1. Project-based multimedia learning redefines boundaries of the classroom. No longer are students confined to learning within the walls.

2. Teacher Nachielle teaces social studies. Her students, as part of their studies of medieval history created a multimedia presentation about the Black Plaque. She teamed with a teacher in the science department for the unit.

3. In science, students created animations that simulated how the plaque virus attack the body. In social studies they created computer-based presentations looking at the plaque from various perspectives that included 14 th

4. century farmers and 21 st century scientists. Their presentations used primary historical resources, as well as literature and current events. The presentation compared the plaque to the AIDS epidemic today.

5. Entering teachers Nicolles class, you first notice that every child is completely engrossed. Second, you notice the cacophony of voices, raising and falling in intense animated discussions among small groups of third graders.

6. You look or the teacher – she isnt 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 show the group how to use the index of a book to find information about shelter for a tribe of Aetas.

7. 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 tribe of Aetas village to be scanned

8. into the presentation software later. Another group of boys uses a Venn diagram to show foods in their diet, food in their tribes diet and food they have in common. You want to ask them about their work but cant bear to break their concentration.

9. Teacher Nicole notices you and starts toward you, but each group of students she passes stops her to proudly show off their work or ask to check something. She finally reaches you and starts to explain the various activities the children are working on to prepare their

10. multimedia presentation – 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 things of all – the children are still working, still engrossed, still animated and focused.

11. PROJECT-BASED MULTIMEDIA LEARNING 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, 2012.)

12. Core CurriculumReal-world connectionExtended time frame Student decision making MultimediaAssessmentCollaboration PROJECT-BASED MULTIMEDIA LEARNING

13. WHY USE PROJECT-BASED MULTIMEDIA LEARNING?

14. WHAT CAN BE SOME LIMITATIONS OF THE USE OF PROJECT-BASED LEARNING STRATEGIES?

15. Need for an extended period of time. Requires technical skills. Tendency to lose track of the goals and objectives of your lesson because technology has gotten limelight.

16. APPLICATION

17. PROJECT-BASED MULTIMEDIA LEARNING INSTRUCTION: Research, design, plan and produce multimedia product using one of the following topics. a.Educational technology basic computer terminologies. b.Software tools integration (sample software tools & classroom uses)

18. PROJECT-BASED MULTIMEDIA LEARNING INSTRUCTION: Research, design, plan and produce multimedia product using one of the following topics. c.Methods of teaching d.Principles of teaching e.Code of ethics of a professional teacher

19. Criteria for Evaluation Content - 30 Organization of the information – 20 Presentation Porma – 20 Novelty/creativity – 20 Timeliness - 10

20. REFERENCE Corpuz, Brenda B. and Lucido, Paz L. (2008). Educational technology 1. Cubao Quezon City, Philippines: Lorimar Publishing, Inc.