Multimedia Design Project Assessment (MDPA) Report

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

Analysis
Learner Analysis
This physical science WebQuest is designed for high school (10th grade) and 8th grade
gifted/honors students taking the high school course. High school students taking physical
science are considered average science students and are placed in this course instead of
chemistry. They can have one or more of the following characteristics:

• Grade level or below grade level reading and/or math skills

• Low motivation but high reading and/or math skills
• ESOL, Special Education, or Bridges students (those with an IEP or 504)

Most students are tech savvy and easily catch on to new technology or software. They are
helpful to each other when they (or I) need help in navigating through or working with
technology. They usually know more that I know about how to do, work, or find something
technology related. They are not accustomed to project-based learning and because they
have low motivation and/or skills, need to be supported and provided scaffolding, practice
opportunities, as well as checks for understanding. Group learning should be as small as
possible (2 per group) so every student can be held responsible for their learning. I prefer
homogeneous grouping, so the low skill/ability student won’t let the higher ability student
do all the work. This will also give me the opportunity to work with specific groups based
on their ability level and provide appropriate scaffolding, while higher ability and
motivated students can work at their own pace. (PSC 2.5, 2.6)

Context Analysis
Class characteristics –
▪ 18-24 students per class
▪ 55 minutes class periods
▪ 1week for this WebQuest, 1.5 weeks maximum since the course is paced for
Milestone testing (PSC 2.5)
Technical considerations –
▪ 1:1 technology for students
▪ No known assistive technology needs or special accommodations are
necessary for special education students (PSC 2.5 and 3.4)
Teacher characteristics –
▪ The teacher is comfortable with utilizing the available technology and
assisting students with their technology choices to complete the project
Standards – State or local content and technology standards (NETS-S) –
▪ GSE for Physical Science
SPS7. Obtain, evaluate, and communicate information to explain transformations
and flow of energy within a system.
a. Construct explanations for energy transformations within a system. (Clarification
statement: Types of energy to be addressed include chemical, mechanical,
electromagnetic, light, sound, thermal, electrical, and nuclear.)
b. Plan and carry out investigations to describe how molecular motion relates to thermal
energy changes in terms of conduction, convection, and radiation.
▪ NETS-S

1. Basic Operations and Concepts Students:

a. demonstrate a sound understanding of the nature and operation of technology
systems.
b. are proficient in the use of technology.

2. Social, Ethical, and Human Issues Students:

b. practice responsible use of technology systems, information and software.
c. develop positive attitudes toward technology uses that support life-long learning,
collaboration, personal pursuits and productivity.

3. Technology Productivity Tools Students:

a. use technology tools to enhance learning, increase productivity, and promote
creativity.
b. use productivity tools to collaborate in constructing technology-enhanced
models, preparing publications, and producing other creative works.

4. Technology Communications Tools Students:

a. use telecommunications to collaborate, publish, and interact with peers, experts,
and other audiences.
b. use a variety of media and formats to communicate information and ideas
effectively to multiple audiences.
5. Technology Research Tools Students:
a. use technology to locate, evaluate, and collect information from a variety of
sources.
b. use technology tools to process data and report results.
c. evaluate and select new information resources and technological innovations
based on the appropriateness to specific tasks.

6. Technology Problem-Solving and Decision-Making Tools Students:

a. use technology resources for solving problems and making informed decisions.
 Task Analysis
Learning Objectives –

✓ Students will be able to distinguish between endothermic and exothermic processes based on
if the system is losing or gaining energy.
✓ Students will know and describe the 3 types of heat transfer and identify them in everyday
scenarios.
✓ Students will know and describe the various forms of energy and recognize their sources.
✓ Students will be able to describe the major energy transformations that take place in everyday
scenarios
✓ Students will take responsibility for their learning when working independently and in a
group setting
✓ Students will plan and pace themselves appropriately to meet deadlines
✓ Students will submit quality work that demonstrates their knowledge (PSC 2.1)

Design
Overview
Physical Science students need to understand general and in-depth energy concepts. These
concepts range from the understanding the difference between heat, energy, and
temperature, the Law of Conservation of Energy, and the ways in which energy transforms
from one for to another. Being able to write a creative story that describes these concepts
is the purpose of the WebQuest. This process begins with students building a foundation
of simple concepts and using that knowledge to learn and understand more complex
energy-related concepts. Processes 1-5 are in an order that allows the acquisition and
mastery of the content to take place. The videos, articles, and activities give students the
exposure and practice they need to construct the knowledge necessary to complete the
project and be prepared for Milestone testing. Students are provided valuable and
informative content-related instructional videos and teacher-made activities that help to
guide and assess their learning as well as demonstrate their learning in more than one way.
(PSC 2.1, 2.3, 2.6)
Details
For differentiation and Universal Design (UD) purposes, students are given 1-3 videos to
watch or can choose from online articles to acquire the information needed. All videos
include demonstrations and provide a rich visual of the content with accurate and grade
level explanations. All process steps include graphic organizers for students to organize
their information and students can choose to explain, create concept maps, or illustrate their
knowledge using digital software. (PSC 2.5 and 2.6)
This project should be assigned to gifted/honors students to complete independently, but
general education, ESOL, Special Education, and Bridges students should work with a
partner. Multimedia elements include audiovisual components, gifs, and instructional
software for concept mapping and outlining that support student learning. (PSC 2.6)
Assistive technology isn’t limited to but could include text to voice technology and screen
magnifiers for the visually impaired, speech recognition software to create text, and closed
captioning for instructional videos for hearing impaired students. (PSC 3.4)

Development
This project was assigned at the beginning of the semester and began by
evaluating other WebQuests and developing other skills over a six-week period.
The concept began to be developed two weeks into the semester and was
published 3 weeks later. Learning how to use the Weebly website happened
before the beginning of the semester when our portfolio had to be created.
Knowing what software programs are available and how to use them helped with
creating a diverse learning experience for students and different ways that they
can demonstrate their learning. All teacher created documents are created using
word for students to upload to their drive and convert to a google document.

Implementation
This WebQuest is designed for high school physical science and gifted/honors 8th
grade students. This is a paced course that prepares students for the Physical
Science Georgia Milestone, therefore students should only spend a maximum of 7
days on this WebQuest. Gifted and honors students can do this independently, but
general education, special education, and ESOL students can support each other if
they are paired. The teacher should be monitoring the accuracy of all activities
since students are building the knowledge necessary to create the final product.
The teacher could also conduct class discussions after all groups have finished
each step to eliminate misconceptions of concepts. (PSC 6.3)
To implement this project students (paired or unpaired) will need:
✓ a computer with internet access
✓ GSuite for saving documents and converting to a document that allows
collaboration and sharing with the teacher and creating a slide
presentation
✓ Headphones for instructional videos
✓ Access to outlining/concept mapping and various presentation online
software (see digital resources tab)
✓ Access to youtube videos for students, if not, teachers can play the videos
for the entire class (PSC 3.1, 3.2, 3.5)

Teacher will actively monitor students for proper use of digital tools and to provide
technical and content-related support. (PSC 3.2) Students have school provided
technology (1:1) and 4 additional charged chrome books are available in the classroom.
(PSC 4.1)
Teacher can take a few different approaches to implement this project in 5 to 7 days:

Plan A – For honors/gifted classes, students can work on the project in class at their own
pace (completing graphic organizers and activities) but if time begins to run short the
activities (watching videos, reading online resources, completing the activities) can be
completed at home and students can work on their digital story in class. Teacher can have
discussions with specific groups that need more support and scaffolding.

Plan B – Students can complete the graphic organizers while watching the videos in class
then have whole group discussions of concept. The activities for each process can be
assigned for nightly homework, then students can work on their story in class.

If other physical science teachers decide to implement this project, they will manage its
implementation to suit their students’ needs (see WebQuest teacher page)

Evaluation
Student Learning –
Students will be assessed throughout the implementation of the project. Each
energy-related activity will be graded based on the number of correct
responses. The practice short story and final project will be graded based on
provided rubrics. Students will do a peer-assessment of each other’s short
story using a rubric. Students should be able to create a digital story that
describes the energy processes if they have completed all previous activities
correctly. The teacher will evaluate the final project using a different rubric
from the peer-assessment rubric. (PSC 2.7)
Product Design –
Students will complete a Survey Monkey Survey for feedback on how the
WebQuest experience can be better and if students feel like the experience
supported them in reaching the learning objectives.(PSC 2.6) I will make note of
any times when students have questions or difficulties navigating through the site,
and if the same issues arise, I will modify the site accordingly.
Reflection
This project has helped me to create a quality, content-rich, multimedia
WebQuest that students can build content knowledge to complete more
complex tasks. In the future, I would like to add more components for ESOL,
Special education and disabled students to make the project even more
accessible for special groups.

The WebQuest is structured to support the building of content knowledge

and technology skills that include the use of online publishing, writing, and
presentation software. Other skills include independent and collaborative
learning, responsible use of technology, and the ability to structure one’s
time and efforts to meet an established deadline. I chose to use multimedia
elements that were not only eye catching but represented the related
concept.

This project required a lot of thought from the teacher and student
perspective. I learned that once I have an idea in mind, supporting ideas will
come to create a complete project that students can benefit from. I also
learned to focus on one task at a time and not think about everything that
must be accomplished. Finally, I realize that I am developing the knowledge,
skills, and experience that is necessary to be a technology facilitator. I
suggest this as a possibility for educators with leadership goals that love
using technology to teach content. They should make an informed decision
by speaking with other educators that have gone through this process to
understand the commitment and rewards.

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