Multimedia Design Project Assessment (MDPA) Report Template

Product URL:
http://signofthebeaverwebquestrooks.weebly.com/ ____
Analysis
Learner Analysis
The lesson focus is for a class of diverse learners. The target audience is
for 4-5th grade general education students. Gifted, ELL, and SWD can also
be served using this model through differentiation. The reading level is on
grade level. Students should have experience working with technology
such as Microsoft Office, Edmodo, and Prezi. This is a cooperative
student led project so students should have prior experience leading up to
the project. (PSC 2.5, 2.6)
Context Analysis
Class characteristics There will be 28 students in each class rotation.
There will be a 100 minute segment for Literacy, but only 25 minutes of
classroom time will be devoted to this project. Due to the class being an
integrated classroom teaching social studies and Literacy, the times are
flexible. (PSC 2.5)
Technical considerations Students have daily access to 4 student
computers. The laptop cart will be available 2 days a week with a whole
class set of computers. An android tablet is available as well. Due to the
school being a Bring Your Own Device (BYOD) school, student access to
technology is increased by the number of students bringing their own
devices. There should be no special accommodations needed to do this
web-based project (PSC 2.5). There are several adaptive assistive
technologies available if needed such as amplification system,
highlighters, and image projectors to enlarge words, or any other assistive
technology needed. (PSC 3.4)
Teacher characteristics The teacher needs to be comfortable using
technology with her students. She should be able to trouble shoot basic
internet issues. Due to this being a student-led project, the teacher needs
to be able to facilitate rather than lead.
Standards State or local content and technology standards (NETS-S)
Task Analysis
Learning Objectives

The Essential Question:

How can understanding literary elements of a story help us
connect to historical events, and help us understand the
effects the actions could have on the future?
This essential question essentially y covers all aspects of
the entire project and provides a guiding point to a vast
amount of knowledge the students can reflect on.
Students will walk away from this project having had worked successfully
in collaborative groups. They will know literary terms, and have an
increased vocabulary. They will participate in reading responses in the
form of a blog. They will conduct research, make connections to
American History, create a video, and overall life skills in organization,
time management, and leadership. (PSC 2.1)

Design
Overview
The design of the project is in a WebQuest format using Weebly as the platform to
share it. The idea of a novel study came to mind because it seems children in the
digital age generation dont love to read. While it is important to read books, I
feel having the students complete a multimedia presentation on the book was an
effective way to engage the learners. It was important to me to integrate reading
across the curriculum. By tying in social studies, the students can make further
connections. In the design phase, and planning for the instructional element I
made the purpose of the webquest project a real-life issue, so it became more
authentic and meaningful. The tasks the students will be completing are
appropriate for 4th graders in demonstrating their standards mastery. The
instructional activities of the project should be authentic and appropriate for the
content and student technology standards. The process chosen makes sense and
flows nicely with the desired outcomes. (PSC 2.1, 2.3, 2.6) The tone is friendly
but educational, and on grade level, with the language simple, yet thorough.
Academic vocabulary is used. The style of the project is of a nature theme since
the book The Sign of the Beaver is based in nature. (PSC 2.6) The online sources
I selected were mainly resources to reinstruct students on the literary elements
they needed to know. I included links to graphic organizers and tutorials. (PSC
3.6)
Details
The project was differentiated by grouping students with different abilities.
Higher level learners can help guide lower level learners. It also includes several
choice components; the students can determine which components are to their
groups abilities. I included references to all literary elements so students can refer
back too them to determine if they are on the right track. Graphic organizers were

provided on numerous occasions. I also provided descriptions of the assignment

on the student form that can be downloaded. Audio read-aloud was provided for
each section ** Clarification: Audio was created for each section, however due to
conflict with the Weebly page, I was not able to get my membership upgraded.
There is a work order in progress. (PSC 2.5)
The project adheres to Universal Design principles because it is usable by many
people. The standards listed are Common Core Georgia Performance standards
and most states in the United States have adopted Common Core. The reference to
the Social Studies standard is minimal, not drawing on specific information from
the Georgia Performance Standards. The Common Core Standards also spiral
from grade to grade, building on prior knowledge. Due to the nature of this
project, the expectations can be modified by teachers to reflect grade level
changes as needed making it flexible. (PSC 2.6)
The Sign of the Beaver project includes an individual component as well as a
collaborative component. The individual part still includes group work in which
students participate in Literature Circle discussions: however, the literature jobs
will be completed individually, and the students will individually blog their
reading responses on Edmodo. The Collaborative Multimedia Presentation
involves a group effort and participation, but individuals can contribute. The
overall project builds a much deeper understanding of the curriculum. Being
student-led, it falls under the constructivist way of teaching and learning. (PSC
2.6)
Assistive technology is used by including video links for the students with reading
disabilities. The font is large and of a clear nature, and is consistent throughout
the webquest. The layout remained the same for consistency as well. Graphic
organizers were provided to assist students ingathering the information needed to
share on the presentation. The Webquest can also be accessed by a tablet, assuring
students needing the access to the technology are being served. (PSC 3.4)

Development
The Development of the webquest took some time to assure the end product
would be authentic and meaningful, as well as being student led. The time line I
had set aside to complete the project was two weeks. I planned out what I would
be doing each day rather than try to do it all at once. Technology issues did
impede completing the project on my schedule. I developed the format for the
webquest in its entirety prior to adding any information. (PSC 3.3, 6.1) I
restructured the process section to be more student-friendly. I made sure all links
worked during the development process, and double-checked to ensure the
Internet links work, documents download properly, and video and audio is
embedded correctly upon completion. Audio could not be attached to the
webquest due to technical difficulties with Weebly. (PSC 3.5) I found my

images tended to increase in size sometime making it necessary to resize and save
them.

Implementation
I propose to implement the project in the first 9 week semester. A modified
version of this project has been implemented at the end of my last year teaching,
and the students were very engaged and receptive to learning. Samples of the
prior projects are included for students to see. The outcome on most completed
student projects was much higher level than I had expected. (PSC 6.3).
Students were able to complete the project in class with the laptop carts and
student computers. They did not have the blog aspect to complete though. I
would make sure students have ample time to complete blogs as well.
The classroom management strategies I will implement are that each student
group will be assigned to a certain computer. There also cannot be more than two
members from the group at the computer at any given time. There will also be a
daily checklist in which I will check off during daily group conferences. This will
just assure the students are progressing and on task. (PSC 3.2) Students will have
three weeks to complete the webquest. This includes reading the entire novel.
Students will complete the project during set times, however they will also be able
to work on it at home or on free time as desired. Twenty-five minutes a day will
be set aside each day for the project. No work has to be completed at home unless
they fall behind. The project will be implemented just in my classroom, however
it will be en courage for other teachers to share in the project as well so we can
share results. (PSC 4.1) (PSC 3.7)

Evaluation
. Student Learning
The students will be completing a student-led collaborative presentation. I In
order to assess student learning, the individual tasks of literature jobs and reading
responses will be assessed at least bi-weekly to assure students comprehend the
book. The product will be assessed using a rubric in which students will
demonstrate their understanding by using the literary terms in context. Their final
product will be indicative of whether they have mastery of the standards.
Observations will also be made, as well as student conferences. At the end of the
project students will also peer assess their group members and themselves. The
lesson/unit will be assessed on an ongoing basic through checklist and also
student commentary. (PSC 2.7)
Product Design

I will know if the project is well designed if the students can navigate through it
easily and with little to no direction. The project will be deemed as well designed
if it is authentic and meaningful, and student led. The technology throughout
should be seamless. I would like to video or audiotape students as they use it to
see where they have difficulties or misunderstandings. Students will fill out an
anonymous feedback form indicating likes and dislikes, and pros and cons of the
assignment. In the future, the target audience will be the students. Administrators
will also be the students audiences as the students job is to convince the
Leadership Team to adopt the book. I used my own son, 13 year old Nicholas D.
to go over the webquest to see if it was clear. He thought having the directions
and requirements on each page read aloud was a good idea but as previously
mentioned, the audio wasnt available at this time. He does not like to read and
shared that the webquest does interest him and make him more likely to complete
the assignment. The multimedia elements do enhance the webquest, however with
some revision and additions, they will be more effective.

Reflection
Reflect on this project around four aspects:
Project Development I learned as a result of this project that
if you plan it carefully, the outcome can be far more than you
expected. Taking a little time to create a meaningful authentic
project will save time in the long run. Engaged students are
more attentive and are higher level thinkers. Though this
webquest took me longer than I had anticipated, I believe that
with time, lessons can be more efficiently created. I will
definitely create another webquest and will coordinate with other
teachers to include them as a technology option. The part that
didnt work well was me speaking on video. It isnt something I
enjoy doing, however on the positive side I also have some ideas
on reaching students in centers through screencasts and videos.
What did you do that worked well? I think the project looks good
and is well designed. Perhaps to add some creativity would
improve it. Due to it being a work in progress, I will continue
modifying it to suit my students needs.
Instructional Design The instructional design lets students be
responsible for their own learning. By taking ownership in what
they are doing, the student create more complex meaningful
products. The structure of it makes sense and students know
what they are learning, why they are learning it, and what the
expectations are. What I want to improve on the webquest is to
actually be able to add the audio aspect to the website. Id also
like to add more information on the options in each section,
perhaps some links to pertinent information. There are better

choices I could have made that will come up as I implement it. In

education our lessons are always a work in progress.
Personal Growth What I learned about myself is that if I just
keep trying, I can do anything. Perseverance pays off. I found
myself frustrated frequently with technology glitches that were
out of my control. As a technology facilitator, I was able to
trouble shoot some issues, (my microphone quit working though
and could not be revived no matter what.) I also realized I am a
simple person, meaning I do not like fluff. I might need to
balance that out to reach all learners.
For Others From this experience, I would suggest that other
teachers give it a try. Student- led instruction is often viewed as
chaotic. What has to be understood is that students might be off
task at times, and they might not finish things when we think
they should, but adults dont do that either. That is part of being
student-led. They are learning to be leaders.