EDTECH ASSIGNMENT

1. We always hear the word blackboard when all we see is green chalkboard in the classroom. Can you found out why?
• As what I've learned, before the color of our board was really black but it was been change to green because green color is easier in our eyes.
2. What is project based learning? What principles of teaching are very much illustrated by PBL?
• 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. Project-based multimedia learning has seven key dimensions: core curriculum, real-world connection, extended time frame, student decision making, collaboration, assessment, and multimedia. Like air, fire, water, and earth, it's possible to have one of these dimensions present without the rest. A strong unit, however, includes them all. Here is a brief explanation of each.

Core curriculum. At the foundation of any unit of this type is a clear set of learning goals drawn from whatever curriculum or set of standards is in use. We use the term core to emphasize that project-based multimedia learning should address the basic knowledge and skills all students are expected to acquire, and should not simply be an enrichment or extra-credit activity for a special few. Often, these projects lend themselves well to multidisciplinary or cross-curricular approaches.

Real-world connection. Like the Velveteen Rabbit in Margery Williams's famous story, project-based multimedia learning strives to be real. It seeks to connect students' work in school with the wider world in which students live. You may design this feature into a project by means of the content chosen, the types of activities, the types of products, or in other ways. What is critical is that the students—not only the teacher—perceive what is real about the project.

3. What are the elements of project based learning?

• The core idea of project-based learning is that real-world problems capture students' interest and provoke serious thinking as the students acquire and apply new knowledge in a problem-solving context. The teacher plays the role of facilitator, working with students to frame worthwhile questions, structuring meaningful tasks, coaching both knowledge development and social skills, and carefully assessing what students have learned from the experience. Advocates assert that project-based learning helps prepare students for the thinking and collaboration skills required in the workplace.

• is organized around an open-ended Driving Question or Challenge. These focus students’ work and deepen their learning by centering on significant issues, debates, questions and/or problems.
• creates a need to know essential content and skills. Typical projects (and most instruction) begin by presenting students with knowledge and concepts and then, once learned, give them the opportunity to apply them. PBL begins with the vision of an end product or presentation which requires learning specific knowledge and concepts, thus creating a context and reason to learn and understand the information and concepts.
• requires inquiry to learn and/or create something new. Not all learning has to be based on inquiry, but some should. And this inquiry should lead students to construct something new – an idea, an interpretation, a new way of displaying what they have learned.
• requires critical thinking, problem solving, collaboration, and various forms of communication. Students need to do much more than remember information—they need to use higher-order thinking skills. They also have to learn to work as a team and contribute to a group effort. They must listen to others and make their own ideas clear when speaking, be able to read a variety of material, write or otherwise express themselves in various modes, and make effective presentations. These skills, competencies and habits of mind are often known as "21st Century Skills". 
• allows some degree of student voice and choice. Students learn to work independently and take responsibility when they are asked to make choices. The opportunity to make choices, and to express their learning in their own voice, also helps to increase students’ educational engagement.
• incorporates feedback and revision. Students use peer critique to improve their work to create higher quality products.
• result in a publicly presented product or performance. What you know is demonstrated by what you do, and what you do must be open to public scrutiny and critique
• Project-based learning creates opportunities for groups of students to investigate meaningful questions that require them to gather information and think critically. Typical projects present a problem to solve (What is the best way to reduce the pollution in the schoolyard pond?); a phenomenon to investigate (Why is best way to stay on a skateboard?).

4. Why we use Project based learning?
• We use PBL in order for the students to understand more the lesson. The run of the discussion will be center on the evaluation of the student, so by evaluating the child, the child's capability will be honed through evaluation.
5. What are disadvantages of the use of Project Based Learning and Multimedia Project?
• one of the disadvantage of PBL is that, the teacher will no more exercise his/her lesson plan, the teacher will just give a few minutes in his/her discussion and bigger minutes to rest. Some of the teacher were just depend on the internet.
6. What are the steps involved in the use of Project based learning strategy?
•

1. The teacher-coach sets the stage for students with real-life samples of the projects they will be doing.
2. Students take on the role of project designers, possibly establishing a forum for display or competition.
3. Students discuss and accumulate the background information needed for their designs.
4. The teacher-coach and students negotiate the criteria for evaluating the projects.
5. Students accumulate the materials necessary for the project.
6. Students create their projects.
7. Students prepare to present their projects.
8. Students present their projects.
9. Students reflect on the process and evaluate the projects based on the criteria established in Step 4.