Multimedia Design Project Assessment (MDPA) Report Template

Product URL: http://immigrationandmigrationWebQuest.weebly.com/

Analysis
The immigration WebQuest is designed for an 11th grade co-taught U.S. History
class. The class is made up 15 students with special needs and 15 general
education students. There are now English language learners in the co-taught
class. Six students require read to accommodations such as paraphrasing of
material or oral instructions. Several special education and regular education
students will struggle with reading skill due to low reading comprehension or
dyslexia. Students who struggle with reading will use the audio messages, images
and videos to help understand the introduction, task, process, evaluation, and
conclusion portions of the assignment.
All of the assignments for the immigration project can be completed in the
classroom. Students will have an hour and ten minutes two work on their
assignments every day for the next five days. The classroom consists of one
mobile computer lab, two personal computers, and students are allowed to bring
their own technology. Students and teachers are experienced with the digital
technologies they are using to build the documentary video and formative chat,
because they have used these technologies for other project based assignments.
Students will need extra support when completing the lab stations for the Ellis
Island Virtual Field Trip, because they have never visited the website.
By the time students begin working on their immigration project, they will have a
strong understanding of immigration. What students will gain from their current
project is a better understanding of immigrants who entered the United States
through Ellis Island. Specifically students will need to know origins of Ellis
Island immigrants and how they influenced the economy, politics and culture of
the United States. Students will use technology, writing skills and collaboration
skills to help them gain a better understanding of the U.S. History standards.

Design
The introduction of the immigration project was designed to inspire students to
become journalists who are investigating Ellis Island immigrants. Students are
asked several leading questions and then they are asked if they want to develop a
documentary video that may influence millions of Americans. Learners are shown
a short documentary on “What Lady Liberty and Ellis Island Mean Today”. This
documentary explains the importance of the Statue of Liberty and Ellis Island on
immigrants traveling from foreign countries.
The introduction was designed to allow students to have multiple opportunities to
learn. The content was differentiated to meet the needs of visual, written and
audio learners. Students were given the opportunity to learn visually with the
Video of Ellis Island and the visual simplicity of the webpage layout. Audio
instructions were provide for the auditory learners. Finally, written instruction
was provided for students with strong reading comprehension skills.
The task for the WebQuest was designed to give students a quick overview of the
immigration project. Student are shown a picture of three immigrants who are
starring at the Statue of Liberty. Then, the instructions have students take the role
of an investigative reporter. Each step in the instructions requires the journalist to
work on task that an investigative reporter may have to complete in order to make
a documentary video. Learners are asked to research, complete an informational
flyer, and develop a documentary using scholarly information.
The educational purpose of the task page was to provide learners with multiple
opportunities to learn and express their learning. Students are given visuals,
written instruction and audio instruction to help them gain knowledge. The
instructions were created to give students the ability to show understanding of the
curriculum by completing visual, audio, and written product that allow students to
master the material. The task section of the project begins to differentiate the
learning environment by giving students the opportunity to work on assignments
individually and in groups. Individually students will answer discussion question
in the documentary forum to show understanding of the curriculum. Learners will
work in groups to show that they can collaborate with others to show mastery of
the curriculum.
The process page was designed with the purpose of allowing students to have
multiple opportunities to learn and express their learning. The process pages starts
with a virtual tour of Ellis Island. Students will work in groups to answer guided
questions with the help of written, visual and audio resources. After students
complete the virtual labs, they will start working in groups to use scholarly
research sites to further investigate Ellis Island immigrants. The new researcher
will help the groups provide different information when completing their digital
flyer and documentary video. Next, students will use the “keep me posted”
discussion to ask individual questions or answer classroom discussion about their
project. Then, the groups will begin to use a variety of video production
technologies, their phones and computers to develop a documentary video and
present their video to the class. The final requirement for students will be to
assess their fellow student’s information video on Ellis Island Immigrants.
The process page continues to incorporate Universal Design principles by
including a variety of methods of gaining information and producing
understanding of continent for students. The virtual reality tour provides
differentiate instruction in the form of visual, written and audio resources. The
 documentary video and electronic discussion give students a variety of methods
for students to show understanding of a concept by producing a product that is
visual, written or audio. The documentary video will also give hands on learner
and group learners an opportunity to complete assignments based on the
preferential learning style.
Finally, students will use the evaluation page to determine if they have completed
their assignments to the best of their ability. Learners will use written and audio
directions to analyze their personal and group assignments. Students will be given
a rubric for their documentary that was provided designed based on video project
rubric by Joan Vandervelde (2017). Students will use the rubric to assess their
other students understanding of Ellis Island immigrants.
The evaluation phase centers on providing students with multiple means of
showing their understanding of the curriculum. The digital immigration forum
will give students a chance to ask individual questions or answer content
questions about the project. The documentary video will allow groups to
collaborate and produce their visual interpretation of Ellis Island immigrants.
Finally, students will have an opportunity to assess the other group’s videos. This
will give students one more chance to gain knowledge and assess their own
understanding of the key concepts.

Development
The WebQuest took me about two weeks to develop and construct. My initial
timeline for the project was one week to complete. I knew that I wanted to
develop a WebQuest that used Scholastic’s Virtual Field Trip to Ellis Island
(2017) and that I wanted to use variety of differentiated instruction techniques to
engage a wide range of learners. I used a variety of tools gained from the
Multimedia and Design class to construct the WebQuest. I specifically used the
HTML coding, audio recording, embedding techniques, and linking techniques
that I gained from the Multimedia and Design class. I have check the usability of
the WebQuest and as of right now all the links and videos are working properly.

Implementation
The resources needed to complete the WebQuest are electronic devices that
connect to the internet such as classroom computer or bring your own technology
(BYOT), Wi-Fi access and a device that records video/audio. I would definitely
need to check all links to audio, websites and videos. I would need to review the
accommodations and Lexile scores for my current students. More assistive
technology maybe required if accommodation and Lexile scores for the class are
dramatically different.
 The next time I have students work on the immigration WebQuest, I will increase
the timeline for the project. I would not change the instructional time for student
assesses of information, but I would give learners more time to construct their
digital flyer and documentary video. My one week time period was good for
instruction, but students will definitely need more time to construct
meaningful/authentic projects. Students will continue to work on the project at
school. I will provide enough time in class to work on the project, but if students
want to work at home then I will not stop them for continuing their learning
outside of school. Collaboration with other teacher would be very beneficial with
developing a WebQuest. It would be nice to have another teacher add more
assistive technology tools to the assignment. Maybe week could add a magnifying
app for students who are visually impaired or some other new technology that I
don’t know about.

Evaluation
The evaluation stage of the WebQuest focuses on elements of Universal Design.
According to Universal Design (2014) principles, learners and instructor need to
understand the “how” of learning when developing instructional strategies. In the
documentary project, students will be assessed based on their development in the
areas of technology, content, and collaboration. Student are expected to use
technology to participate in an online discussion that improves student
collaboration and content knowledge. The digital discussion will give learners a
chance to self-assess the knowledge of the curriculum. Learners will work in
groups to develop a documentary video that will display student’s ability to
collaborate and summarize the impact of Ellis Island on immigration. Students
will use a documentary video rubric to evaluate their peer’s mastery of technology
and the content. During the WebQuest, I assessed students understanding of the
content and the instruction by informal observation. If I were to use the WebQuest
again, I would complete video and written documentation on student progress.
The product design of the class was monitored by observation, the digital forum
and the documentary video. I will informally monitor students as they complete
the different process phases of the project. Student will have a chance to ask
questions about the design of the WebQuest using the digital formal. I will use the
information from the forum to make modifications to the WebQuest. Learners and
I will use the documentary rubric to assess the successfulness of the group
projects. Students ability use the instruction and the rubric to develop a low
quality or high quality project will give me a better understanding of what went
right or wrong with the WebQuest.
If I were to implement the immigration documentary project in class, I would
definitely incorporate a usability evaluation (2008) into the evaluation phase of
the project. A usability evaluation is great way to help a designer understand the
positives and negatives of the product. These types of assessments actually allow
users of the product to assess the strengths and weakness of a product by working
 with the actual product. I would use three or four students to work the WebQuest
before students started working on the WebQuest. I would allow students to
complete a pre, mid, and post assessment on their experience with the project.
Some of the questions, I would want students to think about would be the overall
functionality of the WebQuest, their interest level in the project, and their
suggestions for improvements.

Reflection
When reflecting on the construction of the WebQuest, I definitely learned the
benefits of well-planned multimedia project. The only way an instructor can
meet the need of the curriculum and students is through a well thought out
instruction. Proper planning and instruction from the multimedia and design
class gave the understanding that I needed to include a variety of assistive
technologies into the project. The inclusion of a wider range of assistive
technologies will give special needs student more equity in the learning
process. If I were to reconstruct the WebQuest, I would add a cross-
curriculum element to the assignment. I would add a storyboard so that
students could uses writing techniques to summarize and brainstorm their
development of the documentary video project.

The design of the project centered on students using technology to gain

knowledge and understanding of the curriculum. The reason a variety of
multimedia technologies were include into the project was to improve
student access to content such as audio, written expression, images, and
videos. The inclusion of audio directions and reading will benefit students
who need materials read to them as well as students with low Lexile scores.
Looking back, I would add a magnifying resource for students with visual
impairments or a text to speech app to help non-readers.

The WebQuest project helped me step out of my comfort zone with

technologies. Before this class, I had never used most of the digital resources
that I incorporated into my WebQuest. The end result for me was a dramatic
growth in knowledge and understanding of digital resources. I had never
used coding skills until this course and I’m glad I had the opportunity to work
on basic coding skills. I can see how this skill will help me make minor
adjustment of web based projects. The skills and knowledge of technology
that I have acquired will definitely provide me will a wealth of resources my
future role as a technology coach.

The multimedia design project helped me understand how technologies can

be used to improve the learning experience for all learners. I was able to
develop a wide range of technical skills and then uses these same skills to
provide well-planned instruction and curriculum to learners. If instructors
are willing to stay open minded about trying new technologies they will find
that these digital resources will have a dramatic impact on student learning.
 References

M. (2008, November 20). Think Aloud Protocol. Retrieved July 17, 2017, from

https://www.youtube.com/watch?v=dyQ_rtylJ3c

Vandervelde, J. (2017, January 12). Video Project Rubric. Retrieved July 14, 2017,

from https://www2.uwstout.edu/content/profdev/rubrics/videorubric.html

What is Universal Design for Learning, (2014, June 31). Retrieved July 16, 2017,

from http://www.udlcenter.org/aboutudl/whatisudl