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Abstract

The author uses his experience leading a project-oriented special-topics course as a case study in constructivist teaching methods. Citing relevant literature from the education field, this paper considers why students chosen to work for course credit on a promotional video for a university program considered the project their greatest academic learning experience. The author points out that communication media education has long championed activity and project-based learning and argues that educators could benefit from a deeper understanding of how and why such methods are effective.

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