Multimedia Design Project Assessment (MDPA) Report Template

Product URL: ____________http://lineinthesandwebquest.weebly.com______________

Analysis
Learner Analysis
Learners will be 7th grade social studies students who attend Evans Middle School in Coweta
County. Evans Middle School is a Title I funded school, and the socioeconomic status of students
ranges from middle to low income. Students range in age from 12-14 and have diverse learning
needs. Within the population of learners are students with diagnosed learning disabilities as well as
English language learners. The students will be in a computer lab with 30 desktop-networked
computers. Students will also be utilizing a mobile lab with 30 wireless networked netbooks.
Students may also utilize their own technology through the schools BYOD program. Students will
have access to the Internet and all mobile labs and personal devices have wireless capabilities.
Learners have previous experience and proficient capabilities in using digital productivity tools
(Microsoft PowerPoint, Prezi, Screencast-O-Matic, Camtasia) from prior standards-based learning
projects. (PSC 2.5, 2.6)
Context Analysis
In this project, students will work individually to complete the assigned task. There are
approximately 28 students in each class with 7 total classes. Students meet daily for a 60 minute
class period. This project will take place during the course of a two and a half week unit of study
focused on the Modern Middle East A Hot Bed of Issues. This project will be the summative
assessment for that unit of study. The project itself will be completed during 5 concurrent class
sessions of 60 minutes each. Students will use class time to work on the project but will also be
encouraged to work on the project outside of school. Once students have completed their projects
and uploaded them to the class Padlet, students will evaluate projects created by their peers and
provide feedback. Students will also provide a reflection of their experience completing the project
which will take place during 2 class periods of 60 minutes each. Teacher will also facilitate
reflective discussion during last class period of project. (PSC 2.5)
Students will use technology to engage in a meaningful learning experience that promotes higher
order thinking skills. Examples of of technology utilization include:
Productivity software and tools such as Microsoft PowerPoint, Prezi, Screencast-O-Matic,
and Camtasia are used to produce digital presentation.
Communication/collaboration tools, such as Padlet and Google Docs, are used by students to
display digital presentations to class and other outside of the classroom as well as to evaluate
and reflect on project.
Teacher-created webquest that utilizes technology to support project task and processes.
(PSC 2.5).
Assistive technology will be utilized by students with learning disabilities or limited language
proficiency. Students who have learning disabilities or limited language proficiency that affect their
written expression may have difficulties. These students may utilize the Dragon Dictation app on
the class iPad which is a talk to text application. This will allow those students the assistance
needed to allow them to transfer their ideas into written words. (PSC 3.4)

 Also, for students with disabilities and limited language proficiency, the teacher will look at their
Individualized Education Plan (IEP) and accommodations and modifications forms to make sure
that their needs are being met. The teacher will also consult with the collaborative teacher as well
as the ELL support teacher frequently to monitor student progress.
The teacher is proficient in the use of the technologies outlined in this project and in the content
related to the project in order to be able to provide assistance to the learner in completing the
project.
Standards related to the project are as follows:
Specific Content Related Standards:
SS7G5 The student will locate selected features in Southwestern Asia (Middle East).
a. Locate on a world and regional political-physical map: Euphrates River, Jordan
River, Tigris
River, Suez Canal, Persian Gulf, Strait of Hormuz, Arabian Sea, Red Sea, and Gaza
Strip.
b. Locate on a world and regional political-physical map the nations of Afghanistan,
Iran, Iraq, Israel, Saudi Arabia, and Turkey.

SS7G8 The student will describe the diverse cultures of the people who live in
Southwest Asia (Middle East).
a. Explain the differences between an ethnic group and a religious group.
b. Explain the diversity of religions within the Arabs, Persians, and Kurds.

SS7H2 The student will analyze continuity and change in Southwest Asia (Middle
East) leading to the 21st century.
a. Explain how European partitioning in the Middle East after the breakup of the
Ottoman Empire led to regional conflict.
b. Explain the historical reasons for the establishment of the modern State of Israel in
1948; include the Jewish religious connection to the land, the Holocaust, antiSemitism, and Zionism in Europe.
c. Describe how land and religion are reasons for continuing conflicts in the Middle
East.
d. Explain U.S. presence and interest in Southwest Asia; include the Persian Gulf
conflict and invasions of Afghanistan and Iraq.

CCGPS Writing Standards:

ELACC7W1: Write arguments to support claims with clear reasons and relevant
evidence.
a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the
reasons and evidence logically.
b. Support claim(s) with logical reasoning and relevant evidence, using accurate,
credible sources and demonstrating an understanding of the topic or text.
c. Use words, phrases, and clauses to create cohesion and clarify the relationships
among claim(s), reasons, and evidence.

ELACC7W2: Write informative/explanatory texts to examine a topic and convey

ideas, concepts, and information through the selection, organization, and analysis of
relevant content.
a. Introduce a topic clearly, previewing what is to follow; organize ideas, concepts,
and information, using strategies such as definition, classification,
comparison/contrast, and cause/effect; include formatting (e.g., headings), graphics
(e.g., charts, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with relevant facts, definitions, concrete details, quotations, or
other information and examples.
c. Use appropriate transitions to create cohesion and clarify the relationships among
ideas and concepts.
d. Use precise language and domain-specific vocabulary to inform about or explain
the topic.
e. Establish and maintain a formal style.
f. Provide a concluding statement or section that follows from and supports the
information or explanation presented.

ELACC7W3: Write narratives to develop real or imagined experiences or events

using effective technique, relevant descriptive details, and well-structured event
sequences.
a. Engage and orient the reader by establishing a context and point of view and
introducing a narrator and/or characters; organize an event sequence that unfolds
naturally and logically.
b. Use narrative techniques, such as dialogue, pacing, and description, to develop
experiences, events, and/or characters.
c. Use a variety of transition words, phrases, and clauses to convey sequence and
signal shifts from one time frame or setting to another.
d. Use precise words and phrases, relevant descriptive details, and sensory language
to capture the action and convey experiences and events.
e. Provide a conclusion that follows from and reflects on the narrated experiences or
events.

ELACC7W4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.

ELACC7W6: Use technology, including the Internet, to produce and publish writing
and link to and cite sources as well as to interact and collaborate with others,
including linking to and citing sources.

ELACC7W7: Conduct short research projects to answer a question, drawing on

several sources and generating additional related, focused questions for further
research and investigation.

ELACC7W8: Gather relevant information from multiple print and digital sources,
using search terms effectively; assess the credibility and accuracy of each source;
and quote or paraphrase the data and conclusions of others while avoiding plagiarism
and following a standard format for citation.

International Society for Technology Education National Education Technology

Standards for Students (ISTE Nets-S):
Creativity and innovation -Students demonstrate creative thinking,
construct knowledge, and develop innovative products and processes using
technology.
a. Apply existing knowledge to generate new ideas, products, or processes
b. Create original works as a means of personal or group expression

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
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 to specific tasks

Critical thinking, problem solving and decision making - Students use critical
thinking skills to plan and conduct research, manage projects, solve problems, and
make informed decisions using
appropriate digital tools and resources.
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

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
d. Transfer current knowledge to learning of new technologies

Task Analysis
Learners will demonstrate proficiency in using the following productivity software and tools,
Microsoft PowerPoint, Prezi, Screencast-O-Matic, and Camtasia to analyze the continuity and
change in the Middle East and how land and religion are reasons for continuing conflict. In
demonstrating this proficiency of productivity software and tools, learners will create a digital
presentation that facilitates their analysis and understanding of the curriculum and content.
Learners will demonstrate proficiency in using collaboration/communication software and tools,
Padlet and Google Docs, to evaluate and reflect on their peers product and own learning processes.
(PSC 2.1)

Design
Overview
The design of the webquest begins with Home page with a photograph taken of a young boy from behind
with a gas mask slung over his back. As students view the picture, they hear an audio clip of a poem titled
Seeing those eyes(War/Children) by Rick Ariolo. The poem was chosen to draw the student into the
subject matter and set the tone for the learning experience. Guiding open ended questions also help focus
the learner on the purpose of the webquest and the direction of the final product. The learner is then taken
to the Introduction where they are given a brief background and history of the Arab (Palestinian)-Israeli
conflict. After the introduction, students are given a task that includes two different phases of learning.
The first phase of the task involves the student as explorer and researcher. Students are provided with links
that guide them in their learning of the history of the Arab (Palestinian)-Israeli conflict. Students are
given access to a handout with guiding questions to help them in their research. The research that they
conduct using the guiding questions will also be used in the second phase of task completion. In the second
phase of task completion, students will assume the roles of teacher and producer. Students will analyze the
viewpoints and perspectives of each side of the conflict and choose one to represent. They will imagine
themselves as a 12-14 year old boy or girl living in Israel. Students will choose a name which reflects their
chosen perspective and write a personal account of what their lives and the lives of their family members is
like on a daily basis. After having written their personal account, students will create a digital presentation
of their personal account using either Microsoft PowerPoint or Prezi. Within this digital presentation,
students are required to use personal illustrations or graphics to enhance their presentation. Students must
also narrate their digital presentation using the technology productivity tools of Screencast-O-Matic or
Camtasia. As a culmination of the task completion, students will upload their digital presentation to the
class Padlet. The task Padlet will allow all students access to each of the digital presentations produced, but
it will also allow others outside of the classroom to access these presentations. This adds to the
authenticity of the project that students are producing a product that will be used to educate others about the
effects of war on children. Students are guided in the task completion through the process. The process
consists of activities that will allow the students to gain the knowledge necessary to answer those guiding
questions that were outlined on the Home page. Students also complete and Evaluation and Reflection
survey to assess the success of their own project as well as a project of one of their peers. I have selected
and evaluated the resources listed below to deliver the content for the project.
References

Adams, J. (2013). Middle East Conflict - Why. Retrieved June 23, 2014, from
http://www.awesomelibrary.org/MiddleEastConflict.html
BBC. (n.d.). BBC - Learning Zone Class Clips - The Arab-Israeli War: impact on Palestinian and Israeli children
- Geography Video. Retrieved June 30, 2014, from http://www.bbc.co.uk/learningzone/clips/the-arab-israeliwar-impact-on-palestinian-and-israeli-children/3224.html
Bounty. (2012). Arabic names, Top Arabic baby names & Arabic Babies names. Retrieved June 30, 2014, from
http://www.bounty.com/baby-names/name-origin/Arabic
Camtasia. (n.d.). Retrieved June 30, 2014, from http://www.techsmith.com/camtasia.html
Fabcom. (2011, August 16). fabcom_IMG_7650 [photograph]. Retrieved from https://flic.kr/p/akWiv8
Farfalla, E. (2010, June 4). Palestinian Flag [photograph]. Retrieved from https://flic.kr/p/au4nYE
Foundation for Middle East Peace. (n.d.). Foundation for Middle East Peace. Retrieved June 23, 2014, from
http://www.fmep.org/
Gurvitz, Y. (2009, August 14). Standard Issue [photography]. Retrieved from https://flic.kr/p/6PJFh4
Halford, K. (2006, April 28). Abu Dis checkpoint; East Jerusalem [photograph]. Retrieved from
https://flic.kr/p/dZmea
IRubric. (n.d.). iRubric: Screencast Rubric - V36647: RCampus. Retrieved June 30, 2014, from
http://www.rcampus.com/rubricshowc.cfm?code=V36647&sp=yes&
Kids.Net.Au. (2014). Kids.Net.Au - Encyclopedia > Arab-Israeli conflict. Retrieved June 25, 2014, from
http://encyclopedia.kids.net.au/page/ar/Arab-Israeli_conflict
Kveller. (n.d.). Need Some Naming Inspiration? Here Are the Top Israeli Baby Names | Raising Kvell.
Retrieved June 30, 2014, from http://www.kveller.com/blog/parenting/need-some-naming-inspiration-hereare-the-top-israeli-baby-names/
NBC News - Today Show. (n.d.). 'Where Children Sleep': A moving look at what kids have and lack - Slideshows
and Picture Stories - TODAY.com. Retrieved June 25, 2014, from
http://www.today.com/slideshow/today/where-children-sleep-a-moving-look-at-what-kids-have--and-lack44077710

Prezi - Presentation Software. (n.d.). Retrieved June 30, 2014, from http://www.prezi.com
Renshaw, J. (n.d.). Learning Twigs. Retrieved June 30, 2014, from https://www.google.com/url?
q=jasonrenshaw.typepad.com
School Tube. (2011, June 6). Arab-Israel Conflict By: Gaby, Dale, Katie, and Halston - SchoolTube.
Retrieved June 23, 2014, from http://bit.ly/p1uKiu
Screencast-O-Matic - Free online screen recorder for instant screen capture video sharing. (n.d.).
Retrieved June 30, 2014, from http://www.screencast-o-matic.com
Siegle, D. (1998). Retrieved June 30, 2014, from http://www.gifted.uconn.edu/siegle/epsy373/Evaluations.pdf
Standing Together With Palestinian People [photograph]. (2010, November 14). Retrieved from
https://flic.kr/p/8TjJpp
Stewart, R. (n.d.). Israel and Palestine: The WallAbu Dis [photograph]. Retrieved from https://flic.kr/p/svGtb
Ungerleider, N. (n.d.). 0907jerusalem7 [photograph]. Retrieved from https://flic.kr/p/5jC4Nm
War Child International Network - Holland. (n.d.). Occupied Palestinian Territory | War Child. Retrieved June 25,
2014, from http://www.warchildholland.org/occupied-palestinian-territory
Wikimedia. (2007). Occupied Territories Map [Map]. Retrieved from
http://upload.wikimedia.org/wikipedia/commons/0/03/Palestine_Map_2007_(Settlements).gif
Wikipedia. (n.d.). Children in the IsraeliPalestinian conflict - Wikipedia, the free encyclopedia.
Retrieved June 25, 2014, from http://en.wikipedia.org/wiki/Children_in_the_Israeli
%E2%80%93Palestinian_conflict
Details
Universal Design principles were utilized to ensure that all products and the environment was useable by
all students. The following details provide evidence of Universal Design Principles. The teacher will allow
accelerated or gifted students more latitude with the type of digital presentation that they create.
Accelerated or gifted students may use Windows Movie Maker or iMovie to design their digital
presentation. Students with learning disabilities or limited language proficiency may use the assistive
technology, Dragon Dictate, which is a talk to text app, when developing the personal account for their
project. Differentiation in project output is an example of a Universal Design Principle. Also, students will
be given feedback throughout the project from the teacher in order to facilitate understanding. Students
will be given the opportunity for self-assessment at the conclusion of the project when completing the
Evaluation and Reflection Handout which is a Universal Design Principle as well.

The webquest project will be completed by students as an individual assignment. Since the task deals with
personal perspectives, it is more reasonable that students would complete the project individually. Students
will incorporate visual (Microsoft PowerPoint or Prezi) as well as auditory (screencasting) elements into
their digital presentations. Providing multimedia elements within the project will allow for enhanced levels
of interactivity among students. This enhanced level of interactivity can be defined as engaged learning.
Creating an engaging learning experience for students with high levels of thinking can increase the
likelihood of deeper understanding of content and curriculum.

Development
The idea for the subject matter for this project was actually something that I have been thinking about for
quite some time but just did not know how I wanted to cover the content. Each year in my social studies
class, we cover curriculum and content related to conflict in the Middle East. I began brainstorming ideas
of what exactly which standards I wanted to focus on within that content. Through the pre-planning phase,
I determined that the focus would be narrowed to include the Arab (Palestinian)-Israeli conflict and more
specifically how the conflict affected the lives of the children who live in Israel. I then completed an
analysis for the webquest by assessing my T-PACK or TECH-PACK. I looked within my content
knowledge, pedagogical knowledge, and technology knowledge for any areas where I might need
improvement. I felt proficient in each of the areas and began to design and develop the activities for my
webquest. I designed the webquest with content specific, writing, and technology standards in mind as well
as the needs of all of my students in terms of ability levels. I also used indicators for engaged learning
along with a LoTi scale to assess the level of technology integration. Assessment resources were developed
to ensure that all students acquired a deeper understanding of the content through higher order thinking.
The timeline for development took place over 4 weeks. Within this timeframe, the webquest was designed,
developed, and piloted by two students to ensure that the webquest was a functional, engaging, and
facilitated understanding. I also evaluated the feedback provided by the two students and completed the
project report. (PSC 3.3, 6.1) (PSC 3.5)

Implementation
Students will have a week and a half to complete the webquest project. The webquest project will take
place over 7 consecutive class periods of 60 minutes each. This will be a culminating activity for a 2
week unit of study on Middle East conflict. True implementation of the project was not possible due to the
time frame (summer) in which the project was developed. The webquest project was piloted by two
students who were able to provide feedback on the function, design, and impact of the webquest. Due to
the length of time required, the students were not able to complete a final product. The teacher must make
sure that the computer lab or mobile netbook lab is reserved for the required number of days. Students may
also use their own personal device to complete webquest as part of the BYOD program. Teacher needs to
ensure that all computers have Internet access and all netbooks and personal devices have wireless
capabilities. Teacher will need to ensure that all computers, netbooks, personal devices have the required
software installed. All school computers have the Microsoft Office Suite installed where PowerPoint can
be found. Prezi is a web based tool that can be accessed from any Internet connection. Screencast-O-Matic
and Camtasia can be downloaded from the appropriate cites. The class Padlet can be accessed with any
Internet connection. The following would be a framework for the implementation process. This
framework may have to be adjusted to fit the individual needs of each class and the availability of
technology resources (i.e., connectivity).

Day One
Teacher demonstrates to students how to access the instructions from the computer.

Teacher guides students to create a subfolder within their student folder that is
located on the server to keep all of their work in until it is time to upload it to the
class Padlet. Teacher will also show students examples of past assignments if
available so that students have a general idea of what a finished project is like.
Students begin webquest by viewing Introduction and being presented with the Task.
If time permits, students may begin to work on the Process. Teacher will encourage
students who have technology access at home to continue working on the webquest.
Students who do not have technology access at home can utilize resources from the
local library which is located across the street from the school.
Day Two Day Three
If students have not done so already, they will begin to complete the Process portion of the webquest.
Teacher will instruct students to open copies of the handouts on their desk top and instruct them on how to
save a copy into the subfolder that they have created for the project in their server folder. Teacher will also
encourage students to keep a hard copy of the handouts as well for use outside of school since server
folders are not accessible to students outside of school. Students may also utilize personal flash drives to
keep copies of handouts. Teacher will explain to students how to navigate through each step of the process
and access the links that are provided. In the first step of the process which builds a foundation of
knowledge, students will research the causes of the Arab-Israeli Conflict and the viewpoint of both sides of
the conflict. As students research the information, they will use the Guiding Questions handout to help
them to begin to develop their ideas for their personal account. Students may continue with the second step
of the process which involves more research but from the perspective of how conflict affects the children of
Israel. Students will continue to complete guiding questions to develop ideas for personal accounts.
Day 4-Day 6
By Day 4, students should have concluded their research from the first two steps and be ready to move on
to step three. During third step, students will take on the personal of a child living in Israel during the Arab
(Palestinian)-Israeli Conflict and create a personal account. Students will choose a perspective, Arab or
Israeli, from which to write their personal account. Students will use the resources provided to choose a
name that reflects the perspective they have chosen whether it be an Arab name or an Israeli name.
Students will also have to choose in which part of Israel they live. In their personal account, students will
describe what life is like for themselves and their families on a daily basis living in Israel during this
conflict. Students will begin to write or type rough draft of personal account. Students with learning
disabilities or limited language proficiencies may use the Dragon Dictation app to complete rough draft. If
students do not finish writing their personal accounts in class by the end of Day 4, students will need to
complete them at home. This will not require access to technology because personal accounts do not have
to be typed. They may be hand written. During Day 5 and part of Day 6, students will move on to step
four and create their digital presentation using Microsoft PowerPoint or Prezi. Teacher will remind
students of requirements for the visual part of their presentation. Students can access rubric for evaluation
of project through the webquest. During the remainder of Day 6, students will need to complete a
storyboard for the audio portion (screencast) of their PowerPoint or Prezi. Students who have saved their
projects on flash drives or who have Internet access at home can continue to work on the project. Students
who do not have Internet access at home can utilize the public library or they may use the computers in the
Media Center during homeroom time or Lunch and Learn time in order to ensure equitable access.
Day 7
The beginning of Day 7 can be used to tie up any lose ends from student projects and complete screencasts
if necessary. Teacher will also guide students in the completion of step 4 by uploading their projects to the
class Padlet. Students will also use the remainder of Day 7 to complete the last step of the process which is
the Evaluation and Reflection portion of the project. Students will access the Evaluation and Reflection
survey to complete by accessing the link from the webquest. Students will choose one classmates project
to review from the class Padlet. Students will also reflect on their own digital presentation and webquest

learning with the survey. Teacher may use results from the Evaluation and Reflection surveys to provide
feedback for students and facilitate a class discussion on the topic.

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
Students will produce a digital presentation of their personal account to show work from the project. This
digital presentation will be a formative assessment based on guidelines and criteria outlined in a rubric.
Students will also be formally assessed throughout the project for understanding and comprehension of the
content. Teacher will use Guiding Questions Handout, Brainstorming Handout, written or typed rough
draft of personal account, and screencast storyboard as formative assessment. Students will also complete
the Evaluation and Reflection Survey at the conclusion of the project. Students will choose one classmates
digital presentation to evaluate and provide feedback on. Students will also reflect on their own digital
presentation and learning process. The survey will be accessed online and will include the following
questions:
1.
2.
3.
4.
5.
6.

What was the hardest part about working on your project?

List some of the things you learned while working on your project.
Were you satisfied with your final project?
What did you like most and least about your final project?
If you were planning to do your project again, what would you do differently?
What was the most important thing that you learned from your project that will help you in
the future?
7. List some ways in which the teacher and others helped you on your project.
8. What did you like most about your peers project? (Be constructive.)
9. What did you like least about your peers project? (Be constructive.)
10. What advice would you give your peer for working on projects in the future?
Product Design
Since the development of the webquest took place during the summer semester, I was not able to fully
implement the project. Two students were chosen to complete a usability test. Below are pictures of the
two students pilot testing the webquest as well as the usability test that was utilized in the pilot. I have
included the usability test that was used below. I took notes as students completed the usability test. I have
synthesized the Think Aloud responses that the students gave to the questions and highlighted them below.
After completing the usability test, I analyzed what the students commented about and revised a few things
on the webquest to make it clearer for the students to understand. The areas for improvement are noted
within the answers on the usability test. The two students who participated are shown below in Figure 1
and Figure 2.
Figure 1

Figure 2

Read aloud to

participant:

Thank you for participating in this usability test. During this activity, I will
ask you to conduct
various tasks with the project in front of you. As you do so, please speak say out loud what you are thinking. This
is called a think-aloud.
Finally, this is a usability test of the design of the product. If you are unable to do or find something, that is an
indication that the project design needs work, not of your intelligence or ability.
Read the following individual prompts to the participant. Do not help them. If they struggle with something,
take a note of it, and thank them for that particular piece of feedback. Remind them to think aloud as needed.

Tasks:

1. Read through the Introduction of the Webquest. What do you think this Webquest is about? Remember to
speak aloud what you are thinking. The webquest is about the Arab-Israeli conflict that weve been talking
about in class. It is also about the children who live in Israel who are affected by the war. The children are
what it looks like is the main focus.
2. Proceed to the Task portion of the webquest. Read the task portion. What is it that this WebQuest is
asking you to do? The webquest is asking me to research what the causes of the conflict and look at the
point of view from both sides. Then it asks me to imagine that I am a child living in Israel and to choose a
side to represent and write a personal account of what my life and my familys life is like. I get to choose
my own name and where I live. It asks me to include what my vision is for my people and how leaders
should help us.
3. Proceed to the Process portion of the WebQuest. What is the first thing you will do to complete the
WebQuest? How will you go about doing that? The first thing it says to do is research the causes of the
Arab-Israeli conflict using the links on the page. It also says to use the Guiding Questions handout to help
me research. Am I supposed to print that out or what?
What is the next thing you will do to complete the WebQuest? How will you go about doing that?
The second step says to look at the links that talk specifically about the Arab-Israeli conflict and how it
affects children in order to get ideas for the personal account that is supposed to be written. It says to use
the same handout from the first step to help me do that.
What is the next thing you will do to complete the WebQuest? How will you go about doing that?
Step three says to begin writing my personal account. It tells me to choose a side to represent, choose my
name, and choose where in Israel I live. It says to use the Brainstorming handout to write down my ideas.

What is the next thing you will do to complete the WebQuest? How will you go about doing that?
Step four says to start making my PowerPoint or Prezi using what I wrote in my personal account. It says
to go back to the Task page to see what I was supposed to make sure I included. It also says to use the
rubric on the Evaluation page to help guide me too. After making my PowerPoint or Prezi, Im supposed to
make my screencast using one of the tools mentioned and something about a storyboard. What is a
storyboard and what do I do with it? When complete, I am supposed to upload it to the class Padlet. Not
sure what a Padlet is and how I supposed to get to it.
What is the last thing you will do to complete the WebQuest? How will you go about doing that?
The last step says to complete the Evaluations and Reflections survey. I am supposed to review a
presentation from at least one of my classmates using the survey. I am also supposed to reflect on my own
project.
4. Proceed to the Evaluation portion of the WebQuest. Read through the evaluation rubric. According to the
evaluation rubric, what is the most important aspect about this assignment?
According to the rubric, the most important thing about the assignment is how accurate the content is and
how well what Ive done shows that I understand. I can also see that the screencast is a big part of the
evaluation too.
5. Proceed to the Conclusion. Read the conclusion. Do you feel the story is completed? What, if anything,
might be missing?
Story? Does that mean do I think Im done or could do the project? Yes, I think that I would be able to
complete the webquest easily.
6. Proceed to the Teacher Page. Read the Teacher Page. Would you be able to implement this WebQuest in
your own classroom with this information? What else would you need to know?
Question not applicable for the students who evaluated webquest.
7. Overall impressions?
I think that the webquest is pretty cool. I like that we get to use Prezi. Im not sure about the screencast. I
dont like to hear myself talk so that will be a little scary. At least we dont have to stand up and present it
in front of the class. They can just look at it from the class Padlet. I think that is what it was called.

Reflection
I really enjoyed working on the webquest project this semester. I have used webquests with my students in
the past, but I have never actually created one for myself. I believe that webquests are more beneficial as
teaching tools when they are interactive and end in a finished product. I learned that incorporating
multimedia aspects into the design of the webquest creates a more engaging lesson for students. While the
process was time consuming, I found it to be very fulfilling and rewarding. Creating the webquest and all
of the details that go into designing and developing it made me take a closer look at the learning experience
that I was creating for my students. I had to incorporate all of the lessons and skills that I learned
throughout the semester and apply them to the ADDIE process in order to create a finished product. I like
the aspect of piloting the webquest before actually implementing it full scale. This allows me to see where
the weaknesses and strengths are so that I can revise them before implementing the project with an entire

class. This will also increase the likelihood for the overall success of the project itself and therefore
improve the learning experience for my students.
In developing the webquest I designed a task that I felt would be meaningful to the students. Having
students write from their perspective can be a powerful thing. So often, children feel like nobody listens to
them. I thought that the task would give the students an opportunity to be heard. After I initially came up
with the idea for the project, I immediately went to Flickr to begin searching for photographs to use. I
already had the photographs picked out before I actually began to design the activities for the project. I
found it difficult in some cases to fit the pictures that I had found in to the concept of the webquest. I
wanted to make sure that the pictures that I included conveyed meaning. I had to go back several times
after completing the design and find more relevant pictures. In the future when creating webquests, I
would finish the design before looking for the visual elements to add in. In creating transitions from one
slide to the next, I initially had text at the bottom of the screen with instructions and a hyperlink to the next
page. Upon suggestion from peer review, I changed it to a button. I believe that it adds to the streamlined
look of the webquest. Also, each resource has a hyperlink attached to it. After suggestion by my peers, I
modified the hyperlink to open in a separate window. This will aid the students when trying to view
multiple resources at one time. It will also allow them to have the handout displayed in one window while
viewing information in another. In the future, I hope to be able to add student samples to the webquest so
that the students can have a constant example of what exemplary work should look like. These students
samples can be used as models by other students.

Throughout the course of completing this project, I learned that I have to be very meticulous when it comes
to developing a webquest or online learning experience. It can be very frustrating as an adult when you try
to access something on the Internet or when using a technology tool or software and it just wont work. So,
I know for students that the level of frustration would be even higher. Even after I had reviewed my
webquest what seemed like a million times, there were still little things that needed to be tweaked. Even as
the students were conducting the pilot test, there were still a few small things that were found. In one
instance, I had the same link to two different resources. Checking, checking, and rechecking those links is
extremely important. There were a couple of occasions of frustration as I was trying to add audio and video
elements to the format that I was using. In the free version of Weebly, you are only allowed a certain size
audio and video file. This required me to get creative so that I could include those elements.
It is important for those that are looking to create a webquest to first find a topic or element of content that
they find interesting and want to expound upon. The students will be able to see in the finished product of
the webquest whether or not the teacher who developed it was doing so because they wanted to or because
it was just something different to do. Children are very perceptive in that respect. They will put in as much
effort into completing it as you do in creating it. Being interested in the topic makes designing it easier and
much more enjoyable. That doesnt mean that you have to spend weeks and months creating a webquest.
You start with the basics and choose a format and output that the students are familiar and comfortable
with. Once you have accomplished that and the students have completed their first webquest, you can
begin to add more complex elements and end products. Have high expectations for yourself in designing
the webquest and high expectations for your students in completing it. In doing so, you will achieve
teaching and learning success.