated discussions among small groups of 3rd graders. You look for the teacher—she isn't conveniently located at the front of the room. Finally, you see her down among a group of students. You wait for her to notice you as she shows the group how to use the index of a book to find information about shelter for a tribe of Native Americans. As you wait, your eyes move from group to group. At the computers, three boys are typing some text they have composed for their presentations. A group of girls paints a colorful scene of a Native American village to be scanned into the presentation software later. Situation: Entering Mrs. Baxter's classroom, you first notice that every child is completely engrossed. Second, you notice the cacophony of voices, rising and falling in intense, animated discussions among small groups of 3rd graders. You look for the teacher—she isn't conveniently located at the front of the room. Finally, you see her down among a group of students. You wait for her to notice you as she shows the group how to use the index of a book to find information about shelter for a tribe of Native Americans. As you wait, your eyes move from group to group. At the computers, three boys are typing some text they have composed for their presentations. A group of girls paints a colorful scene of a Native American village to be scanned into the presentation software later.

2. Another group of boys uses a Venn diagram to show foods in their own diet, foods in “their” tribe's diet, and foods they have in common. You want to ask them about their work but can't bear to break their concentration. Mrs. Baxter notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask her to check something. She finally reaches you and starts to explain the various activities the children are working on to prepare their multimedia presentations—content research, art, language arts, math, and technology activities she has designed for the project. You talk for almost 10 minutes before you notice the most amazing thing of all—the children are all still working, still engrossed, still animated and focused. Another group of boys uses a Venn diagram to show foods in their own diet, foods in “their” tribe's diet, and foods they have in common. You want to ask them about their work but can't bear to break their concentration. Mrs. Baxter notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask her to check something. She finally reaches you and starts to explain the various activities the children are working on to prepare their multimedia presentations—content research, art, language arts, math, and technology activities she has designed for the project. You talk for almost 10 minutes before you notice the most amazing thing of all—the children are all still working, still engrossed, still animated and focused.

3. Project-based learning is an old and respected educational method. The use of multimedia is a dynamic new form of communication. The merging of project-based learning and multimedia represents a powerful teaching strategy that we call “project-based multimedia learning.”

4. Project-based Learning and Multimedia What It Is?

5. Project-based learning redefines the boundaries of the classroom. No longer are students confined to learning within four walls. Project-based learning redefines the boundaries of the classroom. No longer are students confined to learning within four walls. It's best to start with some definitions. By project-based learning, we mean a teaching method in which students acquire new knowledge and skills in the course of designing, planning, and producing some product or performance. By multimedia, we mean the integration of media objects such as text, graphics, video, animation, and sound to represent and convey information. Thus, our definition is: Project-based multimedia learning is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product.

6. A class that effectively employs project-based multimedia learning is highly animated and actively engaged. A class that effectively employs project-based multimedia learning is highly animated and actively engaged. Together with other students, every student is absorbed in a task in line with the goals and objectives made clear at the start. Project-based multimedia learning is most of all anchored on the core curriculum. This means that project-based multimedia learning addresses the basic knowledge and skills all students are expected to acquire as laid down in the minimum competencies of the basic education curriculum.

7. Project-based multimedia learning It 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) What it is?

8. Project- based multimedia learning Core curriculum Real-world connection Extended time frame Student decision making CollaborationAssessmentMultimedia Seven Key Dimensions

9. 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.

10. It seeks to connect student’s work in school with the wider world in which students live. It seeks to connect student’s work in school with the wider world in which students live. Real-world connection

11. A good project is not a one-shot lesson: It extends over a significant period of time. Extended time frame

12. Student decision making In project-based multimedia learning, students have a say.

13. Collaboration Defines as working together jointly to accomplish a common intellectual purpose in a manner superior to what might have been accomplished working alone.

14. Regardless of the teaching method used, data must be gathered on what students have learned.

15. Multimedia In multimedia projects, students do not learn simply by “using” multimedia produced by others; they learn by creating it themselves.

16. Why use project-based multimedia learning? Why use project-based multimedia learning? Because it is “value added” to your teaching. It is a powerful motivation. Because it is “value added” to your teaching. It is a powerful motivation.

17. What can be some limitations of the use of project-based multimedia learning strategy? The need for an extended period of time. If the basic computer courses did not teach them these skills demanded by this strategy, there will be a problem. There can be a tendency to lose track of the goals and objectives of your lesson because the technology aspect has gotten the limelight.

18. Your students' multimedia products will be technology-based presentations, such as a computerized slide show, a Web site, or a video. These presentations will include evidence that your students have mastered key concepts and processes you need to teach and will be a source of great pride for them and for you.

19. Thank you… Torrefranca, Mary Cycline; Cua, Gimalyn