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Carolina Parker

Multimedia Design Project Assessment Report (MDPA)

Product URL:

Learner Analysis
This WebQuest has been designed to address the earth systems AKS (Academic Knowledge Skills) of
6th and 9th-12th graders. The students who will have the opportunity to complete this project are highly diverse,
both linguistically and academically. The students will also have different levels of technology expertise, but
they will have ample experience working with others in project-based activities.

Context Analysis
The class sizes will vary from grade level to grade level, but an average of 25 students per class is the
norm. The students will have three weeks (15 class periods) to work on the project. However, if revisions are
needed, the students may have more time to work on it if the teacher allows them to do so. The project is
accessible from any device; therefore, students will have an opportunity to pace their work according to their
needs. Lastly, the students will work in groups of three to complete this project.
The students will have access to a computer lab to complete the project. In regards to assistive
technology, some of the students will have an FM system which is used to accommodate the needs of Deaf and
Hard of Hearing students. Moreover, students with disabilities will receive assistance from the teacher.
The teachers implementing this project will have to be knowledgeable in regards to technology
troubleshooting. They will have to be able to assist their students when they are trying to access the material as
well as when they are trying to create products.

Standards addressed in this WebQuest:

6th grade:
Science AKS: 2. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
2c. ask questions to identify types of weathering, agents of erosion and transportation, and environments of
deposition. (Clarification Statement: Environments of deposition include deltas, barrier islands, beaches,
marshes and rivers.)

2d. develop a model to demonstrate how natural processes (weathering, erosion, deposition) and human activity
change rocks and the surface of the Earth.

9-12th grade:
Science AKS: 3. obtain, evaluate, and communicate information to explore the actions of water, wind, ice,
and gravity as they relate to landscape change.
3a. plan and carry out an investigation that demonstrates how surface water and groundwater act as the major
agents of physical and chemical weathering.
3b. develop a model of the processes and geologic hazards that result from both sudden and gradual mass
3c. construct an explanation that relates the past and present actions of ice, wind, and water to landform
distribution and landscape change.
3d. construct an argument based on evidence that relates the characteristics of the sedimentary materials to the
energy by which they were transported and deposited.
This Webquest addresses the following ISTE 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
b. Create original works as a means of personal or group expression
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
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
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results

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.
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.
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 soundunderstanding 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
Task Analysis
Below are the objectives that will be addressed in this WebQuest:

 I can ask questions to identify the different types of weathering.

 I can ask questions to identify the agents of erosion and transportation of rocks and soils.
 I can ask questions to identify the environments created by deposition.
 I can describe the different types of weathering on rocks and soils.
 I can demonstrate how weathering changes Earth’s surface.
 I can develop a model of weathering in action.
 I can describe the environments created by deposition.
 I can demonstrate how deposition changes Earth’s surface.
 I can develop a model the environments created by deposition.
 I can describe the different agents of erosion and transportation of Earth’s rocks and soil.
 I can demonstrate how the different agents of erosion change the surface of the Earth.
 I can develop a model of how erosion changes the surface of the Earth.
 I can describe how human activity changes rocks and the surface of the Earth.


This WebQuest was created using an EducationWeebly website. The reason why I chose Education
Weebly is because of its professional look and the fact that it is easy for teachers and students to navigate.
Several online resources were used for this WebQuest which include Youtube, Padlet, Google Docs, Quick
Rubrics, Movie Maker, etc. Other online resources include NewsELA, the Geological Society, and online
articles related to the topic.
This WebQuest includes activities that are tailored for all types of learners. The activities contain varied
levels of difficulty in order to address the needs of all students. Some of the UD strategies used in this
WebQuest include the use of rubrics and checklists as well as the use of graphic organizers. I believe graphic
organizers help learners organize and keep track of their work. All the activities of this WebQuest have been
created to accommodate the needs of all learners. The activities include videos, collaboration activities, writing,
audio, and graphic organizers. Moreover, some of the articles included in the WebQuest come in a variety of
lexile levels in order to differentiate learning.
The WebQuest will be assigned to small groups of up to three students. Some of the multimedia
elements that were used include, blogs, collaboration boards, online animations and quizzes, videos, etc. All of
the aforementioned elements help students develop higher order thinking skills, collaboration skills, and
problem solving skills.


One of the most challenging of this project was the selection of the activities and tasks the students had
to complete. I tried to create a WebQuest the students will enjoy completing while also learning about science.
I also tried to make sure teachers would use this WebQuest to learn how to integrate technology in their
classroom. Since the topic is so broad, I tried to select activities that helped students make connections between
the content and real-life situations.
I definitely needed to have a good knowledge based on the certain technologies in order to create this
WebQuest which included creating a website, uploading videos using embedded codes, creating checklists,
rubrics, and handouts, and selecting appropriate resources to support learning.


In regards to the implementation of this project, I would like for teachers to introduce this WebQuest
while they teach the science standards related to the WebQuest. This would give the students a great
opportunity to apply what they learn to real life situations while also engaging in higher order thinking skills
and peer collaboration.
I would also would like the teachers to help students make career connections while completing this
project. That is, ideally I would like the students to implement STEM design principles, and I would also like
them to have the opportunity to collaborate with other professors and/or experts in the field while working on
the WebQuest.
For this WebQuest, teachers will need to arrange lab time in advance in order to ensure access to
computers and internet access. In regards to management, the students will be asked to work in groups of three
students in order to ensure good collaboration and engagement. I would also have the students create a timeline
of their work in order to help them with time management. Ideally, the students would take fifteeen class
periods to complete the WebQuest; however, since multiple revisions are encouraged, the students will have
additional time to improve their project in order to earn a better grade. The students will have time to work on
the WebQuest on a daily basis during their science class.
In order to ensure equitable access, students will only be allowed to complete the WebQuest at school.
This will allow all students to have the same amount of time as well as to have access to the same resources to
complete the project.


Student Learning
In order to ensure student learning, the students will be required to create a presentation about the
proposed solution to the problem they had to solve. They will also be encouraged to create a model or prototype
of their solution. Moreover, students will have the opportunity to take a self-assessment and peer-assessment in
the form of an anonymous survey which will provide the teacher with important information about the quality
of the WebQuest and the impact it had on the students.
The students will have the opportunity to present their project to the class and to the teacher. The teacher
will use a rubric to grade the presentation and the product. Moreover, the students will have the opportunity to
make revisions to their model or prototype in order to help them earn a better grade.
Product Design
I have taken the liberty to share this project with students at the middle and school level as well as with
teachers. I have asked the students to provide feedback on the WebQuest in order to make sure the activities and
resources are developmentally appropriate and rigorous.


I enjoyed completing this project, and I believe teachers and students will enjoy implementing it as well.
My goal for this project was to make it as interactive as possible. I wanted the students to have multiple
opportunities to collaborate in order to reach a common goal. Something I would change about this project
would be the timeline. I believe it would be better if the students have more time to complete the project.
I am proud of the work I did, and I believe teachers and students will benefit from this WebQuest. As a
teacher my vision and mission is to create a learning environment in which all students are challenged, and I
believe this WebQuest is one of those activities that will challenge students in a positive way. I particularly like
the fact that students are able to pace their own learning and that they are able to apply what they learn to real
life situations.
I definitely believe teachers should try WebQuests since they offer the students an opportunity to learn
while collaborating with others. Moreover, it gives teachers and students the opportunity to use technology in a
productive way. One thing to remember when it comes to creating WebQuests and projects would be to make
sure assessment tools are in place for both the academics and students’ performance. I believe WebQuests are a
great way to integrate technology.