Multimedia Design Project Assessment (MDPA) Report Template

Lisa Flickers Product URL: http://flickerwebquestss8h11.weebly.com/

Analysis
The learning environment for my students is a very culturally diverse setting. My
classroom is about 1/3 each Hispanic, African American, and Caucasian. We do
have students from various other backgrounds, but this is where the majority of
our students can be placed. We are a Title I school, and are quite mixed with
socio-economics. It is quite the incredible school, when you step back and look at
it and see all of the students working together, from all of these different
backgrounds, and creating incredible products!
We are a 1:1 school, and have just completed our second year with iPad
deployment. My students also have access to internet access when at home. They
are given a certain amount of date usage per month and most understand, now,
what those limits are, and to not go past them. Therefore, all of my students would
have access to their own iPad and would be able to complete their Web Quests in
these iPads both in the classroom as well as at home, if needed. The second part to
the Web Quest asked the students to create a video documentary using iMovie. I
chose this because it is an Apple product they have access to on their iPads and
could easily utilize.
Learner Analysis

Our students do have experience with Project Based Learning and teachers
have been trained through the Buck Institute. This was about two years
ago. We have been incorporating PBLs each year in to our curriculum,
mostly cross-curricular and by grade level. My students are in the 8th
grade, their reading levels, Lexile levels are varied, and I compensate for
that by providing readings on specific standards at various levels through
the use of News ELA or other resources I can find. Review games such as
Quizizz and Quizlet have also shown beneficial. I typically have two team
taught classes per year, so I will have a team teacher with me for those.
The teacher and I will work together to meet the individual needs of all of
our students. As this will vary from year to year, it is hard to project those
needs now for the students in regard to what I may need to specifically do
to adjust this Web Quest even more. I did provide for captions for any
images and several different choices in regard to their choice board
section, therefore students could create products based on their specific
strengths and interests. (PSC 2.5, 2.6)
Context Analysis

My classes are typically about 22-28 students. I have 55 minutes per class,
and that is not flexible at all. We are on a tight bell schedule. Students can
come to me at lunch and before or after school whenever they would like
and as long as I am not in a meeting. (PSC 2.5)
Technical considerations As I had mentioned, my students all have iPads
that they have been given for the year to use. The iPads have wireless and
internet access. There is a specific amount of data that they can use outside
of school, but they have become accustomed to knowing those limits and
typically not going over them. (PSC 2.5). We do have keyboards available
in classrooms for students to access at any time. I also have google
translator for my students who are ESL, and I access News ELA for
additional readings for some standards, too. I have used comfort pillows,
and grippers before for some of my students who may need those AT at
times as well. Whatever accommodations are asked to be provided in a
students IEP, will be in my classroom. (PSC 3.4)
Teacher characteristics I am relatively comfortable utilizing technology
in my classroom. I enjoy learning new techniques and will not shy away
from trying new ones. I typically am one of the first to jump on board
when my principal brings up some new idea. As he has allowed us to fail
forward, I am now definitely not afraid to fail, get myself up, and then try
something new.
Standards State or local content and technology standards (NETS-S)
8th Grade Georgia Studies:
SS8H11 Evaluate the role of Georgia in the modern civil rights movement.
a. Explain Georgias response to Brown v. Board of Education including
the 1956 flag and the Sibley Commission.
b. Describe the role of individuals (Martin Luther King, Jr. and John
Lewis), groups (SNCC and SCLC) and events (Albany Movement and
March on Washington) in the Civil Rights Movement.
c. Explain the resistance to the 1964 Civil Rights Act, emphasizing the
role of Lester Maddox

8th Grade Language Arts:

Comprehension and Collaboration
ELAGSE8SL1 Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 8
topics and texts, building on others ideas and expressing their own
clearly.
b. Follow rules for collegial discussions and decision-making, track
progress toward specific goals and deadlines, and define individual roles
as needed.
c. Pose questions that connect the ideas of several speakers and elicit
elaboration and respond to others questions and comments with relevant
evidence, observations, and ideas.
d. Acknowledge new information expressed by others, and, when
warranted, qualify or justify their own views and understanding in light of
the evidence presented.

ELAGSE8SL2 Analyze the purpose of information presented in diverse

media and formats (e.g., visually, quantitatively, orally) and evaluate the
motives (e.g., social, commercial, political) behind its presentation.

Knowledge of Language
ELAGSE8L3 Use knowledge of language and its conventions when
writing, speaking, reading, or listening. a. Use verbs in the active and
passive voice and in the conditional and subjunctive mood to achieve
particular effects (e.g., emphasizing the actor or the action; expressing
uncertainty or describing a state contrary to fact).

ISTE Student Standards:

2.b Students engage in positive, safe, legal, and ethical behavior when
using technology including social interactions online, or when using
networked devices.
3.a Students plan and employ effective research strategies to locate
information and other information for their intellectual or creative
pursuits.
3 c Students curate information from digital resources using a variety of
tools and methods to create collections of artifacts that demonstrate
meaningful connections or conclusions.
3 d Students build knowledge by actively exploring real world issues and
problems, developing ideas and theories and pursuing answers and
solutions.
6 a Students choose the appropriate platforms and tools for meeting the
desired objectives of their creation or communication.
6 b Students create original works or responsibly repurpose or remix
digital resources into new creations.
6 d Students publish or present content that customizes the message and
medium for their intended audiences.
7 a Students use digital tools to connect with learners from a variety of
backgrounds and cultures, engaging with them in ways that broaden
mutual understanding and learning.
7 b Students use collaborative technologies to work with others, including
peers, experts or community members, to examine issues or problems
from multiple viewpoints.
7 c Students contribute constructively to project teams, assuming various
roles and responsibilities to work effectively toward a common goal.
7 d Students explore local and global issues and use collaborative
technologies to work with others to investigate solutions.
Task Analysis

We will spend the first couple of days of this unit discussing and
analyzing the Modern Civil Rights Movement time period in Georgia
history. After that point I will turn over the learning to my students, to take
ownership and direction of it through this Web Quest. They will first be
creating their own learning path by completing the Path and Pace
Productivity Card for this Unit. Upon completion, they will have a greater
understanding of the time period, as well as the people, events, and groups
that helped to influence the Modern Civil Rights Movement in Georgia.

By choosing the activities that are of interest to them, this will allow them
to show me what they have learned and how they have understood this
new information as it either relates to them or to other connections they
wish to make. 50 points equals a 100% on the productivity card. Students
will check off on the Productivity Card those items they have completed,
they can do this on our iTunes U course, which allows for editing. All
items need to be submitted under the SS8H11 Civil Rights Movement and
Georgia Path and Pace Card in iTunes U- including screenshots, uploads,
and attachments. All paths can be adjusted with their voice, they just
need to see me if they have a new idea that they would like to try!!!!!

Their second task will be completed in small groups. Groups will be

decided upon by interest of the specific groups, events, or people in this
unit. The topics included will be Brown v. Board of Education, MLK, Jr.,
John Lewis, SNCC, SCLC, Albany Movement, and the March on
Washington. At this point, with their group, they will continue to research
their specific topic more in depth, and by also utilizing community
resources, like the King Center, the Center for Civil and Human Rights, as
well as the Carter Center. They could even include a family member or
friend who is willing to be interviewed for this project, and who
experienced, firsthand, this time period or was even a part of one of these
events. Using iMovie on their iPads, the groups will edit and create a short
documentary on the event/person/topic that they have researched,
including any possible interviews that they may have taken to highlight
this period of time. This documentary should be at least 4 minutes in
length, be created using iMovie, include movie, stills, and audio clips from
the time period, as well as any other material culture representations that
they feel would add to the richness and understanding of their
documentaries. These documentaries will be shared ahead of time with our
5th grade buddies over at Esther Jackson Elementary School. We will then
skype with them to get feedback and answer any questions that they may
have about this time period and my students documentaries. As the 5th
grade buddy classes will be working on this same curriculum, although
based more on American history, and around the same time, this will give
the students a wonderful connection to their community and a greater
insight in to the time period, as a whole.
 (PSC 2.1)

Design
Overview
For this Web Quest I wanted to create an opportunity for my students to be able to
tie in what they are learning with this standard to a real life, authentic connections
to our community. We have wonderful resources here in our community on this
topic, and I wanted to provide an opportunity for my students to be able to access
them and to use them for their own research and learning. Therefore, when
considering the documentary section, I wanted my students to collaborate in and
complete this assignment in small groups, decided upon by interest level. The
topics included will be Brown v. Board of Education, MLK, Jr., John Lewis,
SNCC, SCLC, Albany Movement, and the March on Washington. Specific topics
and important factors in the Civil Rights Movement era here in Georgia, and part
of their own community. Students would go more in depth, and by also utilizing
community resources, like the King Center, the Center for Civil and Human
Rights, as well as the Carter Center. They could include a family member or
friend who is willing to be interviewed for this project, and who experienced,
firsthand, this time period or was even a part of one of these events. I also have a
list of resources for my students to use to access for this part as well. Using
iMovie on their iPads, the small groups will edit and create a short documentary
on the event/person/topic they have researched, including any possible interviews
taken to highlight this period of time. This documentary should be at least 4
minutes in length, be created using iMovie, include movie, stills, and audio clips
from the time period, as well as any other material culture representations they
feel would add to the richness and understanding of their documentation. These
can be accessed from the websites of the museums and library links provided and
located in our city, or through additional research on their own. These
documentaries will be shared ahead of time with our 5th grade buddies over at
Esther Jackson Elementary School. We will then skype with them to get feedback
and answer any questions that they may have about this time period and their
documentaries. As our 5th grade buddy classes are working on a similar unit at the
same time, but from the prospective of American history, as a whole, this will
make a local connection for them and allow them to see, up close how people in
their community helped to make a difference and bring about change in America.
Through skyping, our students will be able to debate and discuss with our
buddies, they will have some pre-arranged questions and comments, in case our
fifth grade friends get a little quiet or need some coaxing. (PSC 2.1, 2.3, 2.6) The
vocabulary in this unit is from our standard, and review opportunities are allowed
and encouraged, throughout, with the links provided. (PSC 2.6) I very much like
to use NearPod, Quizizz, and Quizlet and chose them as online resources for
delivering content and allowing for my students to complete their products using
these resources. Prezi is another site that is a great resource for my students to
utilize for completing their products. (PSC 3.6) The resource citations used for
this project were:
Websites:
Center for Civil and Human Rights https://www.civilandhumanrights.org/
The Carter Center https://www.cartercenter.org/
The King Center http://www.thekingcenter.org/

Images:
March on Washington (Image) www.history.com/topics/black-history/march-on-
washington
Protest Signs from the Albany Movement
www.gpb.org/files/imagecache/newsArticle/news/images/body/civilrights_main_
0.jpg
SNCC Button https://zinnedproject.org/materials/sncc/
Teachers learners by mrsdkrebs flickr rebeccabrightly.com/qa-4-tips-dance-
teachers/

Videos:
Civil Rights Movement for Kids: Brown vs. Board of Education (Black
History) youtu.be/4PeOHoJqAEo
iMovie iPad Tutorial www.youtube.com/watch?v=TzkMWIj7ywc (PSC 4.2)

Details
By providing my students a voice and choice activity, called the path and pace
productivity card, I am enabling them to direct their own learning. They are able
to choose from a multitude of choices in which to create their products to show
their mastery of this unit. After which, students will be choosing groups based on
interest to create documentaries. These documentaries will be using community
resources and can be created in whichever format they see fit to demonstrate an
understanding of time and connection to this era. They will be using these videos
to help their 5th grade buddies understand this time period as well, so their
audience needs to be taken in to consideration (PSC 2.5) In my web quest, I took
in to consideration the Universal Design Principals by providing multiple means
for access for the information as well as the web quest, as a whole. Students could
access it from its internet address, through a paper copy provided by me so that
we could use specific reading strategies to break up the various parts, by listening
to the different sections chunked one at a time, as well as the different options for
the productivity card, and through the various modes I provided a review for the
students within the web quest. Furthermore, students were allowed to present their
products in formats they wished that could best exemplify their mastery of the
standards we were covering. There was no one size fits all in regard to this aspect
of the web quest, and students always had the option of modifying or adding in
other options if they wanted to do something else that could help them to best
show mastery. (PSC 2.6)
 This was both an individual as well as a small group web quest, there were three
sections for students to complete. The first section was a review section of the
vocabulary and Big Idea concepts we had just learned. There was a video from
YouTube, and a matching cards and review questions game from Quizlet, which
the students could choose 2/3 to do. My students, with the review Quizziz game,
typically make that a competition, so that is oftentimes more a group. The other
two, are individual. As for the Path and Pace Productivity Card, most of the items
on it were designed to be completed individually, however, I did give the students
one opportunity to work on a choice with a buddy, if they chose to. My students,
for example, could use, PowerPoint, Prezi, Microsoft Word, any other internet site
to access information, crossword puzzle builder sites, Kahoot, or Sway, to name a
few. As for the third section, the documentary, this was a group created project.
Students used iMovie to create their documentary to be shared with their 5th grade
buddies. We will then be skyping with them to conference. Students used the
internet to research and access their information, and a dongle to display their
iMovies on our screen. (PSC 2.6)
For this Web Quest, I could use several adaptive or assistive technologies as a
resource to support my students with visual, auditory, or physical disabilities.
First of all, I could provide keyboards for students who are having trouble just
using their iPads, and need the ease of having a keyboard and the slant of docking
their iPad on it. I could provide alternative readings to those being offered through
various other web sites like Read Aloud or News ELA, I could read, orally, the
directions for the Web Quest and chunk the assignments, but providing a paper
copy and just showing one section or part at a time. I could provide a magnifying
device for students who are visually impaired and I could utilize google translator
on their iPad to translate those areas my ESL students may be having difficulty
with as well. (PSC 3.4)

Development
I had a couple of weeks in order to create this Web Quest, and due to the fact that
my family and I were going out of town for several weeks and I would not really
have that much access to the internet to work. However, I was relatively familiar
with Weebly after having just created our candidate websites on there a month or
so earlier. Knowing that it was relatively easy to use and offered so many
different design options, I wanted to utilize this for my Web Quest. It was very
easy to be able to upload documents and button links, as well as YouTube videos
right on to my website, including images as well. The Web Quest, through
Weebly was also visually appealing and allowed for ease with my students to
navigate through, when it becomes their turn to work in it (PSC 3.3, 6.1) I was
able to double and triple check that all of my links were working by publishing
the site and clicking on each of the links. I was also able to take the survey at the
conclusion page and the results, I saw, were immediately emailed to my account.
What a very cool feature and incredibly helpful for me as an educator. Each of the
files and documents uploaded, including the videos were all in working order with
 just a click. Students could download a copy of their own Path and pace Card to
their iPads as I provided the file link in the Web Quest as well. (PSC 3.5)

Implementation
I suggest that this Web Quest be completed over at least a three week period.
Taking in to consideration the couple of days the teacher can use to introduce the
unit, the web quest and directions, and for the students to be able to complete both
their Productivity Cards as well as their group iMovie documentaries.

For the Productivity Card, students will utilize the resources provided in the Web
Quest, as well as have access to any additional resources they may want in our
iTunes U course. All products will be uploaded to our iTunes U course under the
paperclip section of the assignment titled: SS8H11 Web Quest Path and Pace
Productivity Card for Civil Right Movement in Georgia. Students will have a
week and a half to complete this portion of the project, which includes the first
couple of days of introduction and notes for the standard. This will be followed by
allowing students one week to complete their creation of their iMovie
documentaries, which will be completed in small groups. These documentaries
will be shared with our 5th grade buddies from our feeder school, Esther Jackson
Elementary School in Roswell, Georgia.

Modifications can be made in regard to allowing students to pair up with the

implementation of the productivity card, or even lessening the points that students
are required to complete. Furthermore, the iMovie can be modified or expanded
upon with the requirements and based on the type of class you have and/or
students you are working with. (PSC 6.3).
As I was not able to implement this project, I was at least able to reflect upon
which resources I may need for it, once I do. I will need for my students to have
their iPads and their internet access all working. As I have allocated enough class
time for my students to be able to complete this project in class, I will not need
any additional times, or have to switch times with teachers. My students, if
needed, can come to me at their lunch time and/or before or after school to meet
with me for help. We also have access to the media center in which my students,
if they are bringing in people from the community to interview, may conduct
those interviews, and in a more quiet setting. If the person they are interviewing
cannot come during our class time, then I will arrange with other teachers to allow
the students to be excused from their class to conduct the interview during that
time, if also convenient. Any technical support that is needed for the iPads,
directly can be made through a support ticket in the media center and it goes
directly to our technology specialist. He then does a quick turnaround with fixing
most issues for the students and getting their devices back to them. (PSC 3.1, 3.2,
3.5) We have a digital citizenship course that we utilize throughout the year
within my school. I will be referring back to this periodically and during the Web
Quest. My expectations are high in regard to appropriate and safe use of their
 iPads as well as internet use. (PSC 3.2) As I had mentioned, this Web Quest will
take about three weeks, with the final week comprising of the creation of their
documentary, getting the final product to our 5th grade buddies and conferencing
with them. Most of the class time will be dedicated to this Web Quest, however,
students who complete specific areas ahead of time, may begin working on the
Milestones Review packets and assignments that I have provided for them in our
ITunes U course. For students who are unable to complete their Web Quest in
class, they can definitely do so at home as they have internet access through their
iPads. We are a 1:1 school, so the need for worrying about access to a computer
lab or computer resources has been eliminated here. Which is very nice. (PSC 4.1)
I will be working, in my team taught classes, with the teachers I team teach with.
We will work on making sure that we are following the IEPs of our students and
making sure that all of our learning styles in the class are accounted for and are
met in the most beneficial way we can. I will also collaborate with the Language
Arts teacher on my team, as she can reiterate certain concepts I am working on in
regards to the video and interviewing or researching as well as speaking and
writing with my students. (PSC 3.7)
In the Teacher Notes page of the WebQuest, please describe possible
implementation and differentiation strategies that other teachers might implement
when using the WebQuest. (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
As part of the student learning and as gages to see what my students are learning
along the way, I have included several means to follow this throughout the Web
Quest process. We will first be using Cornell notes and discussion as a means for
disseminating the meat of the standard. In the Cornell Notes I will be asking the
students to reflect on their learning and to ask questions along the way. Therefore,
to gage where they are at first and any misconceptions they may have from the
start.
When they get in to the beginning, or first part of the Web Quest, they will have
the opportunity to review this newly gained information in 2 of 3 formats. Two of
them will give me the feedback I need to see where they are. One, the video, will
not. The Quizizz and Quizlet, I have access to see how they scored and which
ones they missed.
Once they get to Part II, the Path and Pace Card, students are provided with a
rubric to use and encouraged to look back on when working on their choice board
activities. They have to obtain 50 points to earn a 100%.
 There is also a rubric for the video documentary that I want my students to use as
well when creating their group project. Their score is based from a 100% possible
with the points provided. Both of these rubrics mentioned are provided to view
within the body of the Web Quest and within the areas of the projects that the
students will be working on. The students, during the video conference, will be
assessed on their participation with their peers as well as how well they
participated and assisted with the discussion with their 5th grade buddies. (PSC
2.7)

Product Design
In order to know if the project is well designed, I am going to have my teenage
daughter, as well as my husband (who is not very tech savvy at all) go through the
steps of the Web Quest to see if they can navigate and understand the directions,
and to also see if all the links are working. As we are soon to head out of town,
they are going to be my only access to guinea pigs for this part of the testing
phase. I am curious to see how my husband does and if he can manage to
maneuver through it and likes the format. Wink, wink! (PSC 2.6) I will definitely
take notes as students complete the Web Quest as it will be my first time utilizing
this format, and I will pay very close attention to the comments that they make on
the evaluation/reflection section. I am very curious to see their answers. I will use
that to make any adjustments needed. Furthermore, I will be asking students along
the way if they are confused by anything, if I can correct or adjust anything, and
possibly make those corrections then and there. I am hoping that the videos I have
included in the Web Quest, the images, as well as the activities, will be useful to
my students. From my daughter, I will be able to get some good feedback as she
will be able to let me know if those items enhance the project or could I have
included or should include others to make it stronger. She is at a good age for
critiquing, and especially her mom!

Reflection
When taking on this project, I needed to consider four major elements, Project
Development, Instructional Design, Personal Growth, and For Others.

In regard to Project Development, I wanted to make sure that this Web Quest was
displayed in a way that was easy to follow. I did not want my students to have to
spend time figuring out where to start or how to find the resources they needed. I
wanted a natural flow, and all that they needed for specific areas in that same
section. I wanted to make sure that images had titles and that my rubrics and
expectations for the two separate products they would be completing for this were
made clear. I also made sure that the options for their choice board were varied
and allowed for all modalities of learning styles and needs. My students know
they can come to me to modify any and all assignments, as needed, or if they have
a new idea to create or tweak something on their own.
I needed my project to be able to flow. There was a lot of information that was
going to be included and it needed to be easy to find. That is why I chose left
alignment, easier on the eye if all formatted the same. Kept the same format for
fonts and layout as well, making sure the students did not have to figure out a new
format or style with each new page they accessed for the Web Quest.

This was such a wonderful growth experience for me, as an educator. It allowed
for me to step outside of what I normally do and to create a project using the new
elements I have been able to recently learn. I loved using this tool, a Weebly, to
create a Web Quest that allows me to incorporate videos and documents and other
links that my students can easily access all in one place. Once I figured out the
comings and goings of how to use the different features, it was relatively easy and
smooth to construct. Keeping with the same format, throughout, allowed me to
focus more on content and not on making it funky and wild and what I used to
think of as visually appealing. Now, understanding design principles so much
more, this, is much more visually appealing.

With the Weebly format, I was also able to attach "buttons" to review and
resource links that I wanted my students to have access to. Therefore, helping
engagement, and allowing for my students to access various other resources they
needed to complete this project or to review specific vocabulary terms, whenever
needed. The tabs on the side also allow for easy transitioning from one area to the
next, which is perfect for not only my students, but for any other educator who
may wish to duplicate this Web Quest for their own use.

I wanted my Web Quest to be one that not only allowed students to be able to go
more in depth with the standard we were learning, but to also be able to have the
opportunity to work in a group on a topic that had affected and influenced our
community during the Modern Civil Rights Movement here in Georgia. As a
group, they would be creating a documentary that would be shared with our fifth
grade buddy classes from our feeder elementary schools. This documentary would
be able to enrich their fifth grade curriculum, as it covers this time period, and
allow my students to be the teachers for their buddies. This also would help to
foster dialogue and debate among a time period that was incredibly important to
the growth of not only Georgia with the Civil Rights Movement, but also
America.

I look forward to implementing this Web Quest in the coming school year. I have
taken in to consideration the changing standards being implemented in to our new
Social Studies curriculum and now will be on the right track toward implementing
these new standards and in a way that can foster higher engagement. It was not as
daunting as I thought to put this all together, and once I was on a roll. I needed to
just map out a plan for what I wanted to achieve. I did love this format and am
hoping it is something that my students will respond positively to. If this is
successful, I plan on creating 1-2 more to use with other standards throughout the
year. Always want to vary the strategies a bit, and this is definitely one I want to
utilize in my class!