Multimedia Design Project Assessment (MDPA) Report Template

Please replace the instructions provided with your own narrative.

Product URL: https://sites.google.com/ksuiteach.org/jburnscreateengaginglessons/home

Analysis
In the Analysis section you examine the context of the learning environment, the
learners themselves, and establish learning objectives for the project. The analysis
should provide you with clear statement of learning objectives and a sense of the
constraints you will need to consider as you design and implement the project (for
instance, if the classroom only has one computer that is hooked up to the internet,
then this will need to be developed as a part of station rotation or perhaps an
entire class project/WebQuest as opposed to individual or small group work).
Questions you’ll want to address in the analysis include, but may not be limited
to:
Learner Analysis

● Diverse learner characteristics and needs – age, reading level, language

ability, technical capabilities, previous experience with project-based
learning or small group learning. (PSC 2.5, 2.6)

 As educators, it is important that we always provide our students

with high quality instruction. It's more important that students can
receive the content and make true connections with the information
they receive. When properly engaged in an experience utilizing
concepts they have learned, true learning takes place. One way to
be sure the previously mentioned components take place is to
provide students with engaging instruction that also transforms
their learning.
Technology has played a major role in narrowing the gap of how,
when, where, and with whom learning takes place. Sadly, if not
properly introduced, trained, and supported on how to create such
lessons utilizing technology to transform learning, teachers resort
to using technology in a substitutional way! With this platform,
you will be provided all the necessary tools for you to be
successful.
Context Analysis
 Task Analysis- It is encouraged that you work with your Professional Learning
Community (PLC).
 Learning Objectives:
 What are the Indicators of Engaged Learning?
 What are the Levels of Technology Integration?
 What steps can I take to implement these components into my
lessons?
 How do I know I have created an engaging and transformative
lesson for my students?
 During this task, you will learn and observe:
 Indicators of Engaged Learning
 Levels of Technology Integration
 Technology Integration Matrix (TIM)
 Multiple tools to explore and use.
 Practice identifying the strong and weak Indicators of
Engaged Learning and how technology was used in the
example lesson (s).
 Create your own engaged learning activity with effective
technology integration.
 You can use a lesson you already have using the
steps given.
 You can create a new lesson using the steps given.

 Present your lesson to your Instructional

Technology Coach using a presentation tool of your
liking.

Design
Overview
Teachers are expected to use the resource to assist in building an engaging lesson
utilizing appropriate technology tool(s). This project is designed for teachers to
either use an existing lesson or one that is been created. Teachers will learn about
resources such as the Technology Integration Matrix and how to effectively
incorporate its components within lessons to increase student engagement and
enhance the learning experience with technology integration. Teachers will
complete each learning section by incorporating the information they learned into
the lesson they are developing. The task at the end of each section will also serve
as an evaluation piece to gauge comprehension of concepts covered. When
teachers arrive after the project, they would have built a complete engaged
learning lesson with a high level of technology integration.

Details
Describe how will you differentiated content, process, product or learning environment to
meet the diverse needs of all students. (PSC 2.5) Your project should adhere to Universal
Design principles. Universal Design (UD) is an approach to the design of all products and
environments to be as usable as possible by as many people as possible regardless of age,
ability, or situation. Please include at least two UD strategies in your multimedia project.
(PSC 2.6)
 Differentiated Content:
o Grouping
 Consider creating collaborative groups in several different ways:
 Professional Learning Communities
 Instructional Coaches
 Content areas
 You want to ensure participants are productive, actively
participating, and moving efficiently through the process.
o Modifications
 Be sure teachers have the opportunity to collaborate and/or consult
with instructor or instructional technology coach as the progress
through the activity.
 Allow teachers the proper time to build their activities.
o Assistive Technology
 Google Translate can assist with limited language proficiency.

 Participants can use this WebQuest with Snap & Read Universal
and Co: Writer to aid with limited language proficiency or special
needs. More information is at the websites below.

Development
The Development section describes how actually developed the project. What
was your timeline for getting it done? What tools did you use (and perhaps
have to learn) in order to complete the development of the project? (HTML,
LMS, Wiki, Blog, Google Pages, etc.) (PSC 3.3, 6.1) During the development
process, double-check to ensure the Internet links work, documents
download properly, and video and audio is embedded correctly. (PSC 3.5)
The lesson was one I felt would be most beneficial for the demographics of
educators I serve. I wanted to create something teachers could use within the time
constraints they have. I also wanted to create something that teachers would be
able to use at all grade levels. I chose to use Google Sites because of its
accessibility and user friendly interface. It also would give me a chance to model
a tool teachers could use within their instruction, especially the one I created for
the project. It took me quite a while to develop this project, not because it was
complicated, but because I found it challenging to gather my thoughts.
Additionally, my initial thoughts were more elaborate in details which caused me
 to go back and forth with myself on the design, format, and flow. I resulted in
choosing something simple that I could build on with time.

Implementation

I did not have an opportunity to implement the project. It is scheduled for

implementation in the Spring. Nevertheless, upon initial implementation, the tool
should be used as a learning tool for teachers to learn about the three main
components of the project. Teachers are to observe each and become familiar with
them and how they can be implemented into instruction. The project is designed
to guide teachers through the process of creating more meaningful and engaging
instruction for students. Therefore, the tool can be implemented at any time and
does not have a specific time frame of when it should be completed. It is
recommended to allow at least three days of planning/coaching initially to
become familiar with each component and implementation into lessons or
creation of new lessons using the tools. Though I was unable to launch the
project, I did pilot the project with a few teachers, one shown in the pictures
below.

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 –
Participants’ projects will be evaluated using the below rubric. This
activity is worth 320 points total! This will indicate mastery of the
standards and will serve as assurance of competency of concepts taught.
However, to determine how much the teachers have grown over the course
using the tool, there will be several informal observations conducted. By
observing how well teachers are able to appropriately implement the
resources given in the platform, how confident they creating and executing
lessons, I will be able to see the degree to which they have not only
mastered the content, but also are beginning to synthesize into reality.
Engaged Learning Lesson Rubric
 Participants will gain most of the core learning throughout the semester
through professional learning opportunities. Teachers will be allowed to
learn at their own pace and

Product Design –
To ensure the product was easy to use, it was tested by the Media
Specialist and a 2nd Grade Teacher at one of the schools the project will be
implemented. Both individuals used the “Usability Guide” and provided
comments and feedback as they worked through it. Each stated the tool
was informative, easy to navigate, and determine the steps required of
participants.

Provide 1-2 images of students/pilot testers using the product.

Reflection
Reflect on this project around four aspects:

Project Development – What did you learn as a result of developing this

project (technically, tools used, timeline, planning, etc.). What did you
do that worked well? What didn’t? What would you do differently (in
terms of building the WebQuest) if you were to do this again?
As a result of developing this project, I learned that in depth planning is
extremely important. I would write out my plans as in depth as my thoughts are. I
also learned that with a project like this, I have to give myself more time to do
exactly what I have in mind. This was also the first time I used Google Sites. I’m
usually a fan of all things Microsoft, but using Google Sites was a great
experience and it worked well for my project. I loved the easy drag and drop
features. The only challenge I had was trying to add my Audacity audio files. I
had to Google to figure it out, but exploring is always fun.

Instructional Design – Discuss the WebQuest as a structure for student

learning (or whatever project structure you ended up doing)? What
worked well? What might have been improved? What influenced your
choices as to how to incorporate the multimedia elements? Looking
back, are there other or better choices you might have made?
I enjoyed the instructional design of the project I created with Google Sites. As I
stated before, it was easy to drag and drop. As I created the project, I was assured
that teachers and students could easily learn how to use the platform and create
their own projects using it. The only features that I would change is the insert
process. There were two ways you could do so. If you double click within the
platform, it would give you the options to upload different media, however, it
never seemed to work when I did it that way. It would only work that way when I
was uploading pictures. To ensure that I could upload all files, it was best that I
did so using the Insert tab on the right column.
I chose this platform because I like the website feel it gave, but more importantly,
I had never used it before and wanted to try something new. It was a way to
challenge and stretch myself out of my comfort zone.

Personal Growth – What did you learn about yourself as a result of this
project? This can include skills, frustration level, ability to push your
own envelope, yourself as a teacher and yourself as a technology
facilitator.
Because of this project, I learned that I still love the art of teaching. I would think
that would be obvious in the line of work I do, but it was evident to me. I chose
the project I did because it resonated with me when I took the class where the
concept derived from. I also learned that sometimes we (coaches) forget that we
are deemed the “experts” in our field to a certain degree and what comes natural
to us may not to others. For that reason, it is important to provide teachers with
information as that in my project. I learned that we must continuously keep
pedagogy at the core of what we do. And if we do so, we must be able to identify
certain components, resources, and tools that will help us to do that. I also learned
that I truly enjoy when I push myself outside of my comfort zone. I often find that
the experiences are always rewarding and meaningful.

For Others – From this experience, what would you suggest to other
teachers/colleagues who might want to consider doing something
similar? What is important for them to know? What would help them
succeed?
The advice or recommendations I would give to other teacher/colleagues would
be to really consider the time and attention a project such as this would require.
More importantly, I would stress the incredible benefits they will observe because
of creating such a project. Teachers and students benefit from an experience like
this one. I believe that true learning takes place when students are engaged in
what they are doing. Learning takes place when certain experiences take place
and the lessons meet the needs of every student. The other suggestion I would
give is to be knowledgeable of the content you are teaching and the needs of
whom you will be teaching. In doing so, you will design the best product that
provides the best learning experience possible.