Multimedia Design Project Assessment (MDPA) Report Template

Please replace the instructions provided with your own narrative.

Product URL: http://prince0805.weebly.com

Analysis
In the Analysis section you examine the context of the learning environment, the
learners themselves, and establish learning objectives for the project. The analysis
should provide you with clear statement of learning objectives and a sense of the
constraints you will need to consider as you design and implement the project (for
instance, if the classroom only has one computer that is hooked up to the internet,
then this will need to be developed as a part of station rotation or perhaps an
entire class project/WebQuest as opposed to individual or small group work).
Questions youll want to address in the analysis include, but may not be limited
to:
Learner Analysis
Diverse learner characteristics and needs Age:11-14, 800 to 1100 reading
level, Proficient and fluent language ability, Basic and proficient technical
capabilities, 2- 3 yrs previous experience with project-based learning or
small group learning. (PSC 2.5, 2.6)
Context Analysis
Class characteristics 27- 30 students per class, students rotate to four
main academic classes and each class is 60 minutes (how much time do
you have with them, how flexible is it, etc.) (PSC 2.5)
Technical considerations Students have daily access to technology. The
school is equipped with three computer labs, a media center, three Ipad
carts, and four lap top carts.as well as desktops in each classroom. Lap
tops, computer lab, or Ipads need to be signed out the week prior to
project. Special accommodations that need to be made to do a project that
is web-based (PSC 2.5). No ,assistive technology is needed for students
with disabilities ,yet reading software and head phones are available for
students who may need the additional assistance (PSC 3.4)
Teacher characteristics Teacher LOTI level needs to be moderate and
basic computer function skills

 Standards State or local content and technology standards (NETS-S)

Creativity and innovation
Students demonstrate creative thinking, construct
knowledge, and develop innovative products and processes
using technology. a. Apply existing knowledge to generate
new ideas, products, or processes b. Create original works
as a means of personal or group expression c. Use models
and simulations to explore complex systems and issues d.
Identify trends and forecast possibilities
Research and information fluency
Students apply digital tools to gather, evaluate, and use
information. a. Plan strategies to guide inquiry b. Locate,
organize, analyze, evaluate, synthesize, and ethically use
information from a variety of sources and media c.
Evaluate and select information sources and digital tools
based on the appropriateness to specific tasks d. Process
data and report results
Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources. a. Identify and define authentic problems and
significant questions for investigation b. Plan and manage
activities to develop a solution or complete a project c.
Collect and analyze data to identify solutions and/or make
informed decisions d. Use multiple processes and diverse
perspectives to explore alternative solutions
Digital citizenship
Students understand human, cultural, and societal issues
related to technology and practice legal and ethical
behavior. a. Advocate and practice safe, legal, and
responsible use of information and technology b. Exhibit a
positive attitude toward using technology that supports
collaboration, learning, and productivity c. Demonstrate
personal responsibility for lifelong learning d. Exhibit
leadership for digital citizenship
Task Analysis
Learning Objectives both cognitive objectives (what Essential Questions
are you addressing, what do you want them to walk away knowing and
being able to do) and dispositional objectives (i.e. work in small groups).
(PSC 2.1)

Design
Overview
In the Design phase, you actually design the instructional element. For
WebQuests, the design phase entails sketching out the introduction or storyline
that couches the WebQuest, the task students will have to complete, and an outline
of the process they will undertake to complete the task. The instructional activities
of the project should be authentic and appropriate for the content and student
technology standards. (PSC 2.1, 2.3, 2.6) The tone, vocabulary, and style of the
project should be appropriate for the age and grade level of student. (PSC 2.6)
What online resources have you purposely selected and evaluated to deliver the
content for the project? (PSC 3.6) Please include citations for all resources used in
the project. (PSC 4.2)
Online Resources
www.weebly.com
www.rubristar.com
Googleslides
http://www.timeforkids.com/around-the-world
https://www.cia.gov/library/publications/the-world-factbook/fields/2128.html
http://cultureforkids.exploreandmore.org/
www.thinglink.com
www.wikispaces.com
Details
Describe how will you differentiated content, process, product or learning
environment to meet the diverse needs of all students. (PSC 2.5) Your project
should adhere to Universal Design principles. Universal Design (UD) is an
approach to the design of all products and environments to be as usable as
possible by as many people as possible regardless of age, ability, or situation.
Please include at least two UD strategies in your multimedia project. (PSC 2.6)
Ways to differentiate through process
1. Instructions on webquest can be presented whole group, small group, or
individual
2. Videos provided on video/website page can help provide small group
instruction in stations. Instructor will have to set up a station that has lap tops or
Ipads and ear phones ,so that students can watch and listen to videos provided
instead of reading information.

3. Webquest is designed for students to be paired ;however, it can easily be

designed to accommodate up to four student sin each group.

Ways to differentiate through product

1. The webquest is already set up that students will provide understanding of
culture by presenting different thinglink and written responses
2. To further differentiate webquest, present students with choice board found on
document page. Students will work individually, still use links or videos, and
upload information on their wikispace pages
3. Reduce the work load for student with specific learning disabilities. Reduce the
writing, only require thinglink or writing, and do not require students to provide
feedback.

Identify if this is an individual assignment or designed for small or large groups

What multimedia elements did you use? The multimedia elements should be
appropriate to the curriculum, support the instruction, and produce an overall
effective learning experience. (PSC 2.6)
The webquest ask students to work in pairs to complete the activity. I used weebly
to create the webquest. Students will have to create a thinglink and posted on
wikispaces.
Also, describe how you could use adaptive or assistive technologies as a resource
to support students with visual, auditory, or physical disabilities. (PSC 3.4)
Many assistive technology tools are available for students who need the
technology; for example, students can utilize head phones and audio text reader
software adopted by the district.

Development
The Development section describes how actually developed the project. What was
your timeline for getting it done? What tools did you use (and perhaps have to
learn) in order to complete the development of the project? (HTML, LMS, Wiki,
Blog, Google Pages, etc.) (PSC 3.3, 6.1) During the development process, doublecheck to ensure the Internet links work, documents download properly, and video
and audio is embedded correctly. (PSC 3.5)
The project took 3-4 weeks to develop and outline, plan, and strategy for implementation.
I used Microsoft tools, images, youtube, thinglink, wikispaces, and rubristar.

Implementation
The Implementation section describes how you propose to implement this in a
real classroom (a reminder that full implementation is not a requirement for this
project, though its great if you can do it). (PSC 6.3). If you actually implement
the project, then describe in detail what you actually did.

If you were unable to implement the project, what resources will you need? What
will you need to arrange in advance (lab time, access to websites, switching class
times with other teachers, technical support, etc.)? (PSC 3.1, 3.2, 3.5) What
classroom management strategies will you use for managing students and the use
of digital tools and resources? (PSC 3.2) Whats the timeline for the WebQuest?
Will students work on it daily or over a long stretch of time? What will students
do at school vs. do at home? Describe strategies for how you will ensure equitable
access to the Internet while implementing the WebQuest? (PSC 4.1) Will you
work with or collaborate with other teachers? (PSC 3.7) If so, what will be their
roles?
The webquest implementation process took 3 weeks. I thought the lesson in
isolation. First, students are very aware of webquest, how to navigate webquest,
and tools to use during webquest. It is very important to allow students to practice
using webquest as a tool. Media center lap top carts were signed to me for two
weeks prior to the beginning of the activity. Whole group instruction started with
reading the introduction, navigating through the task and process, identifying the
products, and grading rubric. Students then had an opportunity to select their own
partner to work on webquest. Students followed step by step instruction and only
asked for assistance during thinglink creation, and uploading information to
wikispaces. The last week students had an opportunity to use rubric found on the
evaluation page to critique each other. During the entire process, I was a
facilitator and monitor. I checked for understanding and progress daily, and
corrected misconceptions and mistakes. Students did not need much of my
assistance until pairs created their thinglink and pages on wikispaces. Most of the
technology work was conducted and created at school. Students had little to no
work sent home during the project. Each pair will work using one lap top,
bandwidth increased in the building, and collaboration with media specialist to
ensure equitable internet access during implementation. Classes in which students
are special education, I will work with collaborative teachers. Collaborative
teachers will have the right and opportunity to pull students for small group and
intense instruction.
In the Teacher Notes page of the WebQuest, please describe possible
implementation and differentiation strategies that other teachers might implement
when using the WebQuest. (PSC 2.5)

Evaluation
The Evaluation section describes how you will know if this WebQuest/project
actually helps students learn and if it is a well-designed project from the student
perspective.
Student Learning
Describe what you actually did to assess student learning (if you
were able to do that) along with the outcomes of that evaluation.
What product will students be expected to produce to demonstrate their learning?
How did/will you assess how/if students learned what you wanted them to learn?
Pre-test / post-test? Rubric (usually included as part of a WebQuest)? Did/will
students do any self-assessment or peer-assessment? If so, what would that look
like (walk-bys, rubric completion, I like , Things that could be
improved.)? Did/will you be taking notes or assessing throughout the project
or just upon completion? (PSC 2.7)
In order to assess students achievement, performance, and learning through
webquest, I used formative and summative strategies. I rotate around the room
reminding students of the purpose of the activity, questioning what they have
learned during research, and assisted with web 2.0 tools. Students are expected to
create a thinglink project on their selected country. Also, students must write and
informative essay and place both the thinglink and writing on wikispaces.
Students were assessed on writing and thinglink using a rubric.
Product Design
How do/will you know if the project itself is well designed? (PSC 2.6) Did/will
you take notes as students us it? Video or audiotape students as they use it to see
where they have difficulties or misunderstandings? Did/will you have them
complete some sort of evaluation or feedback form? If you wont be able to
implement this project with your entire class during the semester, then this type of
evaluation will need to be conducted with 3-4 students of the target audience and
will be in the form of a usability test. For now, think about who might be that
target audience and when you might conduct a usability or pilot test with them.
What are some of the questions you might want addressed by a pilot or usability
test (i.e. Is the task clear? Is the reading level appropriate? Do the multimedia
elements enhance the WebQuest or are they just add-ons to have them there?)
I will know if the project is well designed by the completion of project, fluency of
information, navigation of the site with ease, and full engagement of the students.
I will know if malfunction occur frequently, web links are ineffective, and lack of
engagement from the students will give immediate feedback if webquest was
ineffective and unsuccessful. My targeted audience was 110 8th grade students.
Students will use a survey placed on the webquest to provide feedback as well as
wikispaces to constructive critique other students. While implementing the
webquest, I noticed that the information seemed very clear for students to

understand and express what was being asked of students to do. The multimedia
enhanced the project by allowing students to explore more technology and
integrate those tools within the classroom.

Provide 1-2 images of students/pilot testers using the product.

Reflection
Reflect on this project around four aspects:
Project Development What did you learn as a result of
developing this project (technically, tools used, timeline,
planning, etc.). What did you do that worked well? What didnt?
What would you do differently (in terms of building the
WebQuest) if you were to do this again?
Ive always wondered how to create a webquest, how much time
it took to create one, and how difficult it could be to create a
webquest. I quickly realized that the webquest activity takes a lot
of planning preparation and skill. I also learned that is takes more
to create activities that are simplistic enough for students to
understand; however, I found it challenging to make the
weebquest engaging and effective. I think that one element that
seemed to work well with the project was the images, linking,
and media. One thing I would probably do differently is give
students one final product instead multiple. It took students a
long time to complete webquest due to the amount
Instructional Design Discuss the WebQuest as a structure for
student learning (or whatever project structure you ended up
doing)? What worked well? What might have been improved?
What influenced your choices as to how to incorporate the
multimedia elements? Looking back, are there other or better
choices you might have made?
In social students, students must understand the many social
institutions that would make up a person, a community and a
society. I feel one of the things that worked best with the
webquest is the exploration of multiple ethnicities and being able
to further discuss multiple ethnicities by evaluating each other. I
feel that the scoring rubric for the groups should be more
simplistic and quick for students.
Personal Growth What did you learn about yourself as a result
of this project? This can include skills, frustration level, and
ability to push your own envelope, yourself as a teacher and
yourself as a technology facilitator.
Ive had a lot of growth this semester and through this project.
One thing that I have noticed about myself is that I really love
technology. I also have realized that I try to implement too many
technological ideas within the classroom at once that makes the
management of items extremely difficult. I was a little frustrating
with the workload, and I wish that I would started the assignment

earlier; however, I am very proud that I was able to accomplish

such huge task in the window that was given. I also noticed that
my technology skills have greatly improved and I am able to
multi-task with student quick and with ease.
For Others From this experience, what would you suggest to
other teachers/colleagues who might want to consider doing
something similar? What is important for them to know? What
would help them succeed?