Gray, R.

Multimedia Design Project Assessment (MDPA) Report Template

Product URL:
http://rebeccasjournal.weebly.com/__________________________
______
Analysis

Learner Analysis
The learning environment is set in a theater and a
traditional classroom. This classroom consists of students
in grades 9th-12th. Majority of the learners are students
from single parent, low-income homes, in which over half
of these students speak English as a second language.
More than 90% of the students receive free and reduced
lunch. Poverty is a major contributor to the lack of
student achievement, an increase in student infractions,
and the overall well-being of students. Despite the
poverty level, most students are proficient in technology
use. It is difficult to keep students on task as they prefer
to use cellphones and socialize.

Context Analysis
Class Characteristics- Each class is on a 90 minute
block schedule, Monday- Friday. Many classes range
from 35-40 students.
Technical considerations There are only 2 student
computers in my classroom. Students will need
access to the media center and computer labs to
complete assignment which will be arrange through
the media center
Teacher characteristics-I am proficient in using technology
Standards-Are listed below
Theater Standards
TAHSFTI.1 Analyzing and constructing meaning from
theatrical experiences, dramatic literature, and
electronic media

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Cites evidence of how theatre reflects life through

universal themes

TAHSFTI.7. Standard 7 is described as a. Identifies the

various art forms which may be integrated into theatre
(e.g., dance, music, visual arts, graphic arts, and
electronic media)
1.

Integrates various art forms into a cohesive theatre

performance
ISTE Nets-S Standards

Creativity and Innovation

Students demonstrate creative thinking, construct
knowledge, and develop innovative products and
processes using technology. Students:
A. Apply existing knowledge to generate new ideas,
products, or processes.
B. Create original works as a means of personal or group
expression
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. Students:
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. Students:
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

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tools based on the appropriateness to specific tasks.
4. Critical Thinking, Problem-Solving, and DecisionMaking
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and
resources. Students:
A. Identify and define authentic problems and significant
questions for investigation.
B. Plan and manage activities to develop a solution or
complete a project.
C. Collect and analyze data to identify solutions and/or
make informed decisions.
D. Use multiple processes and diverse perspectives to
explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural, and societal issues
related to technology and practice legal and ethical
behavior. Students:
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. Students:
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

Task Analysis
Task Analysis
I want my students to walk away with the following
learning objectives,

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Students will:

Gain an understanding of the emotionally, physically, and

psychologically effect cyber bullying has on teens.
Gain an understanding of how theatre is an art form that
has social impact.
Understand the importance technology when making
informed decisions and social change.

Dispositional objectives:
Students will:

Learn the importance of collaboration when creating

meaningful products
Realize that they have the power to make social changes
Use higher order thinking skills to create an authentic
and meaningful product

What I want my students to able to:

I want my students to be able to create an authentic and
meaningful persuasive hyper media project that educates
and persuades the community to end cyberbullying.
Essential Questions:
1. How can we combine theater and technology to create a
meaningful and entertaining event for audiences?
2. How can creating a persuasive presentation on
cyberbullying benefit society?
3. Why would someone become a Cyberbully?
4. How does cyberbullying affect the community as a whole?

Design
This project was designed with the following Universal
Design principles, flexibility of use and simple and
intuitive use. This WebQuest meets the diverse needs of
all students, by being hands on, interactive,
collaborative, and internet based. It also has multiple
options for student learning and allows my students to
have ownership of their learning by giving them choices

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on how they want to learn and what they want to
produce.
I design this webquest to be simple and intuitive for
student use. Regardless of the students experience,
knowledge and language skills they will be able to
navigate through the webquest easy. There are buttons
located at the bottom of each screen that navigates the
user from one page to the next. Different sections are
introduced with bold text and enough space is used as
not to confuse the student of the various sections. I
outlined the webquest in a way that keeps the student on
task, as they navigate from one process to the next. As
students navigate from one page to the next, they are
greeted by Cameron, a character from the play. Cameron,
reminds students of the incident that occurred in the play
and the goal that they are trying to achieve by
completing this project. She also introduces students to
the activities located on each page.
The Universal Design Principle, flexibility of use was used
as a way to accommodate individual learning preferences
and abilities as well as accommodate students who may
be visual or auditory impaired. In the WebQuest, students
may choose videos and/or text to help them complete the
activities and project. Students with physical disabilities
will be accommodated through the use of assistive
technology such as voice recognition programs, screen
readers, and screen enlargement applications.
I also designed this project to accommodate the multiple intelligences
of my learners.
Through this webquest students will be accommodated
by the following:

Musical Students can integrate music into their digital

stories, movies, and PowerPoint presentation
Visual-Students can integrate images into their digital
stories, movies, and PowerPoint presentation
Kinesthetic-Students will be allowed to move freely as
they create their presentation
Interpersonal-Students engage in the exchanging of
ideas and gain an understanding of multiple perspectives
as they collaborate in small groups.
Intrapersonal Students can work independently as they
create their own digital stories, poems, or songs

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Linguistic-Students use their own language and to

express ideas in their presentation.
Logical Mathematical-Students will follow an 8- step
process to create digital stories and use an outline to put
their research in order.

Multimedia Use
The use of multimedia in my project was my desire used to
make the WebQuest relevant and appealing to the students.
The use of the writing theme to draw a parallel to Rebecca as a
writer. On every page, I incorporated a real image of a young
lady reading a journal as opposed to clip art to make this issue
real to students. This picture is a representation of Rebeccas
friend Cameron who reads Rebeccas journal after her death.
This is to remind students of the impact Rebeccas death had
on her family and friends. I also used an interactive Voki of
Cameron to engage students, keep them on task, and remind
them of their goal. On the Submissions page, I have included
an image of Keep Calm and Turn in Your Work, to encourage
students. An interactive sticker to praise students for their
hard work is located on the conclusion page.
I have outlined the webquest as follows:
On the Home page of the WebQuest, there is information
regarding the play. Students will perform a production of
Rebeccas Journal, a play written by me that addresses
suicide and Cyberbullying. The play takes place in
Rebeccas home after her funeral. The events that led to
her death are revealed as friends, family, teachers, and
even her bully read excerpts from her journal. Students
will proceed to the Introduction page of the WebQquest
and hear an audio clip from me giving a brief introduction
of the WebQquest and the objectives they will meet at
the end of this webquest. There is a video produced by
me and members of my drama club which gives the
students an overview of cyberbullying and its effects. To
further hook the students. I have embed a video entitled
Cyberbullying Virus , which makes a correlation between
viruses and Cyberbully .
On the Task portion of the webquest, students are
greeted by Cameron, a character from Rebeccas Journal.
Cameron informs the students that they are on a mission
to educate and persuade Rebeccas bully and other teens

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to end Cyberbullying. On this page, students along with
their group members will choose one multimedia from
the list to complete their project. Students have the
choice of producing a PowerPoint, Movie, Prezi, a Digital
Story, poem or song. I implemented the use of poems and
songs to accommodate my linguistic and musical
learners. By giving my students a choice, I am allowing
students to make decisions related to their own learning,
thus giving them ownership of their work and make the
work relevant. Also on the task page, students will have
an opportunity to see what they will submit and how I will
grade their submissions with links to the Submissions
and Evaluation pages.
I believe that its important for students to use research
to support the claims. On the Process page, I felt that it
was essential that students know how to conduct
research, in order to ensure success of the project.
Therefore, on this page, I have embedded videos and
links that identify what is research. I also included videos
and links that demonstrate how to use note cards, cite
references, and create an outline when conducting
research.
Once students have become familiar with research, they
will proceed to the subpages located under the Process
page entitled Research , Lets Get Creative: Design Your
Project Tabs, Reflection Essay, and Submissions. On the
Research sub-page, students will find several research
tasks they must complete. These tasks are building
blocks that will help them achieve the final product. One
of these tasks includes creating a brochure in English
and/or Spanish. I wanted students to have a meaningful
product that they could physically take with them. On the
Lets Get Creative: Design Your Project page, students
have several tutorials to help them create their final
project. The Reflection page, asks students to write or
digital record a brief essay demonstrating their
understanding of Cyberbullying. To help students to stay
on task and inform them of what is due, I have included a
Submissions page. On this page is a checklist which
students can download and print for their convenience.
On the Evaluation page, students will find rubrics that
will guide students in the criteria need to complete the
activity and reach their goal. The Conclusion page

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provides students kudos and another survey to assess
student understanding of the topic and project.
NOTE:
Small groups will be chosen before students begin the
webquest. I encourage at least one group to produce
their project in Spanish. In my school, Spanish & English
are the predominant languages spoken. This will also
ensure that the message reaches a wider audience as
well. I will also encourage English language learners to
participate in the group that chooses to produce a
Spanish language project. This will foster collaboration
and an appreciation for multiple perspectives.

Outline of Process:
Students will complete a survey
Students will complete KWL worksheet
Students will gain an understanding of how to conduct
research
a. How to research
b. How to use note cards
c. Cite resources
d. Make an outline
4. Research
a. Student will review the objectives they must
meet
b. Step 1: Define Cyberbullying
1. Use index cards to record information
Define cyberbullying?
Find several statistics on Cyberbullying
Cite your sources.
Write or record a brief summary of
what you have learned and turn it in in
your student folder
c. Step 2: What are the cause and effects of
Cyberbullying?
1. Use index cards to record information
The causes and effects of
Cyberbullying
The methods used to Cyberbully
The reasons behind Cyberbullying
The emotional, physical, &
psychological effects of Cyberbullying?
1.
2.
3.

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Write or record a brief summary of
what you have learned and turn it in in
your student folder
d. Step 3: The Victims of Cyberbullying.
1. Use your index cards to gather information
on victims of Cyberbullying
2. Create a short PowerPoint presentation (5-8
slides) on Megan Meier, Amanda Todd, & 1
other victim located on the PureSight
webpage. In your PowerPoint, describe how
Cyberbullying affected their lives, their
familys, and their communities. Also,
include a brief description of how their
stories have impacted you and your view of
Cyberbullying.
3. Visit the PureSight webpage and read each
story. Choose 1 story for your PowerPoint.
4. Create your PowerPoint using the tips and
videos located below. You will present your
presentation to the class.
5. Write or record a brief summary of what you
have learned and turn it in in your student
folder
e. Step 4: Find a solution.
1. Groups will create an educational and
resourceful brochure on Cyberbullying.
Brochure should include:
Help for teens who are being
Cyberbullied.
Include any hotlines, websites, or
organizations that can help
Importance of reporting
How to report Cyberbullying and who
to report it to
What the law says about Cyberbullying
Online safety tips for teens
Tips for being a good digital citizen
while online
May be in English or Spanish.
Watch the Cardinal Mask video for tips
Search the web for additional tips
5. Create a presentation
a. Groups will choose one multimedia from the list
below to complete your project:
1. PowerPoint
2. Movie (Windows Movie Maker)

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3. Prezi
4. Digital Storytelling
5. Create a song or poem using Audacity
b. Creating a Visual Presentation (PowerPoint,
movie, Prezi, etc.)or Song or Poem
1. Remember the topic and goal of your
presentation
2. Create an outline of the information that
they have researched. This will help them
stay on task and figure out the order of
their presentation.
3. Create an outline
4. Search and select the images, music,
interviews, videos, & sound effects for your
presentation
5. Use your student folder to store the
materials you find.
6. Create a 5 minute presentation or 2-3
minute poem or song
7. Cite resources
8. Return to the KWL worksheet and complete
the last column of the worksheet
6. Student will complete a reflection:
a. Students will write or record a short reflection
describing what you have learned as a result of
this project. Include at least 2 resources to
support your claim. Make sure you pay attention
to spelling and grammar. When you have
completed your essay, put it in your student
folder located online.

Sources used for this project include:

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KWL Chart:
http://www.eduplace.com/graphicorganizer/pdf/kwl.pdf
PowerPoint Tutorial: http://www.actden.com/pp/
Window Live Movie Maker: http://windows.microsoft.com/enus/windows-vista/getting-started-with-windows-movie-maker
Voki: http://www.voki.com/mywebsite.php
No Cyberbullying Sign: www.bubblews.com
CyberBullying Virus https://www.youtube.com/watch?
feature=player_embedded&v=-5PZ_Bh-M6o
What is Research: https://www.youtube.com/watch?
feature=player_embedded&v=Og4BGyZr_Nk
How to use index cards: https://www.youtube.com/watch?
feature=player_embedded&v=N6ptU71EMvw
How to use index cards
http://www.crlsresearchguide.org/12_Making_Note_Cards.asp
How to cite your sourceshttp://www.wikihow.com/Cite-aSource-in-APA-Format
How to create an outline
http://www.crlsresearchguide.org/14_Making_An_Outline.asp
Research Tutorial http://www.crlsresearchguide
Stop Cyberbullying:
http://stopcyberbullying.org/what_is_cyberbullying_exactly.htm
l
Stopbullying.gov: http://www.stopbullying.gov/cyberbullying/
DoSomething.org https://www.dosomething.org/facts/11-factsabout-cyber-bullying
PureSight http://www.puresight.com/Real-Life-Stories/real-lifestories.html
Who was Megan Meiers https://www.youtube.com/watch?
feature=player_embedded&v=5g_GUw25CFs
Who was Amanda Todd https://www.youtube.com/watch?
feature=player_embedded&v=k5KetDX-jVg
How to create a PowerPoint https://www.youtube.com/watch?
feature=player_embedded&v=0GicdJg-6Kw
How to create a PowerPoint http://www.actden.com/pp/
How to create a brochure https://www.youtube.com/watch?
feature=player_embedded&v=qMSNfuiIK0Y
How to Cite a Source Tutorial located here:
http://www.wikihow.com/Cite-a-Source-in-APA-Format
Make your first video with PowerPoint
https://www.youtube.com/watch?v=XiQr5efiW7o
Windows Movie Maker https://www.youtube.com/watch?
feature=player_embedded&v=uFB8weXnYdE
https://www.youtube.com/watch?
feature=player_embedded&v=3ZZij3NNyVg
Photo Gallery to movie maker

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https://www.youtube.com/watch?
feature=player_embedded&v=ukEmnjiXZJQ
Adding Photos and videos to movie maker
https://www.youtube.com/watch?
feature=player_embedded&v=-oaEeJYCEls
How to use Movie Maker https://www.youtube.com/watch?
feature=player_embedded&v=sLTnsWV2tjE
Getting started with Windows Movie Maker Tutorial:
http://windows.microsoft.com/en-us/windows-vista/gettingstarted-with-windows-movie-maker
https://www.youtube.com/watch?
feature=player_embedded&v=tolWEl7oBQg
How to use Prezi https://www.youtube.com/watch?
feature=player_embedded&v=tolWEl7oBQg
How to create a Prezi http://prezi.com/5w17ge2jovyu/how-tomake-a-prezi-presentation/
Keep Calm: http://www.keepcalm-o-matic.co.uk/p/keep-calmand-turn-in-your-work-3/
How to Create a Digital Story Tutorial
http://courseweb.lis.illinois.edu/~jevogel2/lis506/howto.html
Digital Storytelling overview https://www.youtube.com/watch?
feature=player_embedded&v=VCN7fyDvT1Q
Digital Storytelling: Animated PowerPoint Tutorial
https://www.youtube.com/watch?
feature=player_embedded&v=PihHZF732BY
Audacity Tutorial Part 1-3
https://www.youtube.com/watch?
feature=player_embedded&v=N7BuceavV-Y
https://www.youtube.com/watch?
feature=player_embedded&v=S8f6yvgUjds
https://www.youtube.com/watch?
feature=player_embedded&v=ztM01liuOug
How To Create A Mixtape With Audacity
https://www.youtube.com/watch?
feature=player_embedded&v=3_-4rbFLNrY
Help image: www.indiegogo.com
How To Remove Vocals From a Song Using Audacity
https://www.youtube.com/watch?
feature=player_embedded&v=JYO7Fj5BORM
Audacity Tutorial http://www.wikihow.com/Record-a-Song-WithAudacity
Rubrics http://www.schrockguide.net/assessment-andrubrics.html
Graphics http://www.123tagged.com/Comments/Good_Job.html

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Development
I developed this project with the use of Weebly in two
weeks. It was essentially easy to use. I truly enjoyed
using this software to complete my WebQuest. As I
created this WebQuest, I became more knowledgeable in
embedding HTML and Youtube videos. I found the use of
the Voki was easy to use well. I believe the use of the
Voki in the Weebly will keep my students engaged. I am a
perfectionist when it comes to being creative. Even after
the deadline is complete, I will still see ways that my
webquest can be improved.

Implementation
I plan to implement this project during the
characterization unit in theater. It will also be
implemented as we prepare and rehearse Rebeccas
Journal. Students will also present their presentation to
their peers after the production of Rebeccas Journal, on
the schools website, and during homeroom/advisement.
During homeroom/advisement students will show the
results of their initial survey and the final results after
the production of Rebeccas Journal. To reach a wider
audience, students will publish their project on social
media, CNN I reports, and itunes U. In order to reach this
audience, students will create several teaser trailers on
social media, advertise in the local paper, and create
posters to display around the school and community.
Since I was unable to implement this project, I will

Ensure access to the internet by encouraging

students it BYOD Bring Your Own Device and
scheduling the media center in advance to avoid
issues.
Have students work on the project daily with a
timeline of 4 weeks for rehearsal of Rebeccas
Journal and creation of project
Have students to continue to work on the assigned
task at home as well as rehearse scenes.
Address discipline issues by establishing and
maintaining classroom rules and addressing the PSC
4 and ISTE 5 standards of digital citizenship. Notify

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parents of the importance of the project and contact
them regarding student behavior.

Evaluation
Student Learning
To assess student learning, I will have students complete
a KWL chart and survey to see what students already
know about cyberbullying. As students are researching
the topic, I will assess their participation through
monitoring and the use of a rubric. To assess student
understanding of the topic, I will have students write a
brief summary of their research each day or record a
brief audio file summarizing what they have learned.
Other rubrics will be used to assess the activities and the
final project. At the end of the WebQuest, students will
complete another survey. This survey will provide me
with feedback on whether project was meaningful and if
students views of cyberbullying has changed since
completing the project. Students will also complete a 2-3
paragraph reflection on what they have learned as a
result of this project.
Product Design
I have been able to measure student interest in the past
through student level of engagement and student
discipline. As I implement this project, I will monitor and
document student engagement through note, video, and
photo taking. I will use my documentation to make
necessary changes if needed. Since this will be my first
time implementing this project, students will provide me
with feedback on whether the task and process was clear
and understandable. Students will also provide me
feedback on the effectiveness of the multimedia and
accessibility of the WebQuest.

Reflection
Project Development & Instructional Design
As a result of this project, I have learned that webquest
can be effective tools used to engage learners who
cannot be accommodated by the traditional classroom.

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WebQuest can be used to reinforce what I have taught
my students and provide them an interactive way to
demonstrate their understanding of what I have taught.
Through the use of WebQuest, I can differentiate my
teaching and increase higher order thinking skills. By
using WebQuests, I can address my content and the NET
standards as well as adhere to Common Core. However,
developing a WebQuest takes time. One must carefully
plan how the WebQuest will be outlined and find the
appropriate resources for student learning. As I
completed the WebQuest, I found that if I wanted to keep
my students on task and engage their learning, I must
think like my students. During development, I asked
myself, Why am I doing this? Who is this for? Will I
be able to complete this? With these questions in mind,
I introduced this WebQuest by informing students of the
goal and the target audience they were going to reach
and by developing a WebQuest that would be easy and
accessible to use.
Using Weebly to complete this assignment, made
creating the Webquest easy. The drag and drop features
made building the WebQuest stress-free. I believe this is
important as I begin to coach others in using technology.
Accessible features like this, will help my peers become
receptive to the idea of using WebQuest in their
curriculum.
The use of multimedia in my project was my desire to
make the WebQuest relevant and appealing to the
students. I used a writing theme to draw a parallel to
Rebecca as a writer. On every page, I incorporated an
image of a young lady reading a journal as a real life
representation of Cameron, who reads Rebeccas journal
after her death. This is to remind students of the impact
of Rebeccas death on her family and friends. I also used
the interactive Voki of Cameron to engage students, keep
them on task, and remind them of their goal. On the
Submissions page, I have included an image of Keep
Calm and Turn in Your Work, to encourage students. An
interactive sticker to praise students for their hard work
is located on the conclusion page.

Gray, R.
Personal Growth As a result of this project I learned that I
actually like integrating technology in my lessons. I
realize that I am knowledgeable about technology skills
but I can become very frustrated if there are
troubleshooting issues. As a creative person, I it is
frustrating to have a vision and have technical issues
that interrupt that vision. As a future technology coach, I
must insure that I provide teachers with the necessary
assistance needed to help them needed to integrate
technology.

For Others From this experience, I would advise teachers to

have a goal and/or vision of what they want their
students to achieve. I would also advise teachers to place
themselves in their students shoes and plan accordingly.
As they plan, they should make sure that they follow the
Universal Design Principles so that their WebQuest is
accessible for all learners. If they follow this advice,
their students will be actively engaged and benefit from
the learning experience.