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# Iliana

## Product URL- http://lourieinferences.weebly.com/

Analysis
Learners
The WebQuest, Making Inferences, is intended for 7th grade students learning Common
Core Georgia Performance Standards for Math. The target students ages range from 12
to 13 years old and read at or above grade level. Students are proficient with technology
and have experienced a variety of project-based learning environments. They are flexible
to learn independently or in groups. The target students have no need for adaptive or
assistive technology.
Context and Learning Environment
This WebQuest will be implemented primarily in a 7th grade Advanced Math
setting in which students will chose to accelerate through some standards. They have a 55
minute period everyday and will be allowed to break into small groups or individually
while the teacher is conducting mini-lessons for the rest of the students. Students in this
classroom have access to computers in a one-to-one ratio. However, as students
complete the WebQuest individually, they will be encouraged to work in small groups for
discussion of the assignments. The teacher facilitating this learning experience has a
medium to high technology proficiency and is comfortable using technology.
Learning Objectives:
This WebQuest addresses the following Common Core Georgia Performance Standards
for Mathematics:
MCC7.SP.1 Understand that statistics can be used to gain information about a population
by examining a sample of the population; generalizations about a population from a
sample are valid only if the sample is representative of that population. Understand that
random sampling tends to produce representative samples and support valid inferences.

MCC7.SP.2 Use data from a random sample to draw inferences about a population with
an unknown characteristic of interest. Generate multiple samples (or simulated samples)
of the same size to gauge the variation in estimates or predictions

MCC7.SP.3 Informally assess the degree of visual overlap of two numerical data
distributions with similar variabilities, measuring the difference between the centers by
expressing it as a multiple of a measure of variability.
Iliana Lourie ITEC 7455 Multimedia & Web Design

MCC7.SP.4 Use measures of center and measures of variability for numerical data from
random samples to draw informal comparative inferences about two populations.

## The WebQuest also addresses the following ISTE Nets-Student standards:

1. 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
c. Use models and simulations to explore complex systems and issues d. Identify
trends and forecast possibilities

## 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.
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.

4. 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.
b. Plan and manage activities to develop a solution or complete a project
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.
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
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
According to the Georgia Department of Education (www.georgiastandards.org),
students should answer the following Essential Questions:

## In what ways are sample statistics related to the corresponding population

parameters?
Iliana Lourie ITEC 7455 Multimedia & Web Design

What strategies can be used to choose and create appropriate graphs to represent
data?
What types of conclusions can be drawn from data?
What is the center of a set of data and how can it be described?
How can variation be described within a data set?
How can data be used to compare different groups?

Design
This WebQuest was designed as a stand-alone course for students to work through
the 7th grade Statistics standards independently. In order to guide students through the
content necessary to master the standards, they were provided with a Learning Contract
to be completed at their own pace. This allowed students to take ownership of their
learning and gave them the independence and challenge they were seeking. While there
are many resources available that provide the necessary information to gain knowledge
and understanding of the concepts, there were a few that proved to be more effective.
Most of these resources were chosen not only for the quality of the lessons, but also for
the analytical component they provided. The following are the resources used:
1. www.Learnzillion.com

3. www.ixl.com

4. http://gpb.pbslearningmedia.org/

5. www.thinkwell.com

6. www.usatestprep.com

7. www.blendspace.com

8. www.brainingcamp.com

## 9. Soon K. & Leng N. W. (2012). Math in Focus Singapore Math.

Singapore: Marshall Cavendish Education.
In this WebQuest, students are introduced to the standards addressed and the task
they will be completing by using print and audio. This addressed the need for anyone
the content regardless of Math ability. This was accomplished through the use of
Universal Design principles. For example, students are able to listen to the audio of the
introduction and the task. All videos in Learnzillion, Kahn Academy and Thinkwell
provide captions. In addition, the Braining Camp site allows students to interact with the
Iliana Lourie ITEC 7455 Multimedia & Web Design

concepts and receive scaffolding. Also, students are given a choice when they complete
Supplemental Activities.
This WebQuest contains a variety of multimedia elements, including text, video and
audio. These elements are able to enhance assistive technologies to support visual and
auditory disabilities. They are appropriate for the curriculum and standards being
addressed and they support students with special needs.

Development
This project was developed over two weeks. The initial part of the development
emerged from the need of acceleration and the need to challenge independent learners.
Once this problem was established, the best solution was to provide a blended learning
environment in which students could work independently, do peer-coaching and had
access to the teacher for questions. The following is an outline of the steps that were
necessary to complete the WebQuest:
1. Searched for appropriate resources that addressed the standards.
2. Developed a Learning Contract on Word that students could follow which
mirrors the Process Tab of the WebQuest.
3. Organize the major resources into concepts through the use of Blendspace.
4. Created an audio file using Sound Cloud and video file using iMovie to
insert in the WebQuest for support.
5. Build the website on Weebly that would include all directions, links and
6. Ensure all links, audio and videos are functional.

Implementation
This project was implemented in the classroom. However, the experience in the
WebQuest was delivered to students through the required learning management system
provided by the county. All the elements of the WebQuest were included in the learning
management system to ensure students would have a very similar experience.
Before implementing this project, I assessed the problem in conjunction with a
school administrator. After proposing the blended learning environment solution, parents
independently, I drafted a Learning Contract to ensure all the necessary standards were
covered and mastered. In both classes, all students have access to a lap top computer
either by bringing their own or by using the laptops provided by the school.
The WebQuest resources were available to all students in each of the two
classrooms in which it was implemented. However, only 13 out of twenty students in one
class and 6 out of 21 students in the other class were expected to work through these
standards independently. These students were given a two-week period in which they
were to complete the WebQuest and be ready to take the countys Unit Assessment for
Iliana Lourie ITEC 7455 Multimedia & Web Design

the statistics unit. Students could finish early and work on the 8th grade online course
provided by the county.
In order to ensure that students were completing the assignments, there were
several things that took place. First, websites were chosen that provided quality
instruction, but also that provided data of whether students were completing the
assignments and at which level of mastery. Learnzillion was one important element for
this WebQuest. It allowed me to build classes in which I can add assignments and track
the progress of my students. That is also true of USAtestprep, Khan Academy and
Blendspace. Learnzillion generates a username and password for students that is specific
for them, as does USAtest prep. Kahn Academy and Blendspace gave me information of
how many students had accessed the resources. Students were required to keep up with
For the class with the larger group of students, we were able to utilize a Digital
Learning Commons area that is designed to host several small groups working with
digital devices. This allowed them to spread out as they worked independently, but also
discuss the assignments when necessary. The group that was not working independently
would meet with me for a mini lesson and access the resources as needed. The class with
the smaller group of independent learners would work independently during my whole
group mini lesson. Then, when the rest of the class would do group or independent work,
they were able to discuss the information with each other and ask me questions if
necessary. Students worked through all assignments in class because they were working
through an online 8th grade curriculum at home. Some students completed a minimal part
of the WebQuest at home as well.

Evaluation
Student Learning
At the end of the WebQuest, students were expected to demonstrate mastery of the
standards through the countys Inference Unit Assessment. This was the primary
assessment of their learning. However, along the way, I provided polls in which I
assessed their understanding informally. In addition, there were two Checkpoint Quizzes
that students would take online that provided valuable information of the students
understanding and ability to learn independently. The final assessment was a printed
assessment due to restrictions from the county to post it online. This WebQuest proved to
be successful based on the students final assessment. No students scored below passing
grade in the assessment and 75% of the students scored above 90.
Product Design
As students worked through this project, I was able to assess whether the design is
easy to follow if they were able to work independently through the entirety of the project.
I was expecting students to have a learning curve in how to navigate the various
struggled with the initial standards, but the majority were able to navigate through them
Iliana Lourie ITEC 7455 Multimedia & Web Design

efficiently toward the end of the WebQuest. Upon completion of their Inference Unit
WebQuest, students and parents were asked for feedback via SurveyMonkey. They were
asked if the blended learning experience had met their expectations regarding the content
it provided, the difficulty level of the navigation process, and whether or not they wanted
to complete the following unit using this platform. Despite voicing some initial concerns
with the navigation of the sites, 100% of students and parents opted for continuing the
acceleration of the students using this blended learning environment.

Small Group 1

Small Group 2
Iliana Lourie ITEC 7455 Multimedia & Web Design

Small Group 3

Reflection
Project Development
As I developed this project, I learned a great deal about different tools available and
their versatility. Many of the resources provide data analysis that can serve as an
indicator for students learning. The more I used sites like Learnzillion or
USAtesprep, the more I appreciated the components for quick assessment. I also
learned about many online tools that provide different free options that I can share
with my students and other teachers, such as audio creator Sound Cloud and
Socrative, a quiz development site. One of my favorite tools to use was Blendspace,
one place for student access. However, I had to be very careful on how I linked
Learnzillion in the Blendspace. I initially had linked the videos directly to the
Blendspace, but I found that students werent logging in with their account when I
did it that way. This presented a problem because it prevented me for receiving an
analysis of their progress. Next time, I would link all Learnzillion resources as a link

Iliana Lourie ITEC 7455 Multimedia & Web Design

Instructional Design
Students worked really well independently with minimal input from me, except for
the initial questions about navigation that happened in the first standard. Providing
them with a Learning Contract served as a checklist that allowed them to pace
themselves. It was also very important to give students options to keep them
Although most of the students that piloted this WebQuest have a high reading and
comprehension level, I decided to provide audio on the tasks and the standards to
encourage them to preview them. Students seemed to like the automatized voice
and were willing to listen to it because of it. This element of multimedia can be
essential for students with lower reading level. I may add a funnier voice to keep
them engaged next time. If I had to do it again, I would probably include a
CheckPoint Quiz for every standard and would not allow students to move on until
they had a grade that demonstrated mastery. Most of them demonstrated mastery in
both quizzes, but there were a few that were a concern. In the end, they all did very
well, but it can be a preventative measure.
Personal Growth
Through this project I learned that I am much more flexible than I thought I
was. I was juggling a class that was studying three or four different concepts at the
same time and was able to manage the time students needed. I also learned that if
students see me frustrated with technology and the challenges it can present, they
become frustrated as well. I was able to keep myself calm through all the challenges
and troubleshoot the problems that we came across. It was definitely an excellent
learning experience.
For Others
From this experience I have learned that it is very valuable to plan ahead and have
many options. However, there are always going to be situations that call for a
flexible plan. Its also important to give some of the responsibility to the students so
that they take ownership of their learning, including that which pertains to
technology.