Multimedia Design Project Assessment (MDPA) Report: Product URL: Analysis
Multimedia Design Project Assessment (MDPA) Report: Product URL: Analysis
Multimedia Design Project Assessment (MDPA) Report: Product URL: Analysis
Learners will be gifted 11th and 12th grade Latin III students from
Brookwood High School in Gwinnett County. The classes contain diverse
learners. The classes contain about thirty percent minority students. There
are three to five English language learners and two high functioning
autistic students. The learners have proficient skills in Internet research
and in various digital tools, like Google Drive and Prezi, since they use
these resources in most classes. Many students are familiar with creating
a Wikispaces page as well as a recorded presentation. Learners have had
previous experience with project-based and collaborative learning in Latin
class as well as in other classes.
Context Analysis
This project will be completed by two Latin III classes, each consisting of
about thirty-two students. The students will work on the project during
two weekly class periods, each of which is fifty-two minutes, over a
period of three to four weeks.
Since the Latin classroom only has one computer, the students will be
using the computer lab, which has thirty-three computers, to complete this
WebQuest assignment. The computer lab also has a wireless connection
for students to use their own devices. Since the school has adopted a
Bring Your Own Device initiative, many students might choose to use
their personal device. However, to provide equitable access, the computer
lab will be used all throughout this project.
The webquest has been created with universal design principles in mind to
assist all learners. Alternative texts, closed captions, and audio files have
been included to assist the visually and hearing impaired students. Other
assistive technology will be used as needed. The teacher will refer to the
students IEP to ensure that all accommodations are being met. The
teacher will consult with the students case manager for guidance in
implementing this lesson.
The teacher is highly proficient in both content and technology; therefore,
is able to provide students with troubleshooting guidance. The teacher is
comfortable managing student-centered lessons with integrated
I.
II.
III.
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.
Task Analysis
For this project, students will rise up the levels of Blooms Taxonomy in their
research and creation of their final product. Students will choose from a
variety of digital tools to support these higher-order thinking skills. The
objective of this project is to have students analyze the ways in which ancient
Greco-Roman culture has shaped modern Western culture. From this project,
students will gain a better cultural understanding and appreciation of their
own culture as well as the culture of others.
In addition to gaining cultural awareness, students will improve their technical
skills as they select and use various digital tools for research, collaboration,
evaluation, presentation, communication, and creation.
After this project, students will know how to select, evaluate, and incorporate
digital tools of their choosing into multimedia projects. They will know how
to use digital tools to gather, organize, share, and synthesize information.
This project will improve students creative thinking, collaborative,
communicative, and presentational skills.
Design
Overview
Details
Development
This project was designed over a six-week summer semester. During the
first two weeks, I developed and expanded by project idea. I designed the
objectives and tasks with content and technology standards in mind. Since
I had never made a webquest before, I looked through other example
WebQuests for inspiration and guidance. Over the next few weeks, I
created the Weebly site to host all the information and procedures.
In the creation of the Weebly site, I used a variety of digital tools, such as
Screencast-omatic, Voki, Wikispaces, Jing, Vocaroo, YouTube, Google
Images, Google Forms, and Rubistar. While creating the Weebly page, I
tried to keep in mind the principles of universal design in order to make
the site user-friendly, especially to students with disabilities. I tried to post
an audio recording created in Audacity of my rubric to assist my visually
disabled students, but this multimedia feature requires the professional
version of Weebly, which costs money. Therefore, I created a YouTube
video of my screencast in place of just an audio file. I know that the
visually impaired will not see the rubric in the video; however, they will
hear me go through each topic. Additionally, I wanted the introductory
YouTube video to have Closed Captions for the hearing impaired students;
however, using the Weebly widget for YouTube videos did not transfer the
closed caption icon. Therefore, I created embed code to insert all the
videos with closed captions feature.
In order to help students and other teachers troubleshoot, I included
tutorial videos to guide them through using the various digital tools.
I had two neighborhood students try out and explore the webquest using a
Think Aloud Protocol in order to ensure that the Weebly was
understandable. After this protocol, I added further explanation into the
process section and more tutorials in the teacher resource page of the
Weebly site in order to make the process clear and manageable.
Implementation
Overview: This WebQuest will take 6-9 days. Student will work in Latin
class on the project on two days a week for about 3-4 weeks, depending on
their needs. Class time is being used for this project in order to ensure
equitable access. Students may work on the project at home, if they
choose to; however, they should have plenty of class time to complete the
expectations.
Evaluation
Student Learning
Product Design
Since I was not able to implement this project this semester, I had two
students navigate the site. I asked them to complete a Think Aloud
Protocol in order to discover the areas of improvement. After the protocol,
I asked them a series of questions about the usability of the WebQuest.
Based on the protocol results and their feedback, I made the appropriate
changes to the design and information. For example, I added the tutorial
video on how to use Wikispaces. I also added more information to the
process page in order to make the explanation more understandable.
Reflection
After I am able to implement the project in class this fall, I will observe
students using the webquest in order to assess the project design. I will
take notes on my observations and make changes when necessary.
Additionally, as part of their self-reflection survey, the students will be
asked to assess the strengths and weaknesses of the project itself. The
feedback provided by the students will enable me to make the adjustments
for a more successful implementation the next year.
Project Development
Instructional Design
Personal Growth
For Others