Focusing on curriculum application and integration, the authors of these 75 teacher-designed, classroom-tested activities provide simple instructions and reproducible activity sheets for video, audio, and multimedia production, computer projects, and photographic/transparency activities. These projects involve students from grades 1-12 in creative, co-operative, integrated student-centred learning. For each activity there are objectives, an overview, a definition of skill areas covered, a materials checklist, adaptive ideas, procedure guidelines, and evaluation techniques.
Multimedia Projects in Education
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Book Description
Editorial Reviews
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"Enhanced with figures and graphs, this valuable guide could easily have been entitled 'Everything You Wanted to Know About Multimedia and Were Afraid to Ask.' Highly recommended."-Appraisals
Book Description
Building on the materials in the two previous successful editions, Multimedia Projects in Education, Third Edition, features approximately 40% all new material and updates the previous information. The authors use the DDD-E model (Decide, Design, Develop—Evaluate) to show how to select and plan multimedia projects, use presentation and development tools, manage graphics, audio, and digital video, create Web pages, and evaluate student work.
--This text refers to an alternate Paperback edition.
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8 of 8 people found the following review helpful:
5.0 out of 5 stars
Finally a book with immediate classroom application.,
By Jeffrey A See (Oshkosh, WI United States) - See all my reviews
This review is from: Multimedia Projects in Education: Designing, Producing, and Assessing (Paperback)
Students in my Multimedia Design course really appreciate the author's inclusion of materials they can adapt to their classrooms now. Too many times I, myself, have bought books weighted in theory and short on practical applications. Not so this time. Kudos to you for providing straight-forward information and specific examples. One suggestion, though, is an update soon. Some of the material has become dated and students will soon lose interest if instructors must constantly explain how what was said in the book is no longer true.
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