HoyK - Multimedia Design Project Assessment (MDPA) Report Template

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

Analysis
This webquest is built to address the real-world applications surrounding 6th and 7th grade percent standards. In
particular, middle school teachers have found that students do not have prior life experience with percents and
therefore struggle to find relevance with this set of content standards. Teachers have requested a project that
will allow students to explore why percent problems are necessary in real-life situations.

The 6th and 7th grade students using this webquest come from very diverse backgrounds and academic success.
Typically, these students are 11 to 12 years-old that are coming to the middle school from 3 feeder elementary
schools. Students are heterogeneously grouped in grade level math classes, with special education students
being served with an inclusion model. These students have been exposed to project-based learning and
technology across the county in grades 3 through 5. Students will be in math class for approximately one hour
each day, but time is restricted to just the class time provided. Students have access to an assigned
Chromebook for the entire school day, so each student will be bringing technology to class to complete the
webquest. Most classrooms also have 2-3 student desktop computers to use if needed. Many of the students
with disabilities are classified as learning disabled, with most of them needing content read aloud. The
webquest will need to include audio and video that can assist those students in working through the content in
the webquest. Most teachers are comfortable with entry-level technology and will be able to assist students
with Google’s education apps, navigating the internet, and creating presentations using presentation software.

The following standards will be addressed in the webquest:

6th/7th Math Standards:

 MGSE6.NS.3 Fluently add, subtract, multiply, and divide multi‐digit decimals using the standard
algorithm for each operation.
 MGSE6.RP.3c Find a percent of a quantity as a rate per 100 (e.g. 30% of a quantity means 30/100 times
the quantity); given a percent, solve problems involving finding the whole given a part and the part
given the whole.
 MGSE7.RP.3 Use proportional relationships to solve multistep ratio and percent problems. Examples:
simple interest, tax, markups and markdowns, gratuities and commissions, and fees
 MGSE7.EE.3 Solve multistep real-life and mathematical problems posed with positive and negative
rational numbers in any form (whole numbers, fractions, and decimals) by applying properties of
operations as strategies to calculate with numbers, converting between forms as appropriate, and
assessing the reasonableness of answers using mental computation and estimation strategies.

6th/7th English Language Arts Standards:

 ELAGSE6SL5: Include multimedia components (e.g., graphics, images, music, and sound) and visual
displays in presentations to clarify information.
 ELAGSE6W6: Use technology, including the Internet, to produce and publish writing as well as to interact
and collaborate with others.
 ELAGSE7SL5: Include multimedia components and visual displays in presentations to clarify claims and
findings and emphasize salient points.

ITSE-Student Standards:
 1c: Students use technology to seek feedback that informs and improves their practice and
to demonstrate their learning in a variety of ways.
 3c: Students plan and employ effective research strategies to locate information and other
resources for their intellectual or creative pursuits.
  3d: Students build knowledge by actively exploring real-world issues and problems, developing ideas
and theories and pursuing answers and solutions.
 6a: Students choose the appropriate platforms and tools for meeting the desired objectives of their
creation or communication.
 6d: Students publish or present content that customizes the message and medium for their intended
audiences.
 7b: Students use collaborative technologies to work with others, including peers, experts or community
members, to examine issues and problems from multiple viewpoints.

Ultimately, the webquest needs to help students master the state content standards, but also continue to build
soft skills such as communication and collaboration in group settings. This webquest should be designed with a
group work component to build on many of the connections mentioned in the ITSE-S standards. Students will
focus on the following Essential Questions:
 How are percents used in buying groceries?
 How are percents used in promotional sales, coupons, and discounts?
 How can technology be used to communicate and market a business to customers?
 How can technology be used to present a business plan to a panel of stakeholders?

Design
Overview

This webquest is designed around a scenario where students create their own grocery shopping business.
Students will watch an introductory video from a local TV station that explains how a grocery shopping business
is being started in a local community. Students will then move to the Task phase, which is to create a grocery
shopping business of their own. To complete the task, students will need to complete a business plan template,
a marketing flyer or video, sample shopping receipts, and maintain a daily blog. In the Process phase, students
will work through 4 main steps. In Step One, students assign roles to each member of the team. There will be a
Project Manager, Blog Author, Math Content Expert, and Technology Expert. The Blog Author will be
responsible for maintaining a daily blog detailing the progress that the group makes each day. In Step Two (Part
A), students will complete their Business Plan template which has students creating a business name, slogan,
hours of operation, what service they are providing, and transportation logistics. The business plan is age-
appropriate as it does not require many of the technical requirements of a typical business plan. In Part B,
students use items from the business plan to create either a marketing flyer or video advertisement. Students
will use a series of YouTube videos and websites as examples of advertisements. There will also be instructional
videos for the technology needed to create either the flyer or video. Links are provided for Google Slides, Prezi,
and using Screencastify.

Step Three has students using Google Sheets to create sample receipts to show potential customers. Students
will shop virtually using the 4 grocery store links, list items and quantities bought, calculate subtotals, tax, and
their business fee. Again, links are provided to help students needing additional support in calculating discounts
and taxes. Step Four will take students through creating an oral presentation to a panel of potential customers
using either Google Slides or Prezi. Students may access the links provided in other steps to help create their
final product. An Extension/Challenge section is included that gives 2 possible opportunities for students to
explore in more detail. One option has students researching tax rates in other counties in Georgia and other
cities in the United States. They will compare and contrast how their business would do using various tax rates.
The other extension option has students trying to determine how many groceries customers must buy for the
business to profit at least $300. Here is a list of all links and videos selected from the project:

YouTube Videos:
 [Carmichael, Evan]. (2015, January 30). The top 10 quotes every entrepreneur should live by [video
file]. Retrieved from https://www.youtube.com/watch?v=TzNHeKZ73xg.
  [Haley Turner]. (2016, May 24). Use google slides to create flyers-tech tip. Retrieved from
https://www.youtube.com/watch?v=NvPGocI_CDM

 [Lauren Newman]. (2017, February 3). Screencastify tutorial 2017. Retrieved from
https://www.youtube.com/watch?v=YApKqhQS-yA

 [Makingchangemobi]. (2011, September 20). Totaling the purchase. Retrieved from

https://www.youtube.com/watch?v=SqI8SNqrMuM

 [Mygo2guy]. (2010, October 7). Grocery delivery by we shop and deliver. Retrieved from
https://www.youtube.com/watch?v=FdLGy8VkQNk

 [QLMlocalQLMdeals]. (2012, August 20). Grocery shopping and delivery your grocery shopping service.
Retrieved from https://www.youtube.com/watch?v=M7ULYi-Fnb4

 [SmithMathAcademy]. (2013, March 15). Calculating discounts. Retrieved from

https://www.youtube.com/watch?v=1pdnLsx6tkQ

 [WYFF News 4]. (2015, December 21). New grocery delivery service coming to parts of the upstate
[video file]. Retrieved from https://www.youtube.com/watch?v=ytezpUPlyho.

 [zachcesareudell]. (2015, April 27). We shop and deliver. Retrieved from

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

Other Websites:
 10 best images of personal grocery shopping business flyer. (n.d.). Retrieved from
http://www.mytopbusinessideas.com/starting-grocery-delivery/

 Curts, E. (2017, April 8). Stop motion animation with google slides. Retrieved from
http://www.controlaltachieve.com/2017/04/stop-motion-slides.html

 Hogan, M. (n.d.) How to start a grocery shopping business. Retrieved from

http://smallbusiness.chron.com/start-grocery-delivery-business-812.html

 How to start a grocery delivery business. (n.d.). Retrieved from http://www.efoza.com/post_personal-

grocery-shopping-business-flyer_445483/

 Lee, B (2016, May 16). Use google slides to make a poster. Retrieved from
https://prezi.com/0wzu5xmpvxkj/use-google-slides-to-make-a-poster/

 Lenhart, N. (2016, November 15). How sales tax applies to discounts, coupons, and promotions.
Retrieved from https://blog.taxjar.com/sales-tax-discounts-coupons-promotions/

 Sales tax calculator (n.d.) Retrieved from https://www.avalara.com/community/sales-tax-calculator-

smb/

 Thurston, M. (n.d.). How to start a grocery shopping business for $800. Retrieved from
http://www.groceryshoppingbusiness.com/how-to-start-a-grocery-shopping-business-for-800/

 Wilson, S. (2016, April 22). How to start a personal grocery shopping business. Retrieved from
https://toughnickel.com/self-employment/How-To-Start-a-Personal-Grocery-Shopping-Business

Details
 This webquest is designed to be used by all learners. To accommodate various learning needs and styles,
students will have a choice in how to gain information from the webquest by using either text, audio, or video.
Many passages of text have audio options to help struggling readers. Also, the Process section has a
screencasted video that explains each step of the process to students. In particular, this video helps students
navigate the use of Google Docs and Google Sheets. Where possible, YouTube videos were selected based on
their content and access to a written transcript to assist students with hearing impairments or situations when
audio is not possible. Graphic descriptions were included under clipart to provide an alternative when pictures
cannot load due to slower internet speeds. To differentiate content, multiple content tutorials are provided for
struggling learners, while extensions and challenges are included for those ready to move on. In step two,
students can choose between either a print flyer or video advertisement, which is an attempt to give students
more control over their learning.

To help students reach mastery on ISTE-S standards and increase soft skills, the webquest is intended to be
completed in small groups of 4 students. The webquest will include a range of multimedia elements, including
text, images, audio, and video. Text is mainly used to deliver instructions or explain the process of the
webquest. Images are used to enhance the text, especially in assigning roles to group members. Audio is used
to provide support to struggling learners or those with visual impairments. Video is the predominant means to
deliver content instruction. Assistive technologies can be used to support student learning while using the
webquest. The use of a calculator to complete the mathematical calculations of totaling a grocery bill and
applying various taxes may be a needed assistive technology for some. If a student is not able to type
proficiently, a speech-to-text website can be used so that the student can still participate and even be the blog
author.

Development
I allotted 2 weeks to develop and test the webquest. I ended up spending most of the time in the design and
development stages of creating the webquest. The development phase involved learning and using many
different technology tools. Weebly was used to actually create the structure of the webquest, including tabs for
Introduction, Task, Process, Evaluation, Conclusion, Credits, and Techer Page. I had some familiarity with
Weebly, but I did learn how to edit the theme to change fonts, sizing, and spacing of selected text. I used the
embedded YouTube video feature to put in a video from a local TV station and a screencast of the Process
section. I also learned how to embed an actual document, which I did on the Evaluation page to show the rubric
without it having to be downloaded. I did link the rubric to a pdf option if users preferred to save the rubric to
their computer. I used the file feature to load audio after passages for those students needing to hear the text.
Finally, I included a few buttons to allow users to access other tabs without having to scroll to the top of the
page and to get back to the top without having to scroll.

Creating the audio and video components of the webquest took the most time in the development phase,
mainly because I had little experience with Audacity, screencasting, and Movie Maker. I learned that Weebly’s
free version only allows for 10 MB of audio to be uploaded at one time, so I had to record audio in smaller
chunks. To create an overview video of the Process section, I initially used Screencastify. Because Screencastify
creates the video files as webm files, I had to find a converter to get the video into a format that Movie Maker
could use. The quality of the video after the conversion was severely lacking, so I ended up using Screencast-O-
Matic, which created mp4 video files. I imported the screencast into Movie Maker, added transitions and music,
and then loaded to YouTube. Once on YouTube, the video could be embedded on the Process page of the
webquest.

There were several templates that students needed to complete during the webquest. I created those
templates in Google Docs and Google Sheets because the schools I work with are G Suite schools. I changed the
sharing options so that anyone with the link can use the file, and included directions on how to make a copy of
the file both in text and in the embedded Process video. I tested the audio, video, and links to Google apps
numerous times while developing the webquest project.
Implementation
Because all students have access to their own assigned Chromebook throughout the entire school day,
implementing this webquest will be fairly straightforward in terms of equitable access to the internet. While
developing the webquest, I made sure that all YouTube videos were viewable by students logged in to our
county’s internet. This project is designed to be completed in 7-10 one hour class periods depending on
students’ access to the internet at home. Teams may choose to complete some work at home, but it would not
be required. As a math instructional coach, I will work side-by-side with the regular math classroom teacher to
implement this project. I will attend planning sessions with the teachers involved to explain the process and get
feedback on implementation. I will support each teacher in their classroom as needed based on their level of
comfort with the technology. Our school will be implementing PBIS during the upcoming school year, so that
plan will be the predominant classroom management structure in place. The classroom teacher will monitor
student behavior and make observational notes on whether off-task behavior is due to a flaw in the webquest
design, content that is too challenging, or struggles with technology. The Teacher Page of the webquest
includes the differentiation strategies and how to implement the webquest as well. At the end of
implementation, a Google Forms survey will be administered to analyze the effectiveness of the webquest in
terms of content acquisition. There will also be questions to evaluate the design of the webquest itself.

Evaluation
Student Learning

Student learning will be assessed by a summative rubric provided in the Evaluation section of the webquest.
The Teacher Page suggests that teachers spend 1-2 days pre-teaching the math concepts required in the
webquest and giving a quick formative assessment that will inform the grouping strategies to be used. After the
webquest, students will be assessed on content mastery by the unit test. During the webquest, students will be
completing daily blog posts that will allow the teacher to monitor student progress, understanding, and
questions. Teachers can also create intermediate deadlines after each step to help students complete the
project in a timely manner. As the webquest is taking place, the teacher should be making observational notes
as well that will inform instructional decisions and help evaluate the webquest. As a G Suite school, the teacher
can easily incorporate mini concept quizzes through Google Forms to easily spot-check content standard
mastery.

Product Design

To evaluate the product design, multiple tools will be used. There is a short survey included on the evaluation
page that allows any webquest user to comment. When I implement this with teachers, I will help them design
a more extensive Google Forms survey to determine how well the students are responding to the webquest.
Teachers will also be taking observational notes during the webquest to determine student engagement and
behavior, along with design feedback. Because I will be able to meet with teachers during weekly planning
sessions, I will be able to get verbal feedback on what is working or what is not. I will also have the ability to co-
teach alongside the teachers implementing the webquest, so I can take video to record exactly how students are
using the product. I will not have access to middle school level students until the start of the school year. This
webquest isn’t appropriate to use until Unit 2 of the school year, which usually falls during September. During
August, I will be able to pull a several groups of students and complete a full Usability Test to continue to refine
the webquest. In particular, I am interested in whether or not students have access to all of the Google Docs
and Sheets linked in the webquest. Is it clear how to make a copy and save to their own Google Drives? I would
also like to study how appropriate the tutorial links are for the age level of the students. I think I selected
technology tools that the students have some familiarity with, but the Usability Test will be used to judge that as
well.

Since I cannot get access to that level of student before August 2, 2017, I decided to conduct a Usability Test
with an adult to test for broken links or misinterpretation of directions. I used the document provided in
Module 6 of ITEC 7445 as my guide. He could answer aloud the questions given about what each page of the
webquest was asking him to do. All of the links and documents opened correctly when tested as well. He did
 suggest including a more extensive survey on the Evaluation page, but I would rather the teacher be able to
really ask relevant questions for her group of students. Plus, I do not want all of the survey data coming back to
me.

Reflection
Project Development

In terms of product development, this webquest broadened my ability to use technology to develop a student-
directed instructional activity. In particular, I became much more proficient at the use of Weebly as a website
creation tool. I learned how to alter fonts, color, size, and spacing included in a theme. I used several of the
features I had not used before, including the use of embedded YouTube videos, buttons, and embedded
documents. I also learned how to use Audacity to record audio and Screencast-O-Matic to create screencasted
video. I was very happy with how easy it is to build websites with Weebly. I would definitely use it as a website
development tool in the future and recommend that other teachers do as well. I was not pleased with
Screencastify as a screencasting tool if the video needs to be further edited in iMovie or Movie Maker. We use
Screencastify for students to record their thinking about math problems or for them to teach others, but they do
not process the video after its initial creation. Going forward, I would recommend that Screencast-O-Matic be
used for anyone wanting to manipulate the screencast even more.

Instructional Design

Even though webquests have been used by students for many years, I feel like they still have huge potential to
deliver content to students while being embedded in a real-world scenario. The webquest structure of having a
tab for each part of the webquest forces the designer to think through all of the critical features of instructional
design. I spent a good bit of time searching for an appropriate video to serve as the hook to the webquest,
mainly because it sets the stage for student interest. I really felt like audio needed to be included because so
many of the students I work with are below grade-level readers. It would streamline the number of audio files
required if I could upload more than 10 MB of data to Weebly at one time. If I had my own classroom of
students, I think I would use the screencasting tools to actually record myself teaching the content to students.
For some students, it is helpful to have consistency in who is delivering the content. With the webquest in its
current state, students will be exposed to teaching methods that might be different from how their teacher
would present the material.

Personal Growth

This project continued to reinforce that I can be perfectionistic with products that I create. Sometimes,
technology can be limited in what it can produce and does not always align with my vision of what the product
should be. Even though creating a webquest is a huge undertaking, I did not get frustrated until I could not get
the screencasted video to export in a file format needed for Movie Maker. Once I did get the file converted, the
quality was not acceptable to me, so I had to spend even more time searching for another solution. As a
classroom teacher, I could see how creating something this involved could be so time consuming that teachers
never attempt to make a webquest. Because of that, I can see how a technology coach really needs to possess
the skillset to create something this massive either to support a teacher in the process or design many of the
features for them. I think having a product like the webquest in my portfolio will demonstrate my own
proficiency as a coach and also build trust in teachers that may want to enlist my help.

For Others

Anyone else wanting or needing to create a webquest should start the process early. Many people think the
webquest is created in the development stage, but so much work has to go into the Analyze and Design phases
as well. For me, it was extremely helpful to make an outline of exactly what I wanted to accomplish in each
phase of the webquest. I also included things I wanted to remember and features I needed to be sure to
include. If a particular section of the webquest is going to involve a technology tool that the webquest creator is
not familiar with, enough time needs to be allotted to research and create the feature. Finally, the webquest
seems to never be finished. Many changes will be made throughout the development phase, but also in the
evaluation and usability testing phases. It is important to remain patient and open to critique. Both of these
traits will allow students to benefit from the best version of the webquest possible.