This is a sequential or simultaneous use of a variety of media formats in a given presentation or self-study program.

This refer to any type of software associated with computers and related technologies that can be used as tools for personal, professional or classroom productivity.

It seeks to connect students’ work in school with the wider world in which the 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.

Is  a category of experiential learning where students are presented with a complex problem or question that has multiple potential solutions and possibilities for exploration.

Is a category of experiential learning that involves students in the process of critical thinking to examine problems that lack a well-defined answer.

It is a method of teaching in which students acquire new knowledge and skills in the course of designing, planning, and producing a multimedia product. It has seven key dimensions: core curriculum, real-world connection, extended time frame, student decision making, collaboration, assessment, and multimedia.

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.

In project-based multimedia learning, students have a say. Teachers look carefully at what decisions have to be made and divide them into “teacher’s” and “students” based on a clear rationale

This refers to program control instructions and accompanying documentation.

This term utilizes a reverse instructional delivery, where if you use the web resources as homework or out of class activity as an initial instruction of your lesson which will be discussed during classtime, this is called