Janee Glover ITEC 7445: Multimedia & Web Design
in Education
Multimedia Design Project Assessment (MDPA) Report
Product URL:
https://janeeglover.wixsite.com/mysite
Analysis
Learner Analysis
● Diverse learner characteristics and needs – The Multimedia Design
WebQuest “Keep, Change, Flip What?” was designed for 6th grade math
students. The objective of the WebQuest is to teach students how to divide
fractions by fractions using strategies other than “keep, change, flip.”
Students will need a device with access to the internet. If students do not
have their own laptop, they will still be able to complete the project in a
computer lab or on a tablet. Students will need paper and pencil to show
their work and calculate answers as they work through the assignments.
Students also need headphones so that they can listen to the various videos
that are included in the tasks. To complete their final
projects/presentations, students will need to have access and skills to
complete their PowerPoint presentations, or they have the option of using
a poster board to create their project. Students will be provided 2 weeks in
class time to complete the entire WebQuest. However, they will be able to
work on their projects at home or away from school, but it is not a
requirement that they do so. (PSC 2.5, 2.6)
Context Analysis
● Class characteristics – Students will work individually in class on their
devices for a 2-week span to complete the entire WebQuest. I will allot
time after those 2 weeks for students to present their projects to the class.
Students who finish their projects sooner than others will be able to
remediate and assist their peers who may need additional help with their
assignments and projects. (PSC 2.5)
● Technical considerations – Students will use their personal devices to
complete the WebQuest in class. They will need wireless access to the
internet to access the WebQuest, the instructional videos, the practice
problems and game sites. Students will need to have access to Microsoft
PowerPoint to create their final projects. Students who don’t have the
necessary skills to create a PowerPoint will be provided with a tutorial
Janee Glover ITEC 7445: Multimedia & Web Design
in Education
video to teach and show them how to create a PowerPoint. However, they
will have the option of creating a poster board instead. Students will be
provided with headphones during the duration of the project to complete
all the tasks. Students with special needs will be assisted one on one or in
small groups based on their specific needs to make completion of the
project possible. (PSC 2.5) (PSC 3.4)
● Teacher characteristics – I will act solely as the facilitator of this project.
I will provide them with instructions and expectations and the rubric that
will be used to evaluate the project. I will assist students individually
when they need assistance with the content, tasks, and creating their
projects. Students will be encouraged to work together to support and help
each other during the duration of the assignment.
● Standards – The NETS-S covered in this WebQuest are:
Empowered Learner- Students leverage technology to take an
active role in choosing, achieving and demonstrating competency
in their learning goals, informed by the learning sciences.
Digital Citizenship- Students recognize the rights, responsibilities
and opportunities of living, learning and working in an
interconnected digital world, and they act and model in ways that
are safe, legal and ethical.
Knowledge Constructor- Students critically curate a variety of
resources using digital tools to construct knowledge, produce
creative artifacts and make meaningful learning experiences for
themselves and others.
Innovative Designer- Students use a variety of technologies within
a design process to identify and solve problems by creating new,
useful or imaginative solutions.
Computational Thinker- Students develop and employ strategies
for understanding and solving problems in ways that leverage the
power of technological methods to develop and test solutions.
Creative Communicator- Students communicate clearly and
express themselves creatively for a variety of purposes using the
platforms, tools, styles, formats and digital media appropriate to
their goals.
Task Analysis
● Learning Objectives – The objective of this WebQuest is for students to
learn new strategies to divide fractions by fractions. Students will be able
to practice solving problems dividing fractions by fractions
mathematically and by solving real world word problems. The objective is
for students to work individually to demonstrate their own mastery and
knowledge of the concepts. However, students who struggle or have
misconceptions will be able to work with me one on one or in small
groups. (PSC 2.1)
Janee Glover ITEC 7445: Multimedia & Web Design
in Education
Design
Details
Students have a choice of what type of projects they will create. Students will be
using Khan Academy to practice dividing fractions for 7 different word problems.
Students will work at their own pace and ability to work through all the tasks
outlined in the WebQuest. If a student needs help, I will work one on one with
that student to help them work through any misconceptions or challenges during
the process. (PSC 2.5)
Universal Design Principles
1. Simple and Intuitive Use- The WebQuest “Keep, Change, Flip What?”
contains a design that is easy to understand regardless of the user’s
experience, knowledge, language skills, and concentration level. All the
categories of the WebQuest are easily identifiable, and all the steps in the
tasks and processes page are listed in order and easy to follow.
2. Perceptible Information- The design of the WebQuest communicates
necessary information in a way that will be effective for users. The
essential information is easily provided through descriptive directions to
navigate the WebQuest and to understand the content. (PSC 2.6)
The assignment is an individual assignment. However, I will allow students who need the
support of their peers or myself to work together or in small groups for assistance when
needed. The multimedia used in the WebQuest are text, graphics, and videos. All of
multimedia elements included in the WebQuest will effectively support students’ ability
to complete the project. (PSC 2.6)
Students who have visual, auditory, or physical disabilities can be accommodated with
various tools such as headphones, reading transcripts of videos, and physically assisted
when needed during the completion of the project. (PSC 3.4)
Development
I used a free website called Wix.com to create my WebQuest. The platform was
very user friendly because I chose a blank template to begin creating my
webpage. It took me a while to finally decide on the design and elements of the
webpage because there were so many options and features that could have been
chosen. I decided to go with a simple design format so that my students would be
able to easily transition through all the tasks. I used some other sites to provide
URL links for my students to use during the tasks and process of completing the
WebQuest. Finally, I used Google Search to find a few graphics that were added
to my WebQuest. (PSC 3.3, 6.1)
Janee Glover ITEC 7445: Multimedia & Web Design
in Education
All the links provided in the WebQuest for students to complete the processes
have been tested and work efficiently. (PSC 3.5)
Implementation
I plan to implement this assignment during the Number System Fluency Unit for
my students. They will complete this project at the end of the unit to demonstrate
their mastery of dividing fractions by fractions. (PSC 6.3).
I will have access to all the resources needed to complete this assignment.
Students will us their own devices in class that have access to the internet.
Students who do not have their own devices will be provided tablets to work on
the assignment in class. (PSC 3.1, 3.2, 3.5)
I will manage the classroom as I usually do when students are using their devices.
I will be mobile and moving around the classroom to ensure students are
effectively engaged in only sites and tasks that are relevant to completing the
project. (PSC 3.2)
Students will have 2 weeks in class time to complete the entire WebQuest.
Students will begin reading through the introduction and entire WebQuest on day
one to gain an understanding of what the assignment is about and how they will
work to complete it. They will then use the rest of their time to work at their own
pace to watch the videos in the links provided and completing the tasks. The final
tasks will be for students to complete their PowerPoint projects or poster boards
that they will present in class. Students will not be required to work on the
assignment at home, but they will be encouraged to do so if they would like. The
school provides wireless internet access for all students, so they will not have any
issues accessing the WebQuest and the other sites needed to complete the
assignment. (PSC 4.1)
Evaluation
Student Learning –
During the project, I will assess students’ learning by being provided their
individual scores during the game and problem-solving tasks. Students who
do not perform well will be required to reattempt the task to improve their
scores. I will assist students by working one on one with those who still have
misconceptions or are struggling. The final task will be for students to
complete a PowerPoint or poster board where they will demonstrate their
mastery of the concepts learned during the WebQuest. I will evaluate the
student’s projects and their knowledge of the content as they present by
using a predeveloped rubric. (PSC 2.7)
Janee Glover ITEC 7445: Multimedia & Web Design
in Education
Product Design –
My project design will be evaluated and peer reviewed by my classmates. I will
also use the feedback of my Professor to gauge the development of my
WebQuest. I will use their feedback to revamp the project and change and
develop aspects of the project that will make it better. (PSC 2.6)
As the students complete the WebQuest I will evaluate their engagement levels,
aspects of the project students struggled with or misunderstood, and I the
effectiveness of the content and concepts to be gained because of the project. I
think it will be beneficial to video record my students as they progress through the
WebQuest. This will allow me to go back and have reference as I self-evaluate the
project for possibilities to make it better. If I perform a usability test on this
WebQuest I would want the students to answer the following questions:
Was the objective and tasks of the assignments clear?
Did the content of the WebQuest effectively help you accomplish
the objective?
Were there any aspects of the WebQuest design or process that you
didn’t understand or find challenging?
Did the videos included in the tasks help you understand different
strategies needed to divide fractions by fractions?
Reflection
Project Development –
As a result of completing this WebQuest, I learned that it is easier to have a
clear idea of how to create if you evaluate of other WebQuest prior to
completing one. I liked that the website I used gave me very descriptive
details about what should be contained and addressed in each section.
However, I didn’t like that I wasn’t able to add a colorful background like
some other WebQuest sites I saw. I think the more creative the WebQuest is
the more engaged students will be in completing it. If I were to create
another WebQuest, I will be sure to use a site that allows me to make be
more creative with the design of the WebQuest.
Instructional Design – I like the simplicity of the content of a WebQuest. It
provides the perfect structure and allows you to add whatever multimedia
elements needed to create the WebQuest. I chose videos as instructional
tools for students to move at their own pace to gain an understanding of the
proposed concept. I limited the text to brief descriptions to ensure that all
students would be able to understand what is being implied. Finally, I chose
to include a few graphic elements into the WebQuest because I felt that it
would allow students to become more engaged in the processes and task. I
Janee Glover ITEC 7445: Multimedia & Web Design
in Education
wanted to use pictures that were humorous and/or represented an idea of
what each page was about.
Personal Growth – I learned how easy it is to create WebQuest to engage
students through the use of technology. Creating this project made me aware
that I am more proficient with using technology resources than I thought I
was. The task wasn’t too complex; however, in the future I do want to push
myself further in completing a WebQuest that is a little more complex maybe
for advanced students. I could utilize more resources for students to explore,
but this was my first time creating one so I didn’t want to overcomplicate the
process for myself or my students.
For Others – The best advice that I can give to others who might want to
create a WebQuest is to first explore other WebQuest. Have a concrete idea of
the objective and what you want students to gain from the project. Planning
is an important aspect of creating a project that will cover all or most of the
instructional technology standards. Another guideline that could help create
a successful project is to use the 16 indicators of engaged learning as well as
the LoTi flowchart. This will help to ensure the project is effective and
engaging.
