Multimedia Design Project Assessment (MDPA) Report

Amber Beauchamp
Dr. James Chiavacci

ITEC 7445

Summer 2021

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

Analysis
Learner Analysis

● There are diverse learner characteristics for students in my classroom.

Students range in age from 14-20 in my classroom. I have students that are
on course and/or repeating the course. Students have a range of reading
levels, and their language abilities are on a large scale of difference as
well. I teach ESOL grouped students, so in my class I have students that
are beginning, emerging, developing, and master-level language learners.
This means some students struggle to speak at all in English, some can
produce a couple of words, some can produce complete phrases, and some
can produce well-written and developed thoughts. The students typically
have a strong technical background, so their capabilities with technology
is quite strong. My students have previous experience performing work in
groups and with project-based learning. (PSC 2.5, 2.6)
Context Analysis

● Class characteristics – there are approximately 30 students in my course,

my course lasts for roughly 52 minutes, the class is flexible in structure to
accommodate learning progress, and we meet every day of the week for
52 minutes. (PSC 2.5)

● Technical considerations – my students have access to one-one

Chromebook, I have access to a laptop and computer white board, I also
have an iPad for use in class that can be shared and/or used by a student
who forgot their Chromebook, I also have an extra Chromebook and
charger in my class in the event a student has forgotten theirs, we use
Canvas LMS for learning and submitting, we use Google for producing
work, and we do not require any special accommodations to use web-
 based platforms since we are one-one. (PSC 2.5). The only adaptive or
assistive technology necessary for students with special needs in my
course is the ability to type work, use predictive text, and use talk to text.
The students have this access built-in to their apps. (PSC 3.4)

● Teacher characteristics – I have moderate technology proficiency, and I

have comfort in using technology and/or learning how to use technology
that more efficiently.

● Standards – State or local content and technology standards (NETS-S)

*ELACC9-10W2: Write informative/explanatory texts to examine and
convey complex ideas, concepts, and information clearly and accurately
through the effective selection, organization, and analysis of content. 
*ELACC9-10W9: Student exhibits insightful on grade-level or above
grade-level response to prompt.  Student draws evidence from literary or
informational texts to support analysis, reflection, and research. 
*ELACC9-10W2a and ELACC9-10W2c: Student introduces a topic;
organize complex ideas, concepts, and information to make important
connections and distinctions. Student uses appropriate and varied
transitions to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts. Student
provides a concluding statement or section that follows from and supports
the information or explanation presented. 
*ELACC9-10 W2e: Student establishes and maintains a formal style and
objective tone while attending to the norms and conventions of the
discipline in which they are writing.  
 *ELACC9-10W2d ELACC9-10L1: Student uses precise language and
domain-specific vocabulary to manage the complexity of the topic.
Student demonstrates command of the conventions of standard English
grammar and usage when writing. 
*ELACC9-10W5: Student develops and strengthens writing as needed by
planning, revising, editing, rewriting, or trying a new approach, focusing
on addressing what is most significant for a specific purpose and
audience. 
Task Analysis

● Learning Objectives – My students are expected to master the GA

Standards for English. Our objectives must align to the standards students
need to know and demonstrate. We have to write out our objectives as
either “students will” or “I will” statements followed by the standard.
Students will need to master the cognitive objectives of writing
explanatory texts that conveys their ideas clearly, on grade-level, using
research to support their ideas with a formal tone, use precise language
and vocabulary, and revise/edit their writing. The dispositional objectives
are being able to work with a partner and/or in a small group to produce
 revision and edits suggestions for re-writing their explanatory writing
piece. (PSC 2.1)

Design
Overview
In the design phase, I created the introduction as a “welcome to discovering the
impact of Oscar Wilde and his novel, The Picture of Dorian Gray. The entire
Weebly WebQuest is built around students researching Oscar Wilde and his
novel. The introduction design also includes a Screen Cast where I have recorded
myself demonstrating the navigation features and brief explanations. The design
phase included showing students the standards they need to master as the next
section. Students immediately have a brief intro and purpose. The design phase
included sections broken into various processes for students to clearly know what
they will do and when: pre-reading phase has the instructions and assignment and
student sample for before reading the novel to prepare them, reading phase has
both ebook text and audio from Project Gutenberg and YouTube, and after-
reading phase has instructions, rubric, support links, and student sample. The
design phase included creating the after-reading major essay for students to
demonstrate mastery of GA Standards on writing an explanatory piece that is
authentic by their choice and age-appropriate by page requirement. (PSC 2.1, 2.3,
2.6)
I purposely selected previous student work samples to foster understanding of the
assignment and assessment. Online resources I purposely selected and evaluated
are the OWL Purdue website for MLA support, audio of the novel through a
publisher on YouTube, and ebook of the novel through Project Gutenberg. Project
Gutenberg provides safe online access and never has inappropriate ad pop-ups.
These sources are the strongest features for delivering the content online. (PSC
3.6)
Citations for all resources used in the Weebly WebQuest (PSC 4.2):

Beckson, Karl. "Oscar Wilde." Encyclopedia Britannica, 26 Nov. 2020,

https://www.britannica.com/biography/Oscar-Wilde. Accessed 22 March
2021.

Britannica, The Editors of Encyclopedia. "Aestheticism." Encyclopedia

Britannica, 26 Oct. 2018, https://www.britannica.com/art/Aestheticism.
Accessed 22 March 2021.

Kafka, Alexander. "Surprising Influences on Oscar Wilde's Greatest Works."

The Washington Post, 31, July 2018.
https://www.washingtonpost.com/entertainment/books/surprising-
influences-on-oscar-wildes-greatest-works/2018/07/31/672a55b2-8060-
11e8-bb6b-c1cb691f1402_story.html. Accessed 23 March 2021.
 Purdue Online Writing Lab. "MLA Format." Purdue University,
2021. https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_for
matting_and_style_guide/mla_formatting_and_style_guide.html

Wilde, Oscar. The Picture of Dorian Gray. Librivox Recording read by Bob
Newfound.  YouTube, 2014.  https://www.youtube.com/watch?
v=ZcUt2gZy4HI

Wilde, Oscar. The Picture of Dorian Gray. Project Gutenberg ebook edition.
Project Gutenberg, 2021. https://www.gutenberg.org/files/174/174-h/174-
h.htm
Details
The content is differentiated through the Weebly WebQuest design. The
technology tools vary to support differently abled learners: links to support
writing that has video and text samples, YouTube videos for reading of the novel
that allows sound and CC and language options, instructional Screen Cast that has
sound and CC and language options, rubric to support knowing what to do and
standards assessed, and student samples of work all help to meet the needs of
different abilities. The tools work well since students can watch videos as much as
they need, use closed captions, change languages, have the screen read to them,
and see samples of what to do. The tools I chose to use were influenced by my
teaching role as the ESOL cohort teacher. All of my materials I use have to be
able to adapt for them and at their control. The peer review also provides writing
support, and the Google Doc use for the essay allows various features like
predictive text and speech to text and language translation. This assignment starts
with an individual or group pre-reading activity, goes on to the class reading
activity (and the materials can be accessed alone and/or repeatedly), peer revision
requires group work, and the essay product is individual work. (PSC 2.5) (PSC
2.6)
Also, if students require further adaptive technologies, extensions can be added to
our school Chrome to accommodate learners. I can also embed more text that can
be read aloud to the learner. I can provide more Screen Cast support for creating
and writing essay. I can provide more Screen Cast for using Google Scholar. For a
student that has certain visual, auditory, and/or physical disabilities, as I
mentioned above, there is predictive text, speech to text, screen reader, and
language options available. My classroom also includes a large computer white
board to help students with demonstrations or visual assistance. (PSC 3.4)

Development
The development of the project took approximately the length of the course
semester. The initial start began with the introduction to the course, when I began
learning what a WebQuest was and started examining what made certain ones
better than others. The planning process took a week, because I developed the
 standards that students need to master and matched that with reading for our
ninth-grade literature course. I spent another week learning to use Weebly for the
WebQuest site, Audacity audio recording, and Screen Cast App for video and
screen capture through Google Extension. I compiled my lesson plan, standards,
rubrics, and student samples during this time for curation of the Weebly
WebQuest. (PSC 3.3, 6.1) During the development process, I also double-checked
to ensure the Internet links work, documents download properly, and video and
audio is embedded correctly. (PSC 3.5) All of the items also have the features
working correctly that adapt technology for different abilities. Even this document
has alt text for the images.

Implementation
I will implement this Weebly WebQuest in my ninth-grade literature and
composition course where there are approximately 30 students in my course. My
course lasts for roughly 52 minutes, the class is flexible in structure to
accommodate learning progress, and we meet every day of the week for 52
minutes. I will implement this lesson when we begin studying Oscar Wilde’s
novel, The Picture of Dorian Gray. I will implement by providing the link in our
Canvas LMS course. Students are quite comfortable with an online class since we
regularly use one, so this will not negatively impact implementation. When we
implement this Weebly WebQuest in class, it will take approximately one month
to complete: 2 days for the pre-reading activity, 2 weeks for reading the novel,
and another two weeks for research essay writing. (PSC 2.5)
I can implement technology and this Weebly WebQuest lesson easily, because my
students have access to one-one Chromebook, I have access to a laptop and
computer white board, I also have an iPad for use in class that can be shared
and/or used by a student who forgot their Chromebook, I also have an extra
Chromebook and charger in my class in the event a student has forgotten theirs,
we use Canvas LMS for learning and submitting, we use Google for producing
work, and we do not require any special accommodations to use web-based
platforms since we are one-one. (PSC 2.5). The only adaptive or assistive
technology necessary for students with special needs in my course is the ability to
type work, use predictive text, and use talk to text. The students have this access
built-in to their apps. (PSC 3.4)

Evaluation
Student Learning –
In order to assess student learning, the students will be assessed through
summative and formative writing. The formative assessment is their writing draft
and revisions that are completed with peers. The summative assessment is their
finished writing draft submitted after completing revision. Outcomes of the
assessment will show close to mastery-level of the standards for writing an
explanatory text with clear ideas, coherent, age-level writing, with precise
language and vocabulary, while using revising and edits to make their work
concise. The peer review has been built into the lesson to ensure students meet the
standard for revising and editing. Student assessment will be scored by the rubric
students have access to in the Weebly WebQuest. The rubric is used to support
their peer review, and the rubric is used for their summative assessment. (PSC
2.7)
Product Design –
I tested the product design with students in this age group, ninth grade. I provided
them with a usability test. The testing group responded to questions as they
navigated the WebQuest for design and functionality. Included below is the list of
questions and their responses to the WebQuest:
Sample Usability Test for WebQuest/Multimedia Project
Read aloud to participant:
Thank you for participating in this usability test. During this activity, I will ask
you to conduct various tasks with the project in front of you. As you do so, please
speak say out loud what you are thinking. This is called a “think-aloud.”
Finally, this is a usability test of the design of the product. If you are unable to do
or find something, that is an indication that the project design needs work, not of
your intelligence or ability.
Read the following individual prompts to the participant. Do not help them. If
they struggle with something, take a note of it, and thank them for that
particular piece of feedback. Remind them to “think aloud” as needed.
Tasks:
1. Read through the Introduction of the WebQuest. What do you think this
WebQuest is about? Remember to speak aloud what you are thinking.

The WebQuest is about discovering information on Oscar Wilde and his novel.

2. Proceed to the Task portion of the WebQuest. Read the task portion. What
is it that this WebQuest is asking you to do?

The WebQuest asks me to create anything I choose that shows what I have
learned about Oscar Wilde that fits in with the aesthetic movement. The major
assignment is writing an essay that analyzes the novel. The WebQuest asks me to
look at different research on Google Scholar and other websites to be able to write
the essay.

3. Proceed to the Process portion of the WebQuest.

What is the first thing you will do to complete the WebQuest? How will you go
about doing that?

I will create something that shows information about Oscar Wilde that I learned,
but in a beautiful way. I will probably go to like a gif creator and make something
that moves.

What is the next thing you will do to complete the WebQuest? How will you go
about doing that?

I will read and listen to the book by clicking the link to the ebook and YouTube
audio.

What is the next thing you will do to complete the WebQuest? How will you go
about doing that?

The next thing is reading over the rubric provided. I will use Google Scholar to
search for ideas. I will use the link provided to do that and search about Oscar
Wilde and his novel.

What is the next thing you will do to complete the WebQuest? How will you go
about doing that?

I will write an essay talking about the novel. I will use Google Doc and I will use
the links I was given in important section to make sure I do it right.

What is the last thing you will do to complete the WebQuest? How will you go
about doing that?

The last thing is getting peer review by sharing my Google Doc, and then fix my
paper and submit it to the teacher.

4. Proceed to the Evaluation portion of the WebQuest. Read through the

evaluation rubric. According to the evaluation rubric, what is the most important
aspect about this assignment?

Writing an essay about the novel that shows clear ideas, at my age level.

5. Proceed to the Conclusion. Read the conclusion. Do you feel the “story” is
completed? What, if anything, might be missing?
There is nothing that says conclusion. But, the conclusion seems to be submitting
your finished essay that shows what you learned.
6. Proceed to the Teacher Page. Read the Teacher Page. Would you be able
to implement this WebQuest in your own classroom with this information? What
else would you need to know?

If I were a teacher, I think I could, because the page shows all the standards, then
the pages for us students show everything we need to do and all the support in
English class.
7. Go back to the Introduction screen of the WebQuest

8. Overall impressions?

I like the introduction page that states the whole point of learning about Oscar
Wilde. The video on the page that has the teacher showing how to go to each page
and why helps. I think it all looks fine and I understand it.

Provided are 1-2 images of students/pilot testers using the product.

Reflection
Project Development – As a result of developing the project, I learned to utilize
technology to engage students in working on their own to locate, evaluate, and
produce materials. I learned to use new technology tools by practicing use with
Weebly, Audacity, and Screen Cast. I learned that with time we can adapt former
lessons to meet student’s current technological strengths. I believe the video
recording, Screen Cast, was something that worked well since it stepped students
through the process and explained the different materials under the various tabs. If
I was to do something differently, I think I would find a way for the essays that
students produce to go to a larger audience outside of our school.
Instructional Design – I think the Weebly WebQuest design works well for
instruction. The technology tools of links to support, YouTube videos,
instructional Screen Cast, rubric, and student samples all help to meet the needs of
different abilities. The tools work well since students can watch videos as much as
they need, use closed captions, change languages, have the screen read to them,
and see samples of what to do. The tools I chose to use were influenced by my
teaching role as the ESOL cohort teacher. All of my materials I use have to be
able to adapt for them and at their control.
Personal Growth – Over the course of this project, I learned that my technology
skills were not as sufficient as I thought. This sometimes led to frustration with
myself, and I would pause work. YouTube videos that demonstrated how to use
the various tools really helped me a lot, and I just had to practice the skills. I
pushed myself, so now I feel better prepared to utilize these various helpful
technology tools with my students. I think I still have a lot of growth to show for a
technology facilitator.
For Others – From this experience, I would suggest to other teachers/colleagues
who might want to consider doing something similar to look at YouTube videos
and practice various skills with recording audio, video, and Screen Cast. I think
it’s important to know that perhaps the most time consuming is making sure that
as teachers we have the technology skills for lessons to work correctly, the ability
to adapt old lessons, and the skills to help our students in the event there’s an
issue.