Multimedia Design Project Assessment (MDPA) Report Template

Product URL: http://honoravet.weebly.com

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Analysis
Learner Analysis
This WebQuest was developed for 5th grade students at New Holland Knowledge
Academy in Gainesville, GA. These students are a diverse population with 90% of the
students qualifying for free/reduced lunch. The school population is composed of 68%
Hispanic, 25% Black, 5% White, 1% Asian and 1% Other. In this diverse population, it is
important to include cultural responsiveness in the assignments and give opportunities for
students to work in small groups and collaborate as they work. The students at New
Holland have high achievement scores and continue to make gains and show growth year
after year. Because of these gains, higher order thinking skills and research should be
incorporated into the WebQuest, as challenging the students will stimulate continued
growth academically. New Holland has recently added a computer science class to its
curriculum, so students computer abilities are climbing quickly. There is a large ELL
population at New Holland, however only less than 1% are not English proficient.
Project based learning is an important part of the curriculum at New Holland
Knowledge Academy because projects stimulate creativity and exploration alongside
academic learning. Higher order thinking skills and collaboration are also encouraged in
a project based environment.
(PSC 2.5, 2.6)
Context Analysis
The computer science class at New Holland Knowledge Academy range in size
from 18 to 25 students. The class is composed of 23 state of the art PCs that have
dedicated Internet access and are monitored by the class facilitator. The class meets
weekly for a 45-minute session. The grouping is flexible depending on characteristics
such as environment and classroom management. More time is available to meet with
students on a case-by-case basis for remediation and extra help.
(PSC 2.5)
Each student has access to a new PC that has monitored access to the Internet as
well as USB and email capabilities. Modifications have been made to help ELL students
as well as visually impaired students. A portion of the classroom has been modified to

accommodate non-English speaking students as well. For students who need translation,
a translating service is provided for assistance.
(PSC 2.5, 3.4)
The instructor for this project is proficient in technology. The computer science
instructor will be guiding this lesson. The instructor is fluent in the project as well as the
iPads and iMovie necessary for students to complete the project. The instructor is
available to assist other teacher and students in learning and using these technologies
during his planning period, once a day.
The standards covered in this project range from content standards in Social
Studies to writing standards. The NETS-S standards covered include research, creativity,
citizenship, and operations and concepts.
SS5H6 The student will explain the reasons for Americas involvement in World War II.
SS5H7 The student will discuss the origins and consequences of the Cold War.
SS5H8 The student will describe the importance of key people, events, and developments
between 1950-1975.
Discuss the importance of the Cuban Missile Crisis and the Vietnam War.
SS5H9 The student will trace important developments in America since 1975.
Describe U. S. involvement in world events; include efforts to bring peace to the Middle
East, the collapse of the Soviet Union, the Persian Gulf War, and the War on Terrorism in
response to September 11, 2001.
ELACC5W2: Write informative/explanatory texts to examine a topic and convey ideas
and information clearly.
a. Introduce a topic clearly, provide a general observation and focus, and group related
information logically; include formatting (e.g., headings), illustrations, and multimedia
when useful to aiding comprehension.
b. Develop the topic with facts, definitions, concrete details, quotations, or other
information and examples related to the topic.
c. Link ideas within and across categories of information using words, phrases, and
clauses (e.g., in contrast, especially).
d. Use precise language and domain-specific vocabulary to inform about or explain the
topic.
e. Provide a concluding statement or section related to the information or explanation
presented.
Nets-S 1 Creativity and Innovation
b. create original works as a means of personal or group expression
Nets-S 2 Communication and Collaboration

b. communicate information and ideas effectively to multiple audiences using a

variety of media and formats
Nets-S 3 Research and Information Fluency
a. plan strategies to guide inquiry
Nets-S 5 Digital Citizenship
a. advocate and practice safe, legal, and responsible use of information and
technology
Nets-S 6 Technology Operations and Concepts
a. understand and use technology systems

Task Analysis
The students will know the important dates, people and event of the selected war.
The students will know how the countries involved were effected during and post-war.
The students will have an understanding of the day in the life of a soldier.
The students will create an original video that captures the interview and important facts
pertaining to the war.
The students will demonstrate responsibility for the technology used and the respect for
the interviewed soldier.
The students will work in small groups and practice collaboration skills and complete the
task as a group.
(PSC 2.1)

Design
Overview
In this project, students will research a war of their choosing, that American have fought
in. The students will use text and Internet resources to complete a research guide. The
research guide will help students focus their research and not get distracted while
conducting their research. The WebQuest will be made up of a multi-day process that
includes researching, writing, interviewing, filming, and editing. The students will use the
information that they have found researching to write a summative report on the war.
Students will turn in that report to their teacher and proceed to the next step in the
WebQuest. Students will then develop questions to ask a veteran during a taped interview.
The students will interview a veteran that has been scheduled by the instructor and use

the taping to edit and make a summative video presentation of the interview. The process
for the students will be as follows:
Day 1
Break into groups, decide on war, begin research.
Day 2
Go to Media Center, find texts on war, begin filling out research guide.
Day 3
Go to Media Center, recover texts on war, continue working on research guide.
Day 4
Go to Technology Lab and use online resources to finish research guide.
Day 5
Use research to develop a report (Brief) for your fellow soldiers.
Day 6
Finish your Brief and turn it in to your Commanding Officer (Teacher).
Day 7
Meet with Commanding Officer to review interview questions and protocol.
Day 8
Conduct Interview
Day 9
Use iMovie to edit and produce your Interview.
Day 10
Complete editing in iMovie.
Day 11
Publish iMovie to online resource, present iMovie to other soldiers.
(PSC 2.1, 2.3, 2.6)
Resources for help in research and video editing are as follows:
http://www.nationalww2museum.org/learn/education/for-students/
http://www.cc.gatech.edu/fac/Thomas.Pilsch/Vietnam.html
http://bus-l.blogspot.com/p/social-studies-unit-6-world-wars.html
http://www.ducksters.com/history/cold_war/summary.php
http://www.ushistory.org/us/60a.asp
http://www.pbs.org/wgbh/pages/frontline/gulf/
http://www.ducksters.com/history/cold_war/cuban_missile_crisis.php
https://www.youtube.com/watch?v=Gwd3e06CuEQ&feature=youtu.be
http://www.izzyvideo.com/imovie-tutorial/
https://www.macprovideo.com/tutorial/imovie-100-introducing-imovie

http://www.icreatemagazine.com/tips/imovie-editing-tricks-how-to-create-pro-movieson-your-mac/
(PSC 3.6, 4.2)
Details
Differentiation will look different for each student, however students will be
grouped based on ability so that students who need extra help will be paired with
individuals who are more technologically savvy. I will also be monitoring students
progress in order to accommodate students who need different learning goals and
strategies. I will also place students who need more monitoring closer to my desk so that
time management and behavior can be more closely monitored.
Universal design will be implemented so that students have equal access and
ability to be successful. Proximity and physical class location will be monitored and
changed as the visual and auditory needs of the students dictate. All students should be
able to hear and see the learning portion of this project as well as have equal access to
learning materials and research materials. The ability for everyone to physically
manipulate and interact with the products and software that will be used will be addressed
also. Because some students are wheelchair-bound, seats at the computers will remain
removable and so will the seats at the research tables in the media center so that all
students can interact and work collaboratively.
This project will be a small group project. Groups of three to four will work
together to complete this assignment. It is important that many students work together to
complete this project because there is a lot of research and creation that will go into this
project. Because students will be researching, writing, developing interview questions,
conducting an interview, and editing the video, this project will be very intense. It is
necessary for students to work collaboratively so that the work can be decided up and
students can have multiple resources to pull from. Students will be using iPads, iMovie,
research texts and the Internet to complete this project. Students will be supported by the
instructor on how to use the iPad and the iMovie successfully.
(PSC 2.6, 3.4))

Development
The project will take multiple days to develop. The process and the task will be
tackled first because the instructor needs to know where the project is going. The
Universal Design Principles will be incorporated so that all students have equal access
and ability to successfully complete the project. I had to become fluent in iMovie in order
to teach my students how to effectively use the software. I also had to become fluent in

weebly.com in order to successfully design the media aspect of the presentation. All of
the links that are used in this project have been checked and are live.
(PSC 3.3, 3.5, 6.1)

Implementation
This project has not been implemented, however in order to implement it, I would
request to change my class schedule from once a week to at least 4 times a week. This
would help for students to keep a constant flow in research and video editing. I would
introduce this project and show students examples of classes that have already produced
two-minute videos on the same topic. I would work closely with the classes so that they
will feel supported and free to research and experiment with the editing without fear of
failing.
(PSC 6.3)
I will need access to Internet, which will not be a problem because my classroom
is the technology lab. The students will also need access to the Media Center and the
research materials located there. In order for students to have all of the materials
necessary, it may be necessary for me to contact the local library to borrow resources
from there as well. The students will need access to iPads and iMovie. We have multiple
iPad carts available for check out, so this will not be a problem as long as cheduling is
worked out.
(PSC 3.1, 3.2, 3.5)
Classroom management will be controlled by proximity monitoring and assigning
a group monitor. These students are responsible for keeping the group on task and
reporting any distracting behavior or problems within the group. Students will be given a
group of links to research on the Internet to keep them from becoming distracted or
obtaining misleading information. I use a software tool that keeps students on a selected
group of websites as well. This will keep students from abandoning the links that I have
given them. The timeline for this WebQuest is 2.5-3 weeks. Students will work on this
daily in order to complete in in the allotted time. Students will not need to do any outside
research at home, but will be available to if they desire to. I will work collaborative with
the fourth grade teachers if they would like to incorporate this project into their content
standards.
(PSC 3.2, 3.7, 4.1)

Evaluation

Student Learning
In order to assess learning and outcomes, two rubrics have been developed. These
rubrics will help guide students in their production of their two summative assignments
as well as be used to assess those assignments. Students research guide can be compared
to their reports and their videos in order to show growth and learning. The instructor to
watch for learning as well will do continual formative questioning and monitoring.
(PSC 2.7)
Product Design
In order to asses this project, I will rely on the aid of my fellow classmates to help
me find areas of weakness and strength. I will also consider the process by which
students have ease and problems completing this task. Where students struggle, there may
be ways to improve the instructions or products to make the project better for the
students. Students will be asked to give feedback throughout the process so that I can
make changes to the project. The project is designed for student learning, and I will make
the necessary changes to make it as easy for them to follow and learn from as possible.

Reflection
As I developed this project, I was pushed to think about things
that I dont typically think about when developing lessons. I really liked
how I was pushed to consider Universal Design and making this
product available to every student. I have had classes where I wasnt
sure what to do with students with disabilities, but now I feel much
ready to take on these situations in the classroom. I also took a lot of
time to think about and write this project. Because so much time was
taken, I was able to examine this project from the perspective of the
instructor, the students, and the audience. By examining this project
from so many angles, I was able to iron out hard details and issues in

development. In the future, I would keep using WebQuests. As a

technology teacher, I think that using WebQuests is a great way to
keep students engaged and excited about learning. I look forward to
going back to school this year and incorporating WebQuests into the
curriculum with classroom teachers. I think that working alongside
classroom teachers to incorporate my class with their classes is a good
way to incorporate technology and engage students in diving into
content.
Instructional design was used in this project in order to make this
project to keep students engaged and give them ease of access to the
project and the research materials. Students need to be able to follow
the process on their own and know that they are moving in the right
direction. By using the WebQuest as a teaching strategy, students
have the access to the steps and are given the necessary resources to
complete this project in their groups without much help from the
instructor.
On a personal level, I learned that it is important to consider the
special needs of your students. I typically would not think of those
perspectives when designing lessons. I also havent used WebQuests in
the past. I plan on incorporating Universal Design and Web-based
instruction into my curriculum from now on. I loved the idea of making
the lessons and materials equal to everyone. I also dont usually use
rubrics in my lessons. I have found, though, that using rubrics helps
the students to know how and where to go with their products. I will
definitely continue to use rubrics in my curriculum in the future.
For other teachers, I would suggest using WebQuests. This
course and this project opened my eyes to the vast resources available
that are already made and the ease of producing your own resources.
Students in this century are technology driven. We should meet them
there in order to keep them engaged and learning. Technology is a
limitless medium. We, as teachers, need to use every avenue that we
can to make education fun and exciting for our students.