Activity 10 «Creating a multimedia presentation»
Instead of a written report, the students create a multimedia production. This can be, for example, a video, a collage or an audio story.
- Learn how to document their activities and how to present the collected evidence to communicate the learning that was achieved.
- Understand the process from collecting to presenting evidence.
- Learn how to convince someone.
- Learn about the benefits and drawbacks of different media.
- Learn how to use different media
- Learn how to differentiate important aspects from less important ones, and how to capture these important aspects.
- Directed exploration may cultivate creativity and critical thinking skills.
Students can often help each other with multimedia work, as they have learned certain editing software skills on their own. The teacher often is not required to support in tool use.
Sharing, presenting and teaching other Creating a multimedia presentation can be encouraging and rewarding to students, because they get to work on a product that they can share with fellow students, other teachers, friends outside of school and their parents to present what they did and learned in school. They can also use the videos to transfer their learning to others.
Reasons for using technology
Technologies such as digital video cameras and audio recording suggest the creation of videos that are rewarding to look at after the project concluded.
- Depends on the size of the project
- Usually a multimedia production is quite challenging, hence, having students work in teams is a good idea (see activities 1 and 7).
- Students should have chosen a theme and have a clearly defined audience and a purpose of their production.
- Teacher should prepare a presentation of the benefits and drawbacks of different media
o Call in a multimedia expert to speak to the students
o Online research
o Personal experience in previous projects
- Collect data and observe: Students may go outside of the school (see activity 2), contact outside experts (see activity 3), or document their work process with video (see activity 7)
- Analyse data collaboratively
- Students, teachers and experts can collaboratively design the content of the student project and its assessment criteria (see activity 5).
After the teams analyse the information they found they can build a presentation using a diverse range of media showing their results.
The teacher present the benefits and drawbacks of different media of representation to students to initiate a class discussion.
The students chose a purpose, an audience and a medium for their presentation.
They create a storyboard that visualises the narrative of the media presentation and decide, which of the collected files, such as photographs, video clips, voice recordings of interviews, geo tags, etc., they could use to represent their conclusions in a meaningful way to a particular audience.
The teams collect missing multimedia elements and information, such as photos, a script, record voice, audio and video, interview people, make animation, etc., and upload it to a computer (see activities 2 and 3).
Teams build and design the presentations. They edit their data and information to fit the storyboard narrative.
- Teams with geo-tagged information can create a map visualisation.
- Promethean: Fill in the “Breath of fresh air” student flip-chart.
During the process, the students think about the production process, planned steps and requirements. This can involve collaborative assessment (see activity 5) and documentation of works progress with videos (see activity 7). Teams may share their data and their work in progress with other teams and the teacher (see activity 8).
- May be co-developed by teacher, students and other parties involved
Promethean “Breath of fresh air” flip-chart, TeamUp
- Required: photo recording, tools for drawing, writing and combining different parts of the work
- Preferred: video recording, audio recording, geo-tagging, online file sharing, video editing
- Nice to have: some teams might require paper-prototyping material to perform quick and dirty tests, such as transparent boxes and sheets, collection boxes and pins, plant press, microscopes, looking glasses, post-its, threads, etc.
- Locations: none
- Events: none
- People: none
Team work, multimedia, production, presentation