Desktop Publishing

1. Desktop Publishing & Project-Based Learning

2. Introduction • Desktop Publishing is an example of a technology application that can be integrated into Project Based Learning (PBL).

3. Module Overview This module presents the process of designing and planning PBL with desktop publishing and multimedia.

4. Module Objectives • Model the use of the six steps of PBL to develop and plan for implementing PBL with students. • Model the use of PBL to integrate the four strands of the Desktop Publishing TEKS, foundations, information acquisition, problem solving, and communication, into student learning activities.

5. AboutProject Based Learning • Project Based Learning (PBL) combined with multimedia is a powerful teaching and learning strategy engaging students in complex activities that can seamlessly integrate technology into curriculum and instruction.

6. Project Based Learning….. • is authentic and compelling in nature. • is investigative and engaging. • supports student autonomy. • can result in real-world outcomes. See Buck Institute for Educationin Resources to learn more about PBL

7. Content & Multimedia in PBL • Curricular content is based on content standards with clearly articulated goals that support and demonstrate content learning in process and product. • Use of multimedia applications such as desktop publishing, digital cameras, etc. gives students the opportunity to effectively use technology in the planning, development, and presentation of their projects.

8. The STEPS • These six basic steps will help you plan and implement PBL: • Step 1: Define the project. • Step 2: Draft a timeframe. • Step 3: Plan student activities. • Step 4: Plan assessment. • Step 5: Implement projects with students. • Step 6: Finish projects and reflect.

9. STEP 1: Define the Project • When you are ready… PAUSE ……the video. For example… Go to STEP 1: Defining the Project in Resources.

10. STEP 2: Time Frame • Many considerations must be taken into account when planning the time frame for PBL. • How much class time can be given to this project? • How much time does this project require? • What other things will be going on in your classroom and school that will impact the time frame for this project?

11. STEP 2: Timeframe • For example… • The time frame for this project will be:

12. STEP 2: Timeframe • Four class days or 6.0 class hours will be devoted to this project. • One class day per week will be given in the last three weeks of the first grading period. • One additional class period will be scheduled for the project should additional time be required. • One of the four class periods will be devoted to student reflection/ assessment.

13. STEP 2: Timeframe • Only then…. • Get out your planning calendar. • Note some due dates and checkpoints for project goals to be completed. See STEP 2: Drafting a Time Framein Resources.

14. STEP 2: Timeframe • Remember…Allow for flexibility, growth and changes in the project.

15. STEP 3:Plan Student Activities • Teachers who use PBL have developed many excellent learning activities.

16. STEP 3:Plan Student Activities • When you are ready…… PAUSE ……the video. Visit Curriculum Activitiesin Resources for Access Media Literacy, General, Production, and Technical Learning Activities for students.

17. STEP 4: Project Assessment • Reflecting on your project goals and objectives will help you determine the nature and content of the project assessment. • Determining the role of assessment in PBLis important.

18. STEP 4: Project Assessment • Student reflection is an integral and meaningful part of project assessment. • Student Reflection Questionsprovide many avenues for helping students reflect on their projects.

19. STEP 5:Project Implementation • Choosing a Topic: • As presented to students, the problem to be considered for this project narrowly defines the topic possibilities. • The brochure demonstrated in our model provides information about tornadoes.

20. The MODEL • Students must make decisions and plan: • Research the topic and plan contents. • Select application software for the brochure. See Brochure 1 andBrochure 2in Resources.

21. And then more decisions…. • Plan the brochure: color scheme, layout design, font style and size. • Research and/or create brochure graphics. See Brochure 3 andBrochure 4in Resources.

22. Put it together: • When the research and planning are complete, it is time to assemble the brochure. See Brochure 5andBrochure 6in Resources.

23. STEP 6: Finish and Reflect • Throughout the project, student progress and skill development has been observed and noted. • Now it is time for students to present their projects and reflect.

24. Project presentations can be accomplished in a variety of ways • Present the finished product in a special forum. • Discuss or write about highlights of project. • Discuss or write about suggested improvements for next time. • Take time to write down personal reflections on project and things to remember for next time.

25. Summary • You have observed how to integrate technology applications such as desktop publishing into project based learning using the six steps for planning and implementing PBL. • Maybe you have worked along with the module.

26. Summary • You have observed how to integrate technology applications, such as desktop publishing, and utilize its four strands: • foundations, • information acquisition, • problem solving, and • communication, • into project based learning experiences for students.