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MME 7113 - Principle of Multimedia in Education Technology
JUNIZA ZAMRI 1191401355
ALHAM RASHID ALOMAIRI 1191400238

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providing students with the supports needed to complete the task.
Below are several key scaffolds that teachers must consider when implementing sophisticated classroom projects.

Structure : Critical organizing features of the project that determine who does what and when.

Content : Any classroom activity that covers the foundational topics, concepts, and standards that students need to know for the project.

Training: Explicit skill-building for students in group work and all required production areas.

Expertise: Professional-level training and consultation provided by outside experts or adults in the community

Oversight: Structured times for teachers to meet, motivate, and mentor student teams

Documents: Handouts to help explain and organize project.

Tools: The technological resources necessary to produce required products

Time: In-class opportunities for students to meet, research, produce, exhibit, and evaluate.

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1. AUTHENTICITY
Projects designed with authenticity infuse student work with purpose and passion by connecting project work to real-world issues that students care about.
2. ACADEMIC RIGOR
Projects that feature academic rigor challenge students to fully engage their minds by mastering content standards and using professional-level thinking skills.
3. ADULT CONNECTIONS
Projects that incorporate adult connections support and inspire students through the meaningful involvement of adults beyond the classroom.
4. ACTIVE EXPLORATION
Projects with active exploration engage the bodies and minds of students through hands-on, ﬁeld-based work.
5. APPLIED LEARNING
Projects that integrate applied learning push students to use their learning right away and to practice important skills demanded by the workplace.
6. ASSESSMENT PRACTICES
Projects with quality assessment practices provide opportunities for students to receive relevant feedback during and after their project work Many teachers use these six factors as a quality check during the project design process.

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The simultaneous outcomes framework shows how teachers can create projects that operate on several levels at the same time.
Outcome Level Descriptors
Level 1: Classroom Activities
Good classroom activities provide a context for learning and help students to understand key academic concepts. In addition, well-designed activities allow students to practice the process and thinking skills needed, such as comparing, analyzing, and evaluating.
Key project design questions:
• What will students do as part of this lesson or project?
Examples: • Read an article • Work in a group to write a script • Edit a video
Level 2: Content Standards
It focuses on accountability and testing.
Key project design questions:
• What are the essential concepts and skills that I want students to learn during this project?
• What will I accept as evidence that they have learned it?
Examples:
• Concepts that come from the heart of the discipline
• Evidence of learning credits vs. debits might include designing an accounting spreadsheet and entering receipts and accounts payable data for a real or simulated business
Level 3: Habits of Mind
The third outcome level addresses the habits of mind, a set of “intelligent behaviors” that all people exhibit when they’re acting intelligently.
Key project design questions:
• Which habits of mind do I want students to develop during this project?
Examples: • Flexibility in thinking • Metacognition • Persisting
Level 4: Self-Directed Learning
The outmost level addresses self-directed learning and the skills students can transfer to all aspects of their life.
Key project design questions:
• What will students ultimately learn about their learning as a result of this project?
Examples:
• Self-managing – teaching students to organize their own time and resources
• Self-monitoring – teaching students to evaluate their own progress and work quality
• Self-modifying – teaching students to make their own changes and adaptations

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According to an analysis of PBL research completed in 2000 by Dr. John W. Thomas, evidence can be found to support the following:

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According to an analysis of PBL research completed in 2000 by Dr. John W. Thomas, evidence can be found to support the following:

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• PBL is more popular with students and teachers than traditional methods.
• Compared to other instructional models, PBL enhances the quality of student learning in subject matter areas.
• PBL seems to be equal to or slightly better than other models of instruction for producing gains in general academic achievement.
• PBL is an effective strategy for teaching complex skills such as planning, communicating, problem solving, and decision making.
• PBL can help increase student attendance, attitude, and self-reliance. For teachers, PBL can help increase professionalism and collaboration.
• In order for PBL to succeed, teachers must provide support for students in skills such as inquiry learning, effective technology use, metacognition, and workplace skills (for example, time management).
• PBL effectiveness is enhanced when incorporated into whole-school change efforts.

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 Newmann used three criteria to deﬁne instruction that was “authentic”: 

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 Newmann used three criteria to deﬁne instruction that was “authentic”: 

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Construction of knowledge : asks students to engage directly in experiences designed.

Disciplined inquiry : connects new learning to students’ prior knowledge base

Value beyond school : student inquiry and work products operate within a real-world context that students and adults outside the classroom consider worthwhile

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Conditions that Support Project-Based Learning

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Conditions that Support Project-Based Learning

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In the Classroom

Safe, respectful learning environments

Personalized teacher-student relationships

Productive peer relationships

Transformed teacher roles

Intensiﬁed teacher engagement and commitment

At the School

Supportive school structures

Professional collaboration

Administrative support

In the Community

Parent involvement in learning

Community partnerships

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Here are some key questions that teachers should consider when deciding if a PBL experience is suited to their instructional needs

Do the content standards call for demonstration, application, performance, or understanding?

Is there a way to capitalize on opportunities in the community through a PBL approach?

Is there enough time and are the necessary resources available?

Can standards, skills, and habits of mind be prioritized and sequenced so that the project is doable?

Can all students be supported to produce high-quality work?

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Improved Learning Strategies and Thinking Skills

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Improved Learning Strategies and Thinking Skills

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Learning To Learn: Effective online projects encourage students to work on a problem in depth, rather than covering many topics briefly.

Life Long Learning :  Finding information and people on the Internet gives students the knowledge of how to go about acquiring the knowledge they may need.

Active Learning :We all learn best by "doing."

Cooperative Learning : Students work directly with people from other places and cultures, and collaborate not only with peers, but with mentors and experts in a large number of fields.
Cooperative

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Changing Roles and Increasing Participation.

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Changing Roles and Increasing Participation.

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Students As Teachers :students can access new and relevant information not yet discovered by their teacher.

Teachers As Coaches: The primary tasks of teachers are to guide, coach and mentor their students.

Parent and Community Involvement : With the growth of the Internet, more and more of "the community" can be found online, therefore allowing closer relationships between people inside schools and outside in the "real world".

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Organized around a problem

Students design the process

Requires critical thinking

Provides the opportunity for students to examine the task from different perspectives using a variety of resources

Students learn to work independently

Students regularly reflect on what they’re doing

A final product  is produced and is evaluated for
quality

The classroom has an atmosphere that tolerates error and change

The teacher takes on the role of a facilitator rather than a leader

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Research studies have demonstrated that PBL can:  

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Research studies have demonstrated that PBL can:  

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More effective

More resultant

More practical

More serviceable

effective with lower-achieving students

Improve students’ mastery of 21st-century skills

Provide a fruitful model for whole school reform

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students use the knowledge that they get.

students understand, apply, and retain information.

an opportunity to work with professional experts.

increase academic achievement.

critical thinking, communication and collaboration.

increased motivation and engagement in their studies.

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Finding a wider audience makes student work more authentic and provides extra value and a sense of pride and achievement

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make sure you have clear learning objectives and a good way to assess them.

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Think about how long the project will last and set a deadline

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Think about ways students can make choices about how they approach or develop the project

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Think about what linguistic and content skills you want students to learn.

Think about how they will gather the information they need – online, from classmates, from books, from community members

Set clear objectives for the project and think about what the outcome will be

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This should be an open-ended question to which there is no ONE right answer.

You can also ask your students to create essential questions as this gets them more involved and thinking more deeply.

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a method of teaching that presents students with a problem or challenge to solve, requires them to gather information from various resources and asks them to come up with an original solution that ends in a product or performance

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trust the students and give them reason to trust teacher

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value the learning from failure.

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taking suggestion from everyone

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give students freedom to choose how to respond to project brief they want to pursue.

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1. their experience
2. their skills
3. their interest

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build PBL culture

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1. promote exhibition
2. assigned roles for exhibition
3. create project archive
4. don't give up

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1. engage students
2. set clear expectation
3. monitor the process

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1. share the air : everyone to speak
2. hard on content , soft on people : crystal clear feedback on product
3. be kind, specific and helpful

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presenting the project plan to group of people to get constructive feedback

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1. finalize what NON-NEGOTIABLE and flexible part
2. use 'voice, choice and audience' technique.
3. be sure everyone is learning from each other
4.

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1. self assessment
2. peer assessment
3. teacher assessment
4. outside expert/audience

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1. does the product meet requirement?
2. has the students develop skills required?
3. has student learned the content as needed?

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1. decide learning outcome
2. create project
3. collab with expertist
4. Fill out project plan
6. create gantt chart, timeline schedule
7. Assessment plan

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1. authenticity
2. academic rigour
3. applied learning
4. active exploration
5. adult relationship
6. assessment

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get an idea? ask yourself:
1. will this project engage the students?
2. will this project engage the teacher
3. will the students learn something ?

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to get feedback on draft.
1. Carried out in small group
2. Gallery walk - stick-it used to give comment/feedback
3. Dilemma protocol - sharer share their issues. remaining student will discuss solution for 7 mins before sharer rejoin the conversation to get feedback n suggestion
4. Workshop - style : students were given teacher-generated question about product and discuss the Questions to improve product quality. 10-15 mins discussion.
5. Pair critique: deeper critique by use/try/test the product and evaluate in 20 mins time. Good crit to do before turn in for final assessment

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1. led by teacher
2. normally involve entire class

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1. Be kind
2. Be specific
3. Be helpful

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to learn and get feedback

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improvise within time to produce better product

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boost up motivation & commitment level

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Exhibit - multiple draft - critique

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enquiry-based-learning = problem based learning