Multimedia Design Project Assessment (MDPA) Report Template

Product URL: www.zunal.com/webquest.php?

w=27286___________________________

Analysis
The use of the language in a communicative context is the number one goal in
the GA Performance Standards. 11th -12th grade students have the opportunity
to experience the use of language and understanding the culture of people
who speak the language.

An important component of any language class is the use of the language

beyond the classroom in order to apply knowledge of the language in the real
world. The Webquest is posted online so several students in a group or
individually can access the task.

Learner Analysis
The learners are students between 17 and 18 years old. The students will exhibit
Intermediate-Low level proficiency in speaking and writing and Intermediate-Mid

level proficiency in listening and reading (ACTFL Proficiency Guidelines, 1999).

Context Analysis
Class characteristics there are 25 students who will be taking the class
during 2nd period for 45 minutes per day. (PSC 2.5)
Technical considerations the school will have 5 computer labs available
for us to reserve and use. Special accommodations for vision and hearing
impaired are available. (PSC 2.5). Students with special needs can use the
special headphones available in each class. (PSC 3.4)
Teacher characteristics The teacher should have some knowledge of the
webpages suggested, and also feel comfortable using technology
Standards State or local content and technology standards (NETS-S)
Students demonstrate creative thinking, construct knowledge, and
development of innovative products and processes using

technology.
Students apply digital tools to gather, evaluate, and use

information.
Students understand human, cultural, and societal issues related to

technology and practice legal and ethical behavior.

Students demonstrate a sound understanding of technology
concepts, systems, and operations.

Task Analysis
Learning Objectives
Essential Questions:
Where do immigrants come from?
What are the causes and consequences of illegal

immigration?
What will become of those countries from which
immigrants have left?

Dispositional objectives (i.e. work in small groups). (PSC 2.1)

Initially they will work individually and then in groups to share
notes and ideas about immigration.

Design
Overview
Where are immigrants coming from? It is an intriguing question.
Immigration has affected several countries in positive and negative ways. The
understanding of other cultures has been affected by immigration. The
countries most affected by immigration are: Uruguay, Spain and the United
States. These countries are strongly influenced by other countries. Let's
explore how immigration and emigration affect these countries. Students will
use the internet and suggested webpages. The authentic resources are
available to develop culture knowledge and skills in the target language. (PSC

2.1, 2.3, 2.6) There are several links students can access in order to complete their
task. (PSC 3.6)

Breaux, S. (n.d.). Inmigracin. Animoto. Retrieved July 21, 2014, from

http://animoto.com/play/xMLElvRoCr7wagfeHrH1AQ

Extreme pobreza y violencia, razones para emigrar. (n.d.). YouTube. Retrieved

July 21, 2014, from https://www.youtube.com/watch?v=MTS2XAvNDUQ

Georgia Performance Standards. (n.d.). Georgia Performance Standards.

Retrieved July 20, 2014, from

https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/Modern%20Languages%20Level%20V.pdf

Historias de Inmigrante - Suizos Franceses. (n.d.). YouTube. Retrieved July 21,

2014, from https://www.youtube.com/watch?v=wOdvRVlWAQQ

Historias de inmigrantes en ciudad | Antofagasta TV Noticias. (n.d.). YouTube.

Retrieved July 21, 2014, from https://www.youtube.com/watch?v=zbjbSUu862g

ISTE. (n.d.). ISTE. Retrieved July 20, 2014, from

http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf

ISTE Standards for Students. (n.d.). ISTE Standards for Students. Retrieved July
19, 2014, from http://www.iste.org/standards/standards-for-students

Inmigrantes Frontera Estados Unidos la Migra mojados ilegales. (n.d.). YouTube.

Retrieved July 21, 2014, from https://www.youtube.com/watch?v=reeVL3d6ois

LA HISTORIA DE UN INMIGRANTE QUE LLEGA A ESTADOS UNIDOS.

(n.d.). YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?
v=G9Tkn3D9M74

La inmigracin en Espaa - Fernando Lpez para Informativos VEO7 TV.

(n.d.). YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?
v=N03MsOi1S_k

georgiastandards.org. (n.d.). Georgiastandards.org. Retrieved July 20, 2014, from

https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/Modern%20Languages%20Level%20V.pdf

Details
The Webquest will be differentiated in content and product. Students will be able
to select their own webpage and groups they want to work with. The products are
an essay and a presentation, the presentation can be done through online
presentations or video or poster. According to the diverse needs of all students.
(PSC 2.5) I included more than two UD strategies in my multimedia project: Text
has script read for vision impaired students, and also the bilingual parts in the
webquest for those ESL learners. (PSC 2.6) Simple and intuitive. Use of the
design is easy to understand, regardless of the user's experience, knowledge,
language skills, or current concentration level. I could use the Audacity program to do
the script spoken in the webquest. (PSC 3.4)

Development
There are 6 steps to complete the task and each student individually is responsible
to research and summarize the information. After that they will make groups of 34. Students will need to learn Slidedog or Prezi or Emaze. (PSC 3.3, 6.1) I have
checked that the Internet links work, documents download properly, and video
and audio are embedded correctly. (PSC 3.5)

Implementation
I will implement this webquest during the first unit called: Family. After we have
learned the vocabulary about immigration using authentic clips with people who

has different accents and talking about their family. The Implementation section
will describe our real world because daily in our community we have the
opportunity to interact with immigrants from different countries. (PSC 6.3).

I will have to reserve the computer lab and the language lab for 5 sessions. We
will use YouTube videos selected by me and at their own pace they will answer
multiple choice questions to develop listening skills. We will use Blubbr.tv. I will
also have online questions for them to reply using Polleverywhere. Sometimes we
will read about how immigration affects families using the newspapers online
(thepaperboy.com) and then they will use Padlet to respond to comprehension
questions. Finally, we will have a Voice Thread for them to express their own
opinion. All the above activities will be responded using Spanish. (PSC 3.1, 3.2,
3.5) I will use the Netsupport software to support and assist students in need, also
to control they are on task. Netsupport has screen control, chat room, and voice
recording options. (PSC 3.2)
Students will watch the first video at home about immigration in Spain and then
all the work for the webquest will be in class. During class students will learn how
to use the online presentations and they will write their essays using
spanishchecker.com. Students will be encourage to bring their own technology
just in case we dont have electricity or internet connection. (PSC 4.1) I will invite
a teacher to be part of the committee to grade some students presentations. I will
collaborate with them to give feedback to the students. (PSC 3.7)

Time frame: A week

Materials: Online sources suggested and newspapers from Uruguay, Spain,

and USA. Computers with internet access. We have several YouTube video
selections so it is important that your school system do not block this page.

Differentiation: Students can work in groups or individually. The introduction

to the webquest has audio attached to it to ensure readers of all levels and
visual abilities can participate in the webquest. Students can also differentiate
with the product. Instead of a power point presentation, they can use Prezi,
Emaze, or video, or trifold. Some parts are summarized and they are
translated too. (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
I will assess the students understanding about immigration.
Students will be able to exhibit the causes and consequences of
the immigration. The other part of the assessment is the
language skill. Using a rubric for speaking presentational and one
for the writing essay, students will be informed about the parts in

their webquest they need to work more. First students will

present using the target language and then they will be writing
an argumentative essay. The students should respond in detail
the essential questions. The rubrics are: (PSC 2.7)
RUBRIC FOR ORAL PRESENTATION
1

Fluency,

Choppy. Difficult to

Irregular fluency.

Pretty good.

Flows very well and

Pronunciation,

understand parts.
Vowels incorrect or H

Minimal errors in

pronounced

pronunciation.

Expression did not

Subdued, but

always correspond

expression flowed

with what was being

with what was being

said.

said.

Verbs conjugated

An occasional error,

Excellent. Definitely

incorrectly.

but advanced level of

at or above level. NO

Noncomplex

grammar used.

major grammar errors.

Mispronunciation.
Intonation

all words pronounced

Monotone

25%

correctly
Obviously understood
and expressed with
perfect intonation.

Super-simple sentences.
Difficulty in
Grammar
35%

comprehension due to
errors

sentences only.

Acting
25%

Acting minimal and did

A couple of good

Acted out throughout,

Excellent! All

not correspond to what

actors, but not

was going on.

consistent.

possible things were

Room for more acting.

well acted at
appropriate times.

1
Disorganized, no props.

3
Pretty well organized,

Preparation

Limited imagination.

Props, but shows lack

and

Excellent, above

of organization and
And creativity

following directions.

requirements. Good
Props. Did not adhere

props. Very creative!

to all directions.
15%

Rubrica para ensayo argumentativo

_________1. Usa palabras del da, expresiones idiomticas, y dichos.
Con buena gramtica.
_________2.

Tiene

una

introduccin

15%
interesante

gramtica.

buena

15%

_________3. Tiene citas de las fuentes, pero no se limita a

resumirlas.

15%

_________4. Desarrolla el tema apropiadamente, es organizado,

hace comparacin/contrasta

15%

_________5. Hay referencias sociales/culturales. Concluye dando su

punto de vista.

15%

_________6. TICROC completo.

25%
_________TOTAL 100%

Product Design
I will know if the project itself is well designed if he students are able to respond
to the essential questions in detail and they are using the technological sources to
implement and support their ideas. (PSC 2.6) I will take notes of students
reactions and feelings about the videos. Students will complete some sort of
evaluation or feedback form at the end of the webquest. It will assess presentation
of the title, description, grade level, keywords, motivational effectiveness of
introduction, clarity of the task, scaffolding process, quality and relevance of the
sources, and finally relevancy of evaluation. It also has a blank box to leave
general comments about the webquest.

Reflection
Reflect on this project around four aspects:
Project Development As a result of this project, I learned how to
use several software and apps to develop an attractive
webquest. I also learned to plan more effectively and to focus on
one task at a time.

I believe I exceeded when looking for ideas, videos, and

resources. I still need more practice in embedding videos. If I
were to do this again, I would select another topic more
attainable for my students, and I would probably make them
interview a Hispanic immigrant.
Personal Growth: I learned how to be more organized using
different techniques. One of the techniques that I found useful
was using 2 screens when working. They helped me keep all the
tabs I used visible. It was frustrating when I couldnt find a video
that was playing. I feel that I need to expose the students to
more software before they try things by themselves.
For Others There are several videos showing horrible things about illegal
people crossing the border, so I highly recommend that teachers check on
student progress. I also suggest they look into search engines like
thepaperboy.com, es.euronews.com, or elpais.com. If you bring an immigrant
to talk to the class, it would be a real life experience. So far this has been my
favorite class because I have been able to apply most things Ive learned.

References
Breaux, S. (n.d.). Inmigracin. Animoto. Retrieved July 21, 2014, from
http://animoto.com/play/xMLElvRoCr7wagfeHrH1AQ
Extreme pobreza y violencia, razones para emigrar. (n.d.). YouTube. Retrieved July 21,
2014, from https://www.youtube.com/watch?v=MTS2XAvNDUQ
Georgia Performance Standards. (n.d.). Georgia Performance Standards. Retrieved July
20, 2014, from https://www.georgiastandards.org/standards/Georgia
%20Performance%20Standards/Modern%20Languages%20Level%20V.pdf
Historias de Inmigrante - Suizos Franceses. (n.d.). YouTube. Retrieved July 21, 2014,
from https://www.youtube.com/watch?v=wOdvRVlWAQQ
Historias de inmigrantes en ciudad | Antofagasta TV Noticias. (n.d.). YouTube. Retrieved
July 21, 2014, from https://www.youtube.com/watch?v=zbjbSUu862g
ISTE. (n.d.). ISTE. Retrieved July 20, 2014, from http://www.iste.org/docs/pdfs/2014_ISTE_Standards-S_PDF.pdf
ISTE Standards For Students. (n.d.). ISTE Standards For Students. Retrieved July 19,
2014, from http://www.iste.org/standards/standards-for-students
Inmigrantes Frontera Estados Unidos la Migra mojados ilegales. (n.d.). YouTube.
Retrieved July 21, 2014, from https://www.youtube.com/watch?v=reeVL3d6ois
LA HISTORIA DE UN INMIGRANTE QUE LLEGA A ESTADOS UNIDOS. (n.d.).
YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?
v=G9Tkn3D9M74
La inmigracin en Espaa - Fernando Lpez para Informativos VEO7 TV.
(n.d.). YouTube. Retrieved July 21, 2014, from https://www.youtube.com/watch?

v=N03MsOi1S_k
georgiastandards.org. (n.d.). georgiastandards.org. Retrieved July 20, 2014, from
https://www.georgiastandards.org/standards/Georgia%20Performance
%20Standards/Modern%20Languages%20Level%20V.pdf

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