Multimedia Design Project Assessment (MDPA) Report Template

Product URL: LOTF-Ryall.weebly.com

Analysis
Learner Analysis
This project was designed for a population of students who are
labeled at-risk. When the high school population was tested the
average reading level for all of the high school students on campus
was seventh grade. The age range for this project is 14 16 years old,
specifically 9th or 10th grade students. In my particular school the ELL
population is very small and typically the ELL teacher to ELL student is
1:3 at the most. Therefore, I did not worry too much about
incorporating strategies to assist ELLs in this WebQuest. Several of my
students lack proficiency in using software like Microsoft Word but are
able to navigate the internet, therefore this WebQuest was designed
considering the students would be in a blended learning environment
with teacher guidance available in class each day. Lastly, the student
population at my school typically has little to no experience with
project-based learning.
Context Analysis
The students at my school arrive due to a disciplinary panel, this
means at our busiest we have a total of 350 students. This allows us to
have a 1:10 teacher to student ration in the classroom. Beginning this
year we will be moving to a team model where four content teachers
will be assigned 40 students. The team of teachers then has the
freedom to decide the schedule for their team. This setup allows for
ultimate flexibility and our particular team hopes to develop some
cross-curricular projects that allow the contents to blend together on
several units.
Another layer of the transition that our school is currently making
is to rely heavily on online materials in order to tackle our attendance
issue. Since our students are given the opportunity to attend our
school while they are long term suspended from their zoned school
they are not given a bus unless they are considered a special needs
student. Therefore, attendance is a significant issue for our students.
For some they have to drive 45 minutes one way to get to our school
and often times pick up and drop off times conflict with work hours for
the parents of our students. In order to support a blended model where
all classroom activities can be completed online from home our school

has procured enough laptop computers for every teacher to have ten
in their classroom. Since our classroom ratio is about 1:10 this means
the student to computer ratio is 1:1. Traditionally our special education
students are served for Emotional Behavior Disorder or Other Health
Impairment (typically for ADHD). This means the majority of our
students would not require assistive technology unless, due to low
reading scores, they require a read aloud accommodation. With
students like these we typically try to embed audio clips of reading
materials in to our online content as well as audio clips reading the
lesson pages out loud.
I will be the teacher facilitating this WebQuest and I consider my
technology abilities to be proficient. I am the department chair of
blended learning and my job is to aid the teachers in my building
through incorporating Desire2Learn in to their classroom in order to
create a blended learning environment. I first created this WebQuest
using Softchalk so that it could be uploaded into my Desire2Learn
course shell for my students to use and submit the assignments as
they go through the WebQuest.
Standards State or local content and technology standards (NETS-S)
NETS S
2. Communication and collaboration
Students use digital media and environments to communicate and work collaboratively,
including at a distance, to support individual learning and contribute to the learning of
others.
a. Interact, collaborate, and publish with peers, experts, or others employing a
variety of digital environments and media
b. Communicate information and ideas effectively to multiple audiences using a
variety of media and formats
c. Develop cultural understanding and global awareness by engaging with learners
of other cultures
d. Contribute to project teams to produce original works or solve problems
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information
from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness of specific tasks
5. Digital citizenship
Students understand human, cultural, and societal issues related to technology and
practice legal and ethical behavior.

a. Advocate and practice safe, legal, and responsible use of information and
technology
b. Exhibit a positive attitude toward using technology that supports collaboration,
learning, and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship
6. Technology operations and concepts
Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Content Standards
1. Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text
2. Determine a theme or central idea of a text and analyze in detail its
development over the course of the text, including how it emerges and
is shaped and refined by specific details; provide an objective summary
of the text
4. Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g.,
how the language evokes a sense of time and place; how it sets a
formal or informal tone)
5. Analyze how an authors choices concerning how to structure a text,
order events within it (e.g., parallel plots), and manipulate time (e.g.,
pacing, flashbacks) create such effects as mystery, tension, or surprise
10. Cite strong and thorough textual evidence to support analysis of
what the text says explicitly as well as inferences drawn from the text
11. Determine a central idea of a text and analyze its development
over the course of the text, including how it emerges and is shaped
and refined by specific details; provide an objective summary of the
text
12. Analyze how the author unfolds an analysis or series of ideas or
events, including the order in which the points are made, how they are
introduced and developed, and the connections that are drawn
between them
13. Determine the meaning of words and phrases as they are used in a
text, including figurative, connotative, and technical meanings; analyze
the cumulative impact of specific word choices on meaning and tone
(e.g., how the language of a court opinion differs from that of a
newspaper)
14. Analyze in detail how an authors ideas or claims are developed

and refined by particular sentences, paragraphs, or larger portions of a

text (e.g., a section or chapter)
15. Determine an authors point of view or purpose in a text and
analyze how an author uses rhetoric to advance that point of view or
purpose
30. Initiate and participate effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 910 topics, texts, and issues, building on others
ideas and expressing their own clearly and persuasively
30a. Come to discussions prepared, having read and researched
material under study; explicitly draw on that preparation by referring to
evidence from texts and other research on the topic or issue to
stimulate a thoughtful, well-reasoned exchange of ideas
30b. Work with peers to set rules for collegial discussions and decisionmaking (e.g., informal consensus, taking votes on key issues,
presentation of alternate views), clear goals and deadlines, and
individual roles as needed
30c. Propel conversations by posing and responding to questions that
relate the current discussion to broader themes or larger ideas;
actively incorporate others into the discussion; and clarify, verify, or
challenge ideas and conclusions
30d. Respond thoughtfully to diverse perspectives, summarize points
of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections
in light of the evidence and reasoning presented
33. Present information, findings, and supporting evidence clearly,
concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task
35. Adapt speech to a variety of contexts and tasks, demonstrating
command of formal English when indicated or appropriate
21. Write informative/explanatory texts to examine and convey
complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content
21a. Introduce a topic; organize complex ideas, concepts, and
information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension
21b. Develop the topic with well-chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other information
and examples appropriate to the audiences knowledge of the topic
21c. Use appropriate and varied transitions to link the major sections
of the text, create cohesion, and clarify the relationships among
complex ideas and concepts
21d. Use precise language and domain-specific vocabulary to manage
the complexity of the topic
21e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they

are writing
21f. Use documents to clarify details or support claims
21g. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic)
Essential Questions:
Why did William Golding write Lord of the Flies?
Are humans innately good or innately bad?
Learning Objectives
Students will be able to synthesize information read in class by
composing a position paper using the materials that were read
and discussed.
Students will evaluate the work of their peers by participating in
a peer editing activity.

Design
As I designed my WebQuest I kept the needs of my students in
mind. Several of them perform low academically and struggle with
reading, therefore I made sure to incorporate videos that would meet
the needs of auditory and visual learners. Additionally, I created a
recording of myself reading one of the more difficult assigned readings
and embedded it in to the WebQuest in order to aide my struggling
readers and students who have reading goals stated in their IEP. This
particular sound recording also includes verbalized instructions for that
particular task in order to meet the needs of my auditory learners.
Lastly, the task essentially work together to walk students through the
construction of an essay. I broke up the steps to writing the essay
among several steps in order to meet the needs of students whose IEP
states that the teacher should break things in to manageable parts.
This WebQuest was designed with my classroom in mind and
since students have access to laptop computers every day the
WebQuest was designed to be completed individually. However, if the
teacher does not have access to computers it is very easy to turn the
position paper in to a debate that a group of students can work
together to complete and then instead of writing a paper the students
can debate

Development
In order to complete this project I first had to spend a couple of
hours reading about WebQuest, their structure and I spent some time
analyzing several WebQuests in order to learn what works and what
does not. Through my research I decided to complete a WebQuest for
my multimedia design project and that I would create a WebQuest on
the novel The Lord of the Flies. In reviewing county created lesson
plans for teaching the novel, The Lord of the Flies, I realized that I
could easily turn ten days of lesson plans in to a week-long WebQuest
that was more interactive than the teacher directed lesson plans that
were created by the county.
The goal was to use this course project as an opportunity to
create something that I could incorporate in to my classroom so I
decided to use Softchalk to build my WebQuest lesson. Our learning
management system is called Desire2Learn and it works best when I
develop content in Softchalk and upload the Softchalk file in to the
course shell. A traditional WebQuest consists of several parts and are
typically designed in a series of pages. At our school we created what
we call the PASS format. Every lesson consists of four pages: Preview,
Acquire, Summarize and Study. The preview page typically introduces
the topic that is being covered in that lesson, the acquire page houses
all of the information that the students need to study and what they
will need to complete the assignment for that lesson. The instructions
for the assignment are always housed on the summarize page with a
mini-checklist of what has been completed in that lesson and what has
to be submitted for that lesson. The last page, the study page, is
traditionally saved for teacher to post links for extra practice or
support at websites like Khan Academy and Quizzlet.
Since our school uses a four page layout I had to figure out how
to turn the multipage assignment in to four pages. I decided to put the
Introduction on the preview page because they both seem to serve the
same purpose. From there I put the bulk of the WebQuest on to the
Acquire page. I began with the task and used subtitles to break up the
steps of the process. On the summarize page I put the rubric of how
the students would be graded and then added the conclusion
assignment and the credits. Underneath that I used the mini-checklist
to list out all of the steps again and remind students where to turn
everything in. The study page I turned in to the teacher page. Lastly, I
had to recreate my WebQuest as a Weebly sight so that it would be
shareable with my peers for our online discussion board so I copied and
pasted each part on to the different pages of the Weebly sight.

Implementation
Unfortunately I was unable to implement this project as I was
taking ITEC 7445 during the summer. However, I do plan to implement
this project in the upcoming school year with my 10th grade students.
In order to make this project a reality I will need to use the class set of
laptops housed in my classroom and allot a weeks worth of class time
towards completing this project. Since we are transitioning to a team
model I will need to collaborate with the other content teachers to get
the class time needed to complete this project. Lastly, I will need to
use software like Kaltura to download the YouTube videos and upload
them in to the Softchalk lesson because YouTube access is blocked for
students on our school laptops.
The biggest issue with our students centers around behavior. If
you were to review the discipline history of the majority of our students
you would find that they typically exhibit off task behaviors or refusal
to follow directions. Our school addresses these behaviors by shrinking
class sizes and training our staff to have strong classroom
management skills. Within my classroom I plan on monitoring peer
relations in order to determine who works best with each other. I also
plan on pairing up high achieving students with low performing
students so that they can assist them and help them complete
assignments. This WebQuest should take a week to complete and
students will be given five fifty minute class sessions to complete the
WebQuest. If students fall behind in class they will be expected to
complete the assignment for homework. The teacher will communicate
with parents when students are required to complete work at home. I
expect several students will require additional time at home to
complete the essay portion of the assignment because they struggle
with writing.

Evaluation
Student Learning
The WebQuest includes several classroom assignments that the
students will submit for a classwork grade as they complete the
WebQuest. On-going assessment will occur as the students complete
the steps of the WebQuest. Each assignment gets the students closer
and closer to writing their position paper. I designed the WebQuest in
this manner in order to accommodate special education students that
require material be broken in to manageable parts. Additionally,
several of my students struggle with writing so I have setup the
WebQuest to monitor their progress in order to ensure they receive the

writing support they need. All student essays will be graded using a
rubric that is posted on the evaluation page of the WebQuest and the
evaluation section of the teacher page. Since I will be conducting this
WebQuest in a blended learning environment I plan on printing out
copies of the rubric for student to have as they write their essays.
Product Design
I was only able to have a few students briefly review my
WebQuest because they did not have a lot of extra time due to a
strenuous summer school schedule. One day of summer school is the
equivalent of three days and with only 3 hours of class time they had
to focus on their assignments. The students I got to review the
WebQuest were actual 10th grade students who were taking my online
10th grade Language Arts class. The main question I asked them was
did they understand the directions and what where they being asked to
do. Additionally, the majority of the students really appreciated that I
created an audio version of the article because they felt it would have
been difficult to read on their own.

Reflection
As a result of this project I learned the structure of a WebQuest.
Initially I thought that WebQuest are just lesson plans that incorporate
students navigating the web. I used to print out step by step
instructions with 2 3 websites that the students were to go to and
find information. Now I know that there are specific parts that the
students have to complete.
I really liked using Weebly to setup my WebQuest because I feel
it is easier for the students to navigate through the WebQuest.
However, I would like to incorporate more audio clips and Weebly
requires payment in order to upload audio files and video files. I can
embed YouTube videos but since YouTube is blocked on the student

computers it would be beneficial for me to be able to upload my own

video files.
What I have learned as a result of this project that when given
the time to sit down I can actually create decent, high-order thinking
assignments. Where I need to continue to learn is how to pull my low
achieving students up to performing at their full potential. I know they
are capable of participating and completing these assignments but
often times they lack the confidence.