12

SHS - CORE
MEDIA AND
INFORMATION
LITERACY
Second Quarter
Module 5
What is Creative Multimedia
 12

SHS - CORE
MEDIA AND
INFORMATION
LITERACY
Second Quarter
Module 5
What is Creative Multimedia
 Republic of the Philippines
Department of Education
REGION VII, CENTRAL VISAYAS
SCHOOLS DIVISION OF SIQUIJOR
_________________________________________________________________________
COPYRIGHT NOTICE
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be necessary for exploitation of such work for profit.”

This material has been developed through the initiative of the Curriculum Implementation Division (CID)
of the Department of Education – Siquijor Division.

It can be reproduced for educational purposes and the source must be clearly acknowledged. The
material may be modified for the purpose of translation into another language but the original work must be
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No work may be derived from this material for commercial purposes and profit.

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included in this module are owned by their respective copyright holders. Every effort has been exerted to locate
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not represent nor claim ownership over them.
Published by the Department of Education

OIC-Schools Division Superintendent: Dr. Neri C. Ojastro

Assistant Schools Division Superintendent: Dr. Edmark Ian L. Cabio

Development Team of the Learning Module

Writer: Brian Chris T. Abing

Evaluators: Anna-Liza S. Jimenez Susan A. Calibo Ivy Mae L. Dimagnaong Noel P. Paluray
JiJimJimenez
Julieta A. Sarvida Roger B. Antipuesto Kenneth P. Llorente

Management Team: Dr. Marlou S. Maglinao

CID – Chief

Raul R. Abapo
Education Program Supervisor ( EPS – TLE/TVL)

Edesa T. Calvadores
Education Program Supervisor (LRMS)

Printed in the Philippines by___________________________

Department of Education – Region VII, Central Visayas, Division of Siquijor
Office Address: Larena, Siquijor
Telephone No.: (035) 377-2034-2038
E-mail Address: deped.siquijor@deped.gov.ph
 INTRODUCTION

This module is written in support of the K to 12 Basic Education Program to

ensure attainment of standards expected of you as a learner.

This aims to equip you with essential knowledge about what is creative
multimedia.

This includes the following activities/tasks:

 Expected Learning Outcome – This lays out the learning outcome that you are
expected to have accomplished at the end of the module.
 Pre-test – This determines your prior learning on the particular lesson you are
about to take.
 Discussion of the Lesson – This provides you with the important knowledge,
principles and attitude that will help you meet the expected learning outcome.
 Learning Activities – These provide you with the application of the knowledge
and principles you have gained from the lesson and enable you to further
enhance your skills as you carry out prescribed tasks.
 Post-test – This evaluates your overall understanding about the module.

With the different activities provided in this module, may you find this material
engaging and challenging as it develops your critical thinking skills.
 What I Need To Know

At the end of this lesson, you will be able to:

 Evaluate a creative multimedia form (living museum, electronic

portfolio, others)

What I Know

To find out what you already know about the topic to be discussed in this module,
take the Pre-test.

A. MULTIPLE CHOICE

Directions: Read and analyze the statements. Write the letter of your
answer on your answer sheet.

1. Which type of e-portfolios considered works-in-progress and include both self-

assessment and reflection/feedback elements?
a. Assessment
b. Developmental
c. Hybrid
d. Showcase

2. Which of the following draw backs requires constant updating to include the
most current projects?
a. Assessment
b. Compatibility
c. Portability
d. Time

SHS – CORE | MEDIA AND INFORMATION LITERACY 1|Page

 3. Which of the following is the vehicle in which emerging technologies drive
home the concept of multimedia communications in business, art and design,
entertainment and education?
a. Living museum
b. Electronic portfolio
c. Creative multimedia
d. Media of communication

4. Which type of e-portfolios occasionally, you may come across showcase

portfolios that do not show evidence of self-reflection, rubrics for assessment
or feedback?
a. Assessment
b. Developmental
c. Hybrid
d. Showcase

5. Which of the following draw backs wherein setting up your digital portfolio on
a website will eliminate this drawback?
a. Assessment
b. Compatibility
c. Portability
d. Time

6. Which multimedia is a purposeful collection of sample student work,

demonstrations, and artifacts that showcase student’s learning?
a. Living museum
b. Electronic portfolio
c. Creative multimedia
d. Media of communication

7. What type of e-portfolios wherein these may be end-of course or program

assessments primarily for evaluating student performance?
a. Assessment
b. Developmental
c. Hybrid
d. Showcase

8. Which of the following draw backs wherein you will still need to have a hard
copy with you even if you sent an electronic copy in advance?
a. Assessment
b. Compatibility
c. Portability
d. Time

9. What type of e-portfolios is created at the end of a program to highlight the

quality of student work?
a. Assessment
b. Developmental
c. Hybrid
d. Showcase

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 10. Which of the following recreates historical settings to replicate past time
periods?
a. Living museum
b. Electronic portfolio
c. Creative multimedia
d. Media of communication

11. Which of the following contain files of various formats (text, pictures, video,
etc.)?
a. Living museum
b. Electronic portfolio
c. Creative multimedia
d. Media of communication

B. MATCHING TYPE TEST

Directions: Match the proponents in Column A with the terms in Column

B. Write the letter of the correct answer in your notebook.
Column A Column B

1. A movie, television show, event, etc., that A. Text

has been recorded onto a videocassette,
DVD, etc., so that it can be watched on a B. Graphics
television or computer screen.
C. Audio
2. Relating to the sound that is heard on a
recording or broadcast. D. Animation

3. A way of making a movie by using a series E. Video

of drawings, computer graphics, or
photographs of objects
(such as puppets or models) that are
slightly different from one another.

4. The original words of a piece of writing

or a speech.

5. The artistic use of pictures, shapes, and

words especially in books and magazines.

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 What’s In

You learned about the different dimensions how it was formally and informally
produced, organized, and disseminated. Can you still remember them? Try doing the
activity below.

Activity

Directions: Rearrange the jumbled letters in every item to form the

correct word being described by the group of words at the right. Do it in
your notebook.
1. H-S-D-E-A-N-G-I – allow the reader to identify specific topics.

2. S-O-R-F-A-T-M – documentary, news article, interviews, advertisement,

images.

3. R-C-S-E-R-O-U-S – books, magazines, newspaper and articles.

4. I-V-I-A-L-A-T-B-A-I-Y-L – printed materials are already available on a variety

of topics and in many different Formats.

5. N-T-A-I-O-N-E-X-T-I-N-O-F-T-R – a non-fiction writing written with intention of

informing the readers about a specific topic.

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 What’s New

Directions: Analyze and answer the following questions below. Do it in

your notebook.
1. What is a living Museum?

2. What are costumed historians? What are their roles at living museums?

3. What is Electronic Portfolio?

4. Why Electronic Portfolio considered as learning assessment tool?

CRITERIA 4 3 2 1

Content Content makes Content Content Content does not

important focuses on includes a few include ideas about
connections important ideas about the the subject area or
between concepts about subject. ideas are incorrect.
subject area the subject
concepts. matter.

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 What Is It

Information Sheet

CREATIVE MULTIMEDIA
What is Creative Multimedia?

 Is the vehicle in which emerging technologies drive home the concept

of multimedia communications in business, art and design,
entertainment and education? Together, these sectors invest, produce
and disseminate a huge array of content that educates, informs and
entertains the public.

5 Types of Media of Communication

1. Text – the original words of a piece of writing or a speech.

2. Graphics – the artistic use of pictures, shapes, and words especially in books
and magazines.

3. Audio – relating to the sound that is heard on a recording or broadcast.

4. Animation – a way of making a movie by using a series of drawings,

computer graphics, or photographs of objects (such as puppets or models)
that are slightly different from one another and that when viewed quickly one
after another create the appearance of movement.

5. Video – a movie, television show, event, etc., that has been recorded onto a
videocassette, DVD, etc., so that it can be watched on a television or
computer screen.

Art develops our brain to be creative

 The term of creative is the ability to generate innovative ideas and manifest
them from thought into reality.

 And multimedia is a transmission that combines media of communication

such as text, graphics, audio, animation and video.

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 5 Elements of Creative Multimedia

1. Design – to plan and make decisions about (something that is being built or
created): to create the plans, drawings, etc., that show how (something) will
be made.

2. Social media – forms of electronic communication (such as Web

sites)through which people create online communities to share information,
ideas, personal messages, etc.

3. Tools – a handheld device that aids in accomplishing a task.

4. Innovation – the act or process of introducing new ideas, devices, or

methods.

5. Art – something that is created with imagination and skill and that is beautiful
or that expresses important ideas or feelings.

 Those elements involve many factors that makes it powerful tool in delivering
information especially art in creative multimedia.

Example of Creative Media

 General Mind Map

Source: https://www.google.com/amp/s/creativemedia/

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 Living Museum
What Is A Living Museum?

 A living museum or a living history museum is a museum that recreates

historical settings to replicate past time periods. The objective of living history
museums is to provide visitors with a practical interpretation of the past. They
bring history to life by imitating the conditions of a natural environment,
historical period, or culture to the fullest. Living museums use various
interpretive techniques such as exhibitions and costumed historians who
represent historical characters to make simulations of past periods as
authentic as possible. The key difference between a living museum and other
historical sites is that living history museums give interpretations in the first-
person present.

Costumed Historians

 Costumed historians perform many responsibilities at historical sites. Besides

portraying characters that lived in a particular period, they conduct visitor
tours and interpret spaces. They also write interpretive scripts and contribute
to the research process that helps the museum with site interpretation. The
historians, therefore, must be people who are skilled in communication,
research, and writing, and they must be comfortable when addressing large
audiences. Historians collaborate with education and curatorial staff to
develop educational programs and exchange ideas on how to conduct school
and collections tours.

Interpretation

 Living history museums use two types of costume interpretations. The first
one is the first-person interpretation where costume historians portray
specific historical characters by adopting their mannerisms, speech patterns,
worldviews, and attitudes.

 The second type of costumed interpretation uses third person interpreters

who have a working knowledge of both the present and the past.

The Six Principles of Interpretation are

1. Interpretation that does not somehow relate to what is on display or being

described to enhance the visitor experience will be sterile.
2. Information is not interpretation but all interpretation includes information.
3. Interpretation is teachable art.
4. The main aim of interpretation is not instruction, but provocation.
5. Interpretation should aim to present a whole instead of simply a part.
6. Interpretation geared toward children should follow a fundamentally different
approach rather than a dilution of the presentation given to adults.

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Scholarship

 Scholars and museum professionals have done significant work exploring the
different interpretation styles, how the museum presents and explains the role
of the costumed historian, and how the interaction between visitor and
costumed interpreter impacts the visitor and costumed interpreter impacts the
visitor’s overall museum experience.

Concerns about the Authenticity of Living History Museums

 Authenticity is a major concern for living museums because it is impossible to

re-create a piece of the past perfectly to simulate living history. Living
historians define authenticity as perfect simulation between a living history
activity and the piece of the past it is meant to re-create.

Examples of Living Museums

 Motag Living Museum: Located in Boracay

Source: https://www.google.com/amp/s/creativemedia/

Electronic Portfolio
What is Electronic Portfolio?

 An electronic portfolio (e-portfolio) is a purposeful collection of sample student

work, demonstrations, and artifacts that showcase student’s learning
progression, achievement, and evidence of what students can do. The
collection can include essays and papers (text-based), blog, multimedia
(recordings of demonstrations, and artifacts that showcase student’s learning
progression, achievement, and evidence of what students can do. The
collection can include essays and papers (text-based), blog, multimedia
(recordings of demonstrations, interviews, presentations, etc.), graphic.

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An e-Portfolio may contain all or some of the following:

 Files of various formats (text, pictures, video, etc.)

 Evidence related to courses taken, programs of study, etc.
 Writing samples (which might include several drafts to show development and
improvement)
 Projects prepared for class or extracurricular activities
 Evidence of creativity and performance
 Evidence of extracurricular or co-curricular activities, including examples of
leadership
 Evaluations, analysis and recommendations

Types of e-Portfolios

 Showcase/Professional e-Portfolios – These e-Portfolios are primarily a

way to demonstrate (showcase) the highlights of student’s academic career.
Great examples of showcase e-Portfolios on Clemson’s campus come from
Health Sciences, Architecture

 Learning e-Portfolios – These portfolios are typically created by a student as

part of a course as a way to demonstrate learning and the learning process.
These portfolios are often shared with other students to elicit peer feedback.
Learning portfolios support the idea of formative feedback as an essential part
of the learning process.

 Assessment/General Education e-Portfolios – At Clemson the use of

portfolios played a substantive role in the assessment of our general
education competencies. Using both formative and summative assessments
feedback was provided to colleges, departments and instructors on the quality
of evidence students used in their portfolios to demonstrate our general
education competencies.

Portfolios are considered as learning assessment tool

 Student Learning: E-portfolio has been used to facilitate, document, and

archive student learning. It is a learning tool for students to clarify their
educational goals, integrate and solidify learning through reflection, and
showcase achievement to potential employers. By having students reflect on
what they learned, how they learned it, and how much they learned, they start
to take control of their own learning.

 Assessment and accreditation: E-Portfolio can also function as a tool for

faculty to monitor and evaluate program effectiveness. To collectively
examine student achievement for program improvement, portfolio can be a
useful way to organize, sample, and assess what students gained out of the
program. Portfolios enable faculty to not only observe what students know
and can do, but also learn how students learn through student reflections.

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  What portfolio is NOT: A portfolio is not a placeholder for all or random
student work. In order to ensure that the portfolio process is educational and
that it serves as a way to assess student learning outcomes, instructors need
to be mindful about which artifacts need to be included for what purposes.

Types of e-portfolios
 There are three main types of e-portfolios, although they may be referred to
using different terms:

1. Developmental
Demonstrate the advancement and development of student skills over a
period of time. Developmental portfolios are considered works-in-progress
and include both self-assessment and reflection/feedback elements. The
primary purpose is to provide communication between students and faculty.

2. Assessment
Demonstrate student competence and skill for well-defined areas. These may
be end-of course or program assessments primarily for evaluating student
performance. The primary purpose is to evaluate student competency as
defined by program standards and outcomes.

3. Showcase
Demonstrate exemplary work and student skills. This type of portfolio is
created at the end of a program to highlight the quality of student work.
Students typically show this portfolio to potential employers to gain
employment at the end of a degree program.

4. Hybrid
Most portfolios are hybrids of the three types of portfolios listed above. Rarely
will you find a portfolio that is strictly used for assessment, development or
showcase purposes. Occasionally, you may come across showcase portfolios
that do not show evidence of self-reflection, rubrics for assessment or
feedback.

Usage of e-portfolios
 Today, electronic portfolios are gaining popularity in:

 Schools
 Higher education
 Continuing professional development
 Job applications/professional advertisements
 Therapy groups
 Assessment
 Accreditation
 Recognition of prior learning

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In education

 In education, the electronic portfolio is collection of a students’ work that can

advance learning by providing a way for them to organize, archive, and
display work.

In education e-portfolios have six major functions

1. Document skills and learning

2. Record and track development within a program
3. Plan educational programs
4. Evaluate and monitor performance
5. Evaluate a course
6. Find a job

Draw Backs of e-portfolios

1. Time
A professional portfolio requires constant updating to include the most current
projects. Except for graphic designers or writers whose work is already in
digital format, the process of converting images and projects into digital files
can be very time consuming. The presentation of the electronic portfolio also
needs to stay current, and this will also require updating. Depending on how
busy you are or how often you add new projects, older projects may have a
short shelf-life, and replacing them with the most current project examples is
essential before submitting a portfolio to new prospective employers.

2. Compatibility
Electronic portfolios may need to be saved in different formats to prevent
compatibility issues with the prospective employers you email it to. For
instance, if your version of Microsoft Word saves files as .docx files, the
person you send them to may not be able to open the file. Unless it is
specified in advance, there is no way of knowing whether your electronic
portfolio will be compatible with the person you are sending it to. Setting up
your digital portfolio on a website will eliminate this drawback.

3. Portability
The convenience of an electronic portfolio is considered an advantage,
although it also can be a drawback. You can bring a disc, memory card, or
web address to an interview and expect to be able to present your portfolio on
whatever computer they have available. You will still need to have a hard
copy with you even if you sent an electronic copy in advance.

Other uses of e-portfolios

 Some e-portfolio applications permit varying degrees of audience access, so
the same portfolio might be used for multiple purposes. According to
Anderson, e-portfolios can then go viral and be passed on to be easily viewed
by many on the web.

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 What’s More

Directions: Analyze the illustration and discuss your ideas on the

questions below. Do it in your notebook.

1. What is the significance of raw digital content for creation?

2. What is your idea about multimedia delivery platforms?

3. In our current generation what is the use of multimedia applications?

4. Please picture out what will happen to multimedia without one of this 3 elements
which is creation, distribution and integration?

CRITERIA 4 3 2 1

Content Content makes Content Content Content does not

important focuses on includes a few include ideas about
connections important ideas about the the subject area or
between concepts about subject. ideas are incorrect.
subject area the subject
concepts. matter.

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 What I Have Learned

I learned that:
 Creative multimedia is the vehicle in which emerging technologies drive
home the concept of multimedia communications in business, art and
design, entertainment and education.
 A living museum or a living history museum is a museum that recreates
historical settings to replicate past time periods.
 An electronic portfolio (e-portfolio) is a purposeful collection of sample
student work, demonstrations, and artifacts that showcase student’s
learning progression, achievement, and evidence of what students can do.
 Other uses of e-portfolios applications permit varying degrees of audience
access, so the same portfolio might be used for multiple purposes.

What I Can Do

Directions: Discuss your ideas on the questions below. Do it in your

notebook.
1. How do you use the word creative in your evaluation?
2. Is what is creative to you the same for your co-learners?
3. What is the significance of the living museum in our current and future
generations?
4. Why to use an electronic portfolio?
CRITERIA 4 3 2 1

Content Content makes Content Content Content does not

important focuses on includes a few include ideas about
connections important ideas about the the subject area or
between concepts about subject. ideas are incorrect.
subject area the subject
concepts. matter.

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Assessment
Post – test;

A. TRUE OR FALSE TEST

Directions: Write True if the statement is correct and False if it is
incorrect. Do it in your notebook.
1. Portability is the convenience of an electronic portfolio is considered an
advantage, although it also can be a drawback.

2. Hybrid e-portfolio is created at the end of a program to highlight the quality of

student work.

3. Showcase e-portfolio demonstrate student competence and skill for well-

defined areas. These may be end-of course or program assessments
primarily for evaluating student performance.

4. Compatibility is setting up your digital portfolio on a website will eliminate this

drawback.

5. Developmental e-portfolio demonstrate the advancement and development of

student skills over a period of time.

6. Hybrid e-portfolio showcase portfolios that do not show evidence of self-

reflection, rubrics for assessment or feedback.

7. The term of creative is a transmission that combines media of communication

such as text, graphics, audio, animation and video.

8. Multimedia is the ability to generate innovative ideas and manifest them from
thought into reality.

9. E-portfolio is a placeholder for all or random student work.

10. Time is a professional portfolio requires constant updating to include the most
current projects.

11. Learning e-portfolios are typically created by a student as part of a course as

a way to demonstrate learning and the learning process.

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 B. ENUMERATION
Directions: List down the 5 elements of creative multimedia. Do it
in your notebook.
1.____________
2.____________
3.____________
4.____________
5.____________

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References
Online Sources:
1. Retrieved from: https://bit.ly/3dnWPNY
2. Retrieved from: https://www.google.com/amp/s/creativemedia/
3. Retrieved from: https://bit.ly/3dnWPNY
4. Retrieved from: https://www.mscmalaysia.com.my
5. Retrieved from: https://www.tripadvisor.com.ph/attra

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