Multimedia Design Project Assessment (MDPA) Report ~ Amy

Alfonso

Product URL: __http://amyalfonso.wixsite.com/mysite

Analysis
Learning Environment
The classroom the WebQuest served was a third grade classroom with three
desktop computers and five iPad devices. To ensure that all groups would be able
to work on the assigned project through the WebQuest, I utilized a laptop cart for
several days. By doing this, I was able to provide each partner group with a
laptop throughout the entire project.
Learner Analysis
The learners who participated in this project were third grade students with an
average reading level. For students who required more reading support, they were
partnered with a student who could comprehend the reading material needed to
complete the project. Technology is an ongoing process in my classroom,
therefore navigating the WebQuest was not a concern since we have had previous
WebQuest and other related experience through the school year. Working within
partner groups on project based learning activities is another familiarity within my
classroom for we have experienced many similar opportunities this school year.
Context Analysis

● Class characteristics – Currently in my classroom I have 24 students.

There is a range a learning levels, but partner groups are always utilized to
support all the student within my classroom. Our schedule enables us
some flexibility, but we needed to be mindful of our constraints as our
testing window approached and our schedule became more stringent. I
incorporated this project as an end of unit opportunity in lieu of a unit
assessment. In considering future experiences with this project, I will
most likely include this as an opportunity after our testing window where
our schedule is somewhat more flexible.
● Technical considerations – Within our classroom we have three desktop
computers and five iPad devices. Our school has a laptop cart available
for classroom use as well as a computer lab. Throughout the project my
students were able to access needed technology. One of my students
requires a hearing device and we were able to provide needed connection
equipment for the laptops to ensure the student’s needs were met.
● Teacher characteristics – As the teacher for this project I needed to be
sure that I was well versed in the technology needed in order to assist with
troubleshooting needs related to laptops, desktops, and devices. Full
knowledge of website navigation and ability to correct needed issues was
vital throughout the project. Complete understanding of videos included
and access to FlipGrid was a must for my students to be able to complete
the project through the WebQuest.

 Standards –
ELA 3rd Grade Standards:
ELAGSE3W2:
Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
1. Introduce a topic and group related information together; include
illustrations when useful to aiding comprehension.
2. Develop the topic with facts, definitions, and details.
3. Use linking words and phrases (e.g., also, another, and, more, but)
to connect ideas within categories of information.
4. Provide a concluding statement or section.

ELAGSE3SL4: Report on a topic or text, tell a story, or recount an

experience with appropriate facts and relevant, descriptive details,
speaking clearly at an understandable pace.

ELAGSE3SL5: Create engaging audio recordings of stories or poems that

demonstrate fluid reading at an understandable pace; add visual displays
when appropriate to emphasize or enhance certain facts or details.

ELAGSE3SL6: Speak in complete sentences when appropriate to task and

situation in order to provide requested detail or clarification.

Science 3rd Grade Standards:

S3L1:
Obtain, evaluate, and communicate information about the similarities and
differences between plants, animals, and habitats found within geographic
regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and
Ridge, and Appalachian Plateau) of Georgia.
1. Ask questions to differentiate between plants, animals, and habitats
found within Georgia’s geographic regions.

ITSE Standards for Students:

1. Empowered Learner: Students leverage technology to take an active
role in choosing, achieving and demonstrating competency in their
learning goals, informed by the learning sciences.
2. Digital Citizen: Students recognize the rights, responsibilities and
opportunities of living, learning and working in an interconnected
 digital world, and they act and model in ways that are safe, legal and
ethical.
3. Knowledge Constructor: Students critically curate a variety of
resources using digital tools to construct knowledge, produce creative
artifacts and make meaningful learning experiences for themselves and
others.
4. Innovative Designer: Students use a variety of technologies within a
design process to identify and solve problems by creating new, useful
or imaginative solutions.
6. Creative Communicator: Students communicate clearly and express
themselves creatively for a variety of purposes using the platforms,
tools, styles, formats and digital media appropriate to their goals.
7. Global Collaborator: Students use digital tools to broaden their
perspectives and enrich their learning by collaborating with others and
working effectively in teams locally and globally.
Task Analysis

● Learning Objectives – In addressing learning objectives, there were two

types to focus on. The cognitive objectives were addressing the need to
fully describe the habitat, wildlife, and vegetation. At conclusion of the
project students were able to distinguish between each habitat of Georgia,
communicate the parts that compose the habitat studied, and generate
questions to be answered about the studied habitat. In examining the
dispositional objectives, the students were able to effectively work in
partnerships and create a presentation using various medias to support
their learning.

Design
Overview
In designing my WebQuest I wanted to keep the focus on the habitats of Georgia
since this was our focus of study during this time period. I also incorporated a
writing component that incorporated our writing workshop focus this year in
order to make my project have a multidiscipline design. To continue the theme of
habitats, my students were tasked with becoming scientists for Callaway Gardens
where they needed to design a habitat for an exhibit. This made my project an
authentic learning experience since Callaway Gardens in a place that is a well-
known local experience for the area in which I teach. My WebQuest includes
information that is appropriate for my intended grade level of third grade, and
allows for the students to navigate easily. Within the context of the WebQuest,
the vocabulary used in appropriate since it is vocabulary we have used throughout
the school year in regards to science and writing discussions. To create
consistency, I included this same vocabulary. The online resources in the form of
 videos incorporated within my WebQuest have the purpose of providing review
information that is familiar to my students.

Details
Differentiation can occur throughout the WebQuest by allowing for students to
work with a partner. Students are paired based on ability in order to ensure all
students are successful. When creating the expert book, a graphic organizer is
included to allow for students to better organize their ideas and a template is given
for students who are more successful with typing their writing. For students who
struggle with presentations, the task allows for them to take the role of a
videographer rather than a presenter. The provided rubrics also show how each
area will be assessed to allow for clear expectations. Multiple means of action and
expression are represented through the use of multiple tools for construction and
composition of the end product. Multiple means of engagement is represented
through providing an area where students can self-reflect on the creation of their
project.
This project is intended to be completed within a partnership rather than an
individual assignment. The multimedia elements included were review videos,
audio files to engage learners in the job at hand, a way to present their products
using a video presentation website, and a link to a self-reflection survey for
students to provide feedback. These elements are appropriate for this project for
they are easy to use and do not require too many steps which could lead to
confusion. The review videos included allow for review of the content specific to
the task and video presentation website allows for a way students can access all
presentations of the class. The feedback link provided allows for students a
reflect on their learning and provides prompts in order to receive the most
thoughtful feedback.
The use of assistive technology was taken into consideration in creation of this
project since there is both written and spoken items, clear font and design choices,
and review videos with closed captioning capabilities. The design of the
WebQuest is simple to avoid over stimuli that can create issues for certain
learners.

Development
In developing this WebQuest, I initially started designing it within PowerPoint on
Microsoft Office 365. This seemed to be the most logical way to reach all of my
students since we have used various aspects of Office 365 throughout the school
year. As I began developing this project I started to think that maybe the
WebQuest was not going to be as easy to use through PowerPoint so I began
investigating other options and ultimately decided on Wix. Wix.com is a website
that allows its users to create their own webpages for free. I spent the next few
weeks exploring this website and creating my project. The more time I spent
invested in this website, the easier it became to use. All the other aspects of the
 WeQuest were tools that I had previous experience with and knew how to use
well. In reviewing the course syllabus, I noted several places where this project
was mentioned in order to develop a timeline of completion. In order to allow
time for implementation, I completed the WebQuest by the end of March. This
also allowed to time to troubleshoot any problems and tweak any design issues.

Implementation
At the conclusion of our testing window, I began implementing this project for
student use. So far they have been able to complete the expert book and begin
their presentation designs. Throughout the first two weeks in May we will be able
to complete our video presentations and then preview them in our class. For the
piece of the process my students have already completed, they have enjoyed this
project and find the WebQuest easy to use, well explained, and a clear direction
given to be taken in order to complete the task. The expectations for what to be
completed are clear and appropriate to my students, and the students have
expressed numerous times how excited they are to complete this WebQuest. A
few have even requested a “viewing party” for the video presentations. Since the
content for this WebQuest has already been taught, I expect that we will be able to
complete the rest of the task by conclusion of the next couple weeks.

Evaluation
Student Learning –
To assess student learning, I used rubrics, observations, and student reflections for
this project. The goal of this project was for the students to become experts on
the habitat they chose. Although they have not completed their video
presentations, they have completed their expert books. According to the rubric
provided, my students have demonstrated their mastery of the writing and science
objectives. In observing my students throughout the process of the project the
tools and materials provided allowed for them to demonstrate their learning
through an authentic, high level learning experience. I am sure that their
completed video presentations will show mastery of the remaining standards and
prove my students to be successful. The student reflection component will be
completed at the conclusion of the project and will require the students to inquire
about their experience as well as provide helpful feedback to me. Throughout this
project I have monitored my students to ensure opportunities for support and re-
teaching occurred when needed. This allowed for complete understanding of the
task at hand for all of my students.

Product Design –
 To ensure my WebQuest provided relevant, appropriate, well-designed materials I
conducted a usability test with some members of the 3rd grade team. Throughout
exploration of the WebQuest several of the team members commented how the
design in simple and the navigation is easy for students to use. The diverse
activities that encompass multi-disciplines is a great opportunity to provide
authentic, problem-based learning to the students was another comment provided
by the team members.
I was also able to conduct a usability test with a small group of students before we
began the project. The input they provided helped me to troubleshoot a couple
areas where the videos were not displaying properly. Once this was resolved, the
students enjoyed navigating the WebQuest and were able to tell me in great detail
what was expected of them and how they could go about completing the task.
The students who participated in my test group expressed how they could not wait
to get started on this project after our testing window was concluded.

3rd Grade Student 3rd Grade Team Member

Reflection
Project Development – As a result of developing this project I had the
opportunity to explore more options for creation than my usual “go tos”
PowerPoint or Google Sides. Learning how to use the Wix website showed
me that there are certainly numerous different avenues that can be used to
accomplish and develop effective technology and problem based learning for
any student age group. Exploring other WebQuest creation options was a
great decision, especially after how unchallenged I was with my initial use of
PowerPoint for this project. In choosing the format I did, I can honestly say
that I do not think I would have changed anything. The flow of the design
and the ability of my students to understand what they were to do
demonstrated to me that I completed what was needed for this project.

Instructional Design – The structure of my WebQuest allowed me to

encompass various multimedia tools we have used throughout this school
year. Access to instructional videos, the use of templates, web-based video
presentation tools, and use of various technology devices to accomplish the
task are some of the things we have been working on this school year. By
 incorporating all of these items within the WebQuest, my students had a
chance to demonstrate their comfortability with the use of these tools. In
thinking about any areas I would improve, I think it would be the idea of
providing access to required documents through Microsoft Office 365. By
doing this I can eliminate the need to print so many materials, but I chose not
to use this path for then other teachers would not be able to utilize these
documents within their own classrooms.

Personal Growth – In self-reflecting about my own learning, I can see that I

enjoy providing these authentic, high level learning opportunities to my
students. For this project, I challenged myself to explore an unknown
element instead of using “my usual.” In developing the WebQuest for my
students, I challenged myself as a teacher to truly encompass their learning
and gain a true understanding of their needs within our classroom. I feel that
I may not be able to take all the credit for this project since so much of it
involved my students in regards to their support, enthusiasm, and ability to
complete the assignment. In regards to becoming a technology leader, my 3rd
grade team members who explored the WebQuest are extremely excited to
utilize it within their own classrooms and cannot wait to see what I will share
next. This project allowed for me to grow in areas I did not realize were
possible and gave me the confidence to continue creating more learning
opportunities similar to this one.

For Others – From this experience, I encourage others to really step out of
their comfort zones and develop other ways to assess your students. Provide
them with authentic learning opportunities where they can become the
leaders of their own learning and you can focus on becoming a facilitator.
Observing my students provided the most effective and immediate feedback
for this project. I also suggest reaching out to others in your building who
may have more experience in creating these types of opportunities. The best
way to incorporate something new into your classroom is to gain support
and express to your students your own need and desire to continue your
learning!

References
Atlantic Ocean. (2017, August 07). Retrieved from

https://www.youtube.com/watch? v=1teTp71u2Mo

Coastal Plains. (2017, August 07). Retrieved from

https://www.youtube.com/watch?v=wJkzZPFDxRU

Georgia Mountain Region. (2017, August 07). Retrieved from

https://www.youtube.com/watch?v=N5-oFxsBIHk
Georgia Regions and Habitats. (2016, May 17). Retrieved from

https://www.youtube.com/watch?v=5GGYJCgcGL0&t=17s

Mancina, Mark (2016). Climbing. On Moana (Original Motion Picture

Soundtrack). Burbank, California: Walt Disney Records.

Piedmont Region. (2017, August 07). Retrieved from

https://www.youtube.com/watch?v=8FLQ84vmiqg&t=85s

A Quick Trip to the Okefenokee Swamp. (2014, July 19). Retrieved from

https://www.youtube.com/watch?v=M3Vy8IYA9qs

(n.d.). Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/ELA-K-5.aspx

(n.d.). Retrieved from

https://www.georgiastandards.org/Georgia-Standards/Pages/Science.aspx