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 14th

4. century farmers and 21st 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 Nicolle’s 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 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 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” tribe’s
diet and food they have in
common. You want to ask them
about their work but can’t 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 Curriculum
Real-world connection Multimedia
PROJECT-BASED
MULTIMEDIA
LEARNING
Extended time frame Assessment
Student decision making Collaboration

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.