Multimedia Design Project Assessment (MDPA) Report Template

Please replace the instructions provided with your own narrative.

Product URL:
http://richwebquest.weebly.com/______________________
Analysis
Learner Analysis
My webquest was designed to help my American Government Honors.
This course had a mixture of 9th through 11th graders who are all on grade
reading level or higher. Through my course and others they have a diverse
experience with project based learning and are more than capable of
handling most assignments given to them. Many of them have
technological experience but havent used some of the technologies used
in this current assignment. (PSC 2.5, 2.6)
Context Analysis
The two honors classes are in 1st period at the beginning of school and 4th
period in the middle of school right before lunch. Both classes have
exactly 22 students and I have 50 minutes every day Monday Friday
with them. During this class time I have the autonomy to work on the
computer or in direct instructions. (PSC 2.5)
My classes have the luxury of having Chromebooks which allow them to
have access to all tools in class they will need to create their projects.
Most of my students have internet access at home as well and all the tools
for the assignment can be reached this way as well. For any students who
have difficulties with access to internet we are providing morning access
to my class as well as the ability to go to our Library. (PSC 2.5). There
were no assistive technologies needed for either of these particular classes.
(PSC 3.4)
After working in this masters field and through my own personal use of
technology I was extremely efficient in using all technologies for this
assignment.
1. Standards
1. Visionary Leadership. Technology Coaches inspire and participate in the
development and implementation of a shared vision for the comprehensive
integration of technology to promote excellence and support transformational
change throughout the instructional environment. Technology Coaches:

a. Contribute to the development, communication, and implementation of a

shared vision for the comprehensive use of technology to support a digitalage education for all students
b. Contribute to the planning, development, communication, implementation,
and evaluation of technology-infused strategic plans at the district and
school levels
c. Implement strategies for initiating and sustaining technology innovations
and manage the change process in schools and classrooms
2. Teaching, Learning, & Assessments. Technology Coaches assist teachers in
using technology effectively for assessing student learning, differentiating
instruction, and providing rigorous, relevant, and engaging learning experiences
for all students. Technology Coaches:

Coach teachers in and model design and implementation of technologyenhanced learning experiences addressing content standards and student
technology standards

teachers in and model design and implementation of technology-enhanced

learning experiences using a variety of research-based, learner-centered
instructional strategies and assessment tools to address the diverse needs
and interests of all students

Coach teachers in and model engagement of students in local and global

interdisciplinary units in which technology helps students assume
professional roles, research real-world problems, collaborate with others,
and produce products that are meaningful and useful to a wide audience

Coach teachers in and model design and implementation of technologyenhanced learning experiences emphasizing creativity, higher-order
thinking skills and processes, and mental habits of mind (e.g., critical
thinking, meta-cognition, and self-regulation)

Coach teachers in and model design and implementation of technologyenhanced learning experiences using differentiation, including adjusting
content, process, product, and learning environment based upon student
readiness levels, learning styles, interests, and personal goals

Coach teachers in and model incorporation of research-based best

practices in instructional design when planning technology-enhanced
learning experiences

Coach teacher in and model effective use of technology tools and

resources to continuously assess student learning and technology literacy

by applying a rich variety of formative and summative assessments

aligned with content and student technology standards

Coach teachers in and model effective use of technology tools and

resources to systematically collect and analyze student achievement data,
interpret results, and communicate findings to improve instructional
practice and maximize student learning

3. Digital-Age Learning Environments. Technology coaches create and support

effective digital-age learning environments to maximize the learning of all
students. Technology Coaches:

Model effective classroom management and collaborative learning

strategies to maximize teacher and student use of digital tools and
resources and access to technology-rich learning environments

Maintain and manage a variety of digital tools and resources for teacher
and student use in technology-rich learning environments

Coach teachers in and model use of online and blended learning, digital
content, and collaborative learning networks to support and extend student
learning as well as expand opportunities and choices for online
professional development for teachers and administrators

Troubleshoot basic software, hardware, and connectivity problems

common in digital learning environment.

5. Digital Citizenship. Technology coaches model and promote digital

citizenship. Technology Coaches:

Model and promote strategies for achieving equitable access to digital tools
and resources and technology-related best practices for all students and
teachers

Model and facilitate safe, healthy, legal, and ethical uses of digital information
and technologies

Model and promote diversity, cultural understanding, and global awareness by

using digital-age communication and collaboration tools to interact locally
and globally with students, peers, parents, and the larger community

6. Content Knowledge and Professional Growth. Technology coaches

demonstrate professional knowledge, skills, and dispositions in content,

pedagogical, and technological areas as well as adult learning and leadership and
are continuously deepening their knowledge and expertise. Technology Coaches:

Engage in continual learning to deepen content and pedagogical knowledge in

technology integration and current and emerging technologies necessary to
effectively implement the NETSS and NETST

Engage in continuous learning to deepen professional knowledge, skills, and

dispositions in organizational change and leadership, project management, and
adult learning to improve professional practice

Regularly evaluate and reflect on their professional practice and dispositions

to improve and strengthen their ability to effectively model and facilitate
technology-enhanced learning experiences

Task Analysis
Learning Objectives The purpose of this lesson is to help students
understand what it means to be an effective citizen in the United States
and know what things are required and expected of them in this role.
Another purpose of this lesson is to help students understand the role of
political parties in our government system and how the Democrats and
Republicans emerged as the two dominate political parties. The lesson will
also serve to help students identify what characterizes each party. I also
want to help students understand and connect to the process of presidential
elections by participating in a mock election themselves. It is one thing to
discuss the process, but another to actually be involved and vote for
candidates you feel are best qualified for the job. This process is important
for them to know because they will soon be voting citizens who will
follow this process to help get the candidate of their choosing elected. It is
also important for students to understand the tons of planning that goes
behind an election campaign so they understand the purpose behind each
step. Finally I want students to understand the pros and cons of the
Electoral College and any other solution we could use in place of it.
Through this students will learn to work in small and large groups to
create their mock election as well as using technologies such as
moviemaker or screencastomatic. (PSC 2.1)

Design
Overview

My initial thoughts were how I can help my students better understand how to
become an educated voter. I first came up with the steps I felt a student would
need to know in order to understand the issues, since many of the students have a
very limited understanding of the issues. Using isidewith.com I found they had a
synopsis on every issue so the students could have a true understanding of the key
political issues we would be referring to. Then I wanted the students to
understand how each political party feels about the issues so I have given them
both the Republican and Democratic websites and told them to explore their
political platform and how they would handle the issues. From there they return
to isidewith.com and take a quiz which will help them understand which
candidate they would agree with and which political party they tend to side with
the most. They then research each of the three candidates listed for them and also
check them out using factcheck.org. From there in class they join groups based
on similar beliefs and create their own political platform using ten of the main
issues. They also have their own political primary to decide who is going to run
for their own class President. Once their President is selected they create video
advertising using either movie maker or screencastomatic.com to promote their
candidate. Also in class we will have advertisements, speeches and a class debate
over the issues to decide the class winner. We decide the winner using a
Kahoot.com or an in class vote, however after the popular vote is won, I will
select the other candidate rigging the vote using an Electoral College method.
From their they will watch two YouTube videos about the electoral college
informing them about the pros and cons of the electoral college and a website
showing them various plans they can use instead of the electoral college. Finally
they will give me a 1 page report telling me what is the electoral college, the
flaws of electoral college and what they believe we should use in the future.
(PSC 2.1, 2.3, 2.6, 3.6, 4.2)
Details
I was able to differentiate the lesson in a couple of ways. One I was able to allow
students to work together to teach each other the various steps of the process.
Two I was able to have students learn the content in multiple different ways such
as video, in class discussions, and research online. (PSC 2.5) I was able to adhere
to the principles of Universal Design by first representing what were learning
through our opening and helping students first get a basis of the knowledge
through their research of the topics. Then students were able to Express their
knowledge through the mock congress and the making of their campaign videos.
Student Engagement was able to be proven through the voting process and after
flipping their Presidential candidate with the Electoral College they were
interested to have a better understanding of how that can happen in real life and
research better options. I also set up the website so it was an easy flow from one
assignment to the other and every assignment builds upon the knowledge of the
previous assignment. (UD) (PSC 2.6)
There are multiple individual assignments such as the research of topics,
candidates and their thoughts on the Electoral College. Then the mock election

lends itself to both small and large groups as they prepare their campaign. It also
includes moviemaker for campaign videos and using kahoot.com for surveys.
(PSC 2.6)
In order to help students with special needs you could apply the use of text to
speech for students who cant see and have it read the text. I could also print out
many of the materials in brail for students with difficulties seeing the information.
(PSC 3.4)

Development
First I began by research materials that students could use to help acquire the
required knowledge. I was able find various political websites as well as videos
that I could use to help students better understand each topic. (3days) Then I
created a timeline of events for students so the flow of material would lend itself
to an accumulation of learning and a steady building of the knowledgebase
necessary. (1 day) I then created the website using weebly.com to build a 5 page
webquest site in which the students could flow easily through. I then started to
add in the materials and ensured each link worked efficiently and every video was
clear and understandable. (5 days) I created a video using moviemaker to help
students understand how to create their own video as well as an audio clip using
audacity to help motivate students in their mock election. (2days) (PSC 3.3, 6.1
3.5)

Implementation
In order to implement this project I took full use of the classroom Chromebooks
that my school had provided for me. So for the first three days I had every
student log into their Chromebooks and begin their research about their political
beliefs. At the end of each day we would discuss each issues and our students
views to help solidify their understanding of the topics and each of the currents
candidates views on each issue. We then broke the students into groups based on
the results of the isidewith.com poll results and had the students conduct their
own class primaries. Once they had chosen their class party candidates we began
a 4 day election process filled with in class campaign ads and videos that were
made using moviemaker and screencastomatic.com. Students were able to use the
Chromebooks in class as well as their technology from home. Also during class
students prepared for their debates and speeches and performed them at the end of
the week. Finally I was able to switch the winner of the class election from the
popular vote to an Electoral College system using the current class group set up.
Then we discussed the pros and cons of what happened, and then allowed the
students to have three days to research and evaluate on the webquest our Electoral
College system, which they finished with their papers. Overall students were
highly motivated and provided a tremendous amount of forethought and insight
into their research. (PSC 2.5, 3.1, 3.2, 3.5, 3.7, 4.1, 6.3)

Evaluation
Student Learning
Through the project I am able to assess the students in 3
different ways. First I will be able to discuss the topic with each
student and in our class discussions and debates students will be
able to make intelligent comments with a good basis to support
their comments. Second I am going to grade the students
writing in their 1 page paper regarding the Electoral College, in
which they have to be able to explain the effect any change
would have on the electoral process. Students will also be asked
to produce an effective campaign which would include a final
speech, debate questions and answers and commercials for their
candidate. Finally at the end of the unit I would give them the
unit test over the electoral process and test them on everything
we covered in the unit. I would also have a pre and post selfassessment found on my schools LMS to show what the students
have gained. This particular assignment the students didnt
have any major adjustments and made multiple comments about
how helpful and fun this assignment was. (PSC 2.7)
Product Design
In order to assess the design of the overall product I took notes throughout the
lesson about what was working well and what needed to be fixed. I was able to
critique a couple of the minor kinks early and get the site running efficiently.
Finally at the end of the module I had the students write an evaluation of the
webquest. Amazingly I didnt have any negative comments and all of the students
reported how they enjoyed this lesson and wish they could do something similar
in other units.

An example of their screencast

Working together using chromebooks

Reflection
Reflect on this project around four aspects:
Project Development I was able to learn first how to create a
webquest, which takes a lot of planning. First I was able to find
resources that were efficient in teaching the topics to the
student. Then organizing the resources so the topics would flow
and students would be able to use a trickle down method of
acquiring knowledge. I was also able to learn how to use
Audacity and Moviemaker to create a professional style audio
and video for my students. I honestly didnt have many things
that didnt go well, my students really enjoyed the website and
found the usability efficient and to the point. I will definitely work
on an assignment like this again.
Instructional Design I found this method to be a highly effective
method for my students to acquire knowledge. I was able to
provide my students first with an understanding of topics to
provide a base and then build around their knowledge with the
various videos and assignments we performed in class. The
videos on Electoral College really hit their point and helped
students build upon their knowledge on the topic. I did notice
that the Chromebooks didnt have access to moviemaker so we
used screencastomatic.com in the classroom to help allow them
to make the campaign videos which were great to watch.
Personal Growth I found that I was able to create a lesson that
students could be the active participant in what they want to
learn. Also I could help guide their learning to make sure the

required knowledge was gained. I would love to create more of

these for other topics, but would say that I would probably only
add one a year as it takes a while to create and I would prefer to
do this over the summer when time permits.
For Others I would highly suggest for other teachers to perform
these lessons. Though it may be time consuming early and
require effort to create the actual webquest, it is totally worth it
when you realize the knowledge acquired by our students. This
is also a lesson that can help students from all levels and with all
motivational levels. Anyone building a webquest would need to
first know how to create a website, which I would suggest
Weebly.com. Second they would need to know how to use
Universal Design to help their lesson flow. I would also tell them
to find websites that help students search but still find the
content rather than just spoon feed them the content. Finally I
would suggest to create a lesson in the class as well to help them
apply the knowledge they are learning.