Multimedia Design Project Assessment (MDPA) Report - Jared Fowler

Product URL: h"ps://sites.google.com/wcsga.net/cchsvectors-webquest/home

Analysis
This WebQuest is designed for a senior-level math class or possibly an AP level junior class.
Students should be on grade level with their reading skills, but there are audio and video
embedded into the WebQuest to help struggling readers and EL students. Students should
know how to use a Chromebook and how to navigate a website. Students will have had
experience working in small groups by their junior or senior year. (PSC 2.5, 2.6)

     This project was designed for a class of 20-30 students. The length of the unit was
designed around a 50 minute class period. The class would meet 5 times a week. Students
would need Chromebooks, desktop, or laptop computers. This WebQuest was designed for a
class with access to a Chromebook cart containing 30 Chromebooks. Students may need
headphones if there are enough Chromebooks to have a one-to-one ratio. (PSC 2.5, 3.4)

     The teacher should be familiar with the technology as well. They should know how to
operate and troubleshoot the device provided to the students for the assignment. Teachers
should familiarize themselves with the WebQuest prior to assigning it to the students. This will
ensure the teacher is comfortable guiding the students through the assignment.

The standards addressed through this WebQuest include:

ISTE Standards:

• 1a. Students articulate and set personal learning goals, develop strategies leveraging
technology to achieve them, and reflect on the learning process itself to improve
learning outcomes. 


• 3a. Students plan and employ effective research strategies to locate information and
other resources for their intellectual or creative pursuits.


• 3c. Students curate information from digital resources using a variety of tools and
methods to create collections of artifacts that demonstrate meaningful connections or
conclusions. 


• 3d. Students build knowledge by actively exploring real-world issues and problems,
developing ideas and theories, and pursuing answers and solutions. 


• 4a. Students know and use a deliberate design process for generating ideas, testing
theories, creating innovative artifacts, or solving authentic problems. 

 • 6a. Students choose the appropriate platforms and tools for meeting the desired
objectives of their creation or communication. 


• 6b. Students create original works or responsibly repurpose or remix digital resources
into new creations. 


• 6c. Students communicate complex ideas clearly and effectively by creating or using a
variety of digital objects such as visualizations, models, or simulations. 


• 7c. Students contribute constructively to project teams, assuming various roles and
responsibilities to work effectively toward a common goal. 


Curriculum Standards:

Math

• MGSE9-12.N.VM.1 Recognize vector quantities as having both magnitude and

direction. Represent vector quantities by directed line segments, and use appropriate
symbols for vectors and their magnitudes (e.g., v, |v|, ||v||, v)


• MGSE9-12.N.VM.4 Add and subtract vectors. 


Language Arts

• ELAGSE11-12W4: Produce clear and coherent writing in which the development,

organization, and style are appropriate to task, purpose, and audience.


• ELAGSE11-12W5: Develop and strengthen 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.


• ELAGSE11-12W6: Use technology, including the Internet, to produce, publish, and

update individual or shared writing products in response to ongoing feedback, including
new arguments or information.


The learning objectives for this WebQuest are (PSC 2.1):

Students will be able to:

• Convert vectors between component form and magnitude-direction form. 


• Use vectors to model and solve problems involving quantities that have both magnitude
and direction.


• Convert between algebraic expressions and verbal descriptions / geometric

representations of operations on vectors (add, subtract, multiply by a scalar).


• Use a variety of methods (tail-to-end, parallelogram, component-wise) to perform

operations on vectors and explain the relationships among these methods.

 • Work in small groups to solve a variety of real-world problems involving map reading
and vectors.


• Create a map and patrol route of their choosing to demonstrate their understanding of
vector operations.


• Communicate their patrol route through an oral presentation to the class and a written
report to the teacher.


The essential question for this WebQuest is:

• How can I use vector operations to model, solve, and interpret real-world problems?

Design
My intent for this WebQuest was to really engage the students. Vectors and vector
operations are skills we use every day but become abstract when learning them in an
educational setting. My military background and experience with land navigation allowed me to
see the connection between vectors and real-life applications. The story backdrop of the
WebQuest is military-themed where the students must land navigate across a map using
vectors.

     The students have several tasks to complete in the WebQuest. Prior to producing their final
product, the students must complete a unit on vectors taught by Khan Academy. The practice
mission asks the students to apply their newly gained knowledge by navigating around a map.
Students are given a starting location and then asked to identify four other locations, or
checkpoints, they would like to recon. The students identify the coordinates for each location
and identify the vectors between each checkpoint. The students find the total distance covered
on the patrol using their understanding of trigonometry. Following the practice activity, the
student groups (teams) will create a map of their own, identify a patrol route around the map.
The teams will provide a written report to the teacher providing the checkpoint names,
checkpoint coordinates, vectors, and total distance traveled on the patrol. The teams will
present their map, patrol route, and patrol information to the class in the form of an oral
presentation with visuals on the ActivBoard. (PSC 2.1, 2.3, 2.6)

     The activities used in the WebQuest are authentic and appropriate for the content.
Students who may choose to enter the military will be using these same skills within the next
year in real-world settings. The content and technology standards addressed in the WebQuest
have been identified above in the analysis section. The tone and style of the WebQuest are
appropriate for seniors in high school. Some of the military terms could be confusing, but I
tried to provide civilian translation or pictures to help with comprehension. (PSC 2.5, 2.6)

     Differentiation in this WebQuest is found in multiple areas. I provided either audio or video
of each reading section to aid students who struggle to read or for EL students. The videos,
with the exception of the introduction, offer closed captioning as well for students who have
hearing disabilities. The font can be increased by using the zoom-in feature on the browser for
students with visual disabilities. Google translate could be used for EL students. Students are
allowed to move through the process section of the WebQuest at their own pace within a given
time frame (8 days). Students are encouraged to work in teams of three, but the project could
be completed by an individual. Students are given choice in the checkpoints they choose. The
final product is presented visually, in writing, and orally. This provides students with a choice in
which role they will fill to aid the team. (PSC 2.5) 

     The WebQuest aligns with the Universal Design (UD) principles in several different ways.
The universal design for engagement is addressed through recruiting interest by optimizing the
relevance and authenticity of the material being taught. Sustaining effort and persistence are
addressed through the fostering of collaboration during the teamwork portion of the project.
Self-regulation is met through the reflection at the end of the WebQuest during the
presentation. The universal design of the representation is addressed by offering alternatives to
auditory and visual information through the use of audio recordings and videos. Language and
symbols are addressed through Google Translate and through the multimedia provided in the
WebQuest. Comprehension is specifically addressed through the maximization of transfer and
generalization of the content. Students are given explicit opportunities to review materials and
practice new skills. The universal design of action and expression are addressed through
physical action by providing access to tools and assistive technologies. Expression and
communication are met through the use of multiple media and communication. Executive
functions are addressed by guiding appropriate goal-setting. There are more universal design
principles met throughout the WebQuest. The ones identified above are easily identified and
have a significant impact on the educational experience provided by the WebQuest. (PSC 2.6)

     I used several online resources to build and deliver my WebQuest. The delivery method
chosen for the project is Google Sites. This was only my second time using Google Sites, so
there was a significant learning curve on this project. I used Khan Academy for the instruction
during the Process section of the WebQuest. Khan Academy is identified as a reputable online
resource for mathematical instruction. The images were retrieved from open resources on the
internet. The background music was retrieved from a royalty-free website. The practice mission
video was recorded and edited using Screencast-o-Matic. The practice mission was created
using Google Docs, Google Maps, and GridDrawingTool.com. The rubric was created using
Google Docs as well. The Feedback page is created from Google Forms. The online resources
used in the project include:

1. Marine Camo Wallpaper (n.d.) Retrieved July 8, 2020 from https://wallpaperplay.com/

board/marine-camo-wallpapers. 


2. MARSOC Marine. (n.d.). Retrieved July 8, 2020 from  https://

www.marsoc.marines.mil/News/News-Article-Display/Article/513777/marsoc-
 approved-to-create-special-operations-officer-0370-primary-mos/.


3. Landnav Marine. (n.d.) Retrieved July 8, 2020 from https://www.military.com/special-

operations/the-re-branding-of-marsoc.html.


4. Epic [mp3] (n.d.) Retrieved July 8, 2020 from https://www.bensound.com/bensound-

music/bensound-epic.mp3. 


5. Khan Academy. (n.d.) Unit: Vectors. Retrieved on July 11, 2020 from https://
www.khanacademy.org/math/precalculus/x9e81a4f98389efdf:vectors.


6. Screencast-o-matic


7. Google Maps


8. Google Docs


9. GridDrawingTool.com


10. Offenbach, Jecques (n.d.) The Marines' Hymn [mp3]. Retrieved July 13, 2020 from
https://www.marineband.marines.mil/about/library-and-archives/the-marines-hymn/.


11. Google Forms


     This project is designed for small groups (teams of 3) but could be done as an individual if
a student were to choose to do so. There are several different forms of multimedia included in
the WebQuest. There are audio recordings made and edited on Audacity. The audio recordings
are a method of assistive technology because they are the reading of the written portions of the
WebQuest. The introduction and practice mission videos were recorded on Screencast-o-
Matic. All of the videos, with the exception of the introduction video, are closed captioned
(assistive technology) to meet the needs of students with hearing disabilities. Students with
visual disabilities can use the zoom feature of the web browser to make the font larger and
easier to read. Google Translate (adaptive technology) could be used on the project as well for
EL students. (PSC 2.6, 3.4)

Development
The development of this WebQuest was challenging but had a positive impact on my
development as an educator and/or future technology coach. This WebQuest was designed in
a period of seven days. There were multiple tools used in the creation of the WebQuest. Google
Sites was the chosen method of delivery. There are audio recordings made on Audacity.
Teacher videos were created using Screencast-o-Matic. The introduction video was created
using iMovie, which was a new experience. There was a significant learning curve with iMovie.
Background music for the audio and video elements incorporated mp3 files downloaded from
a royalty-free website. Google Docs, Google Forms, and Google Maps were all used at varying
points in the WebQuest. Videos and quizzes from Khan Academy were embedded into the
WebQuest to limit students from having to leave the website. Due to COVID-19 and the
summer months, the availability of individuals for the usability test was limited. I was able to
use have a couple of individuals to use the WebQuest to ensure it functioned properly. (PSC
3.3, 3.5, 6.1)

Implementa;on
The implementation of this project would take place in a senior classroom. A proper
implementation would require the teacher to reserve a computer lab or reserve a Chromebook
cart. The class will need at least one device for every three students. Internet access is
required to access the WebQuest and its resources. Device management will be implemented
by teacher proximity. The school’s internet security features will ensure students are using the
devices appropriately. (PSC 3.1, 3.2, 3.5) The WebQuest is designed to be implemented over a
10 school day time period. The students should be able to complete the Process section of the
WebQuest in approximately 8 school days. This will leave them with 2 days to complete and
present the final product. The students will work on the WebQuest each day during the normal
allotted class period. If the students are not able to stay on pace or miss a day of school, then
they can access the WebQuest from home. Equitable access to the materials will be ensured
through the implementation of audio and video for the visually impaired and/or EL students.
Written information and/or closed captioning will be provided for the hearing impaired. Google
Translate can be utilized for EL students. (PSC 4.1) Teachers should be collaborating with
inclusion teachers and IEP teams to ensure assistive technologies are in place and functioning
properly. Teachers could collaborate with language arts teachers to help students develop
fictional stories about their patrols. (PSC 3.7) The Teacher’s Page of the WebQuest describes
the proper implementation of the project. There are ideas for differentiation during the project
to include the grouping of students and modifications to the assignments. (PSC 2.5)

Evalua;on
Student learning will be evaluated in several different ways. Students will take periodic
quizzes during the Process phase of the WebQuest. Students will complete a practice mission
which will simulate the final product. The final product will be evaluated using a rubric which is
provided to the students on the Evaluation page of the WebQuest. The final product is a map
created by the students along with a patrol route chosen by the students. The final product will
require a patrol report which will be given in the written and oral form. The teacher will be
present and moving throughout the classroom during each period. He/she will be assessing
students on their pace, engagement, comprehension, and collaboration. Students will self-
assess as they write their reports for the final product. Students should reflect on what they
have learned and its real-life applications. (PSC 2.7)

     I was the first to evaluate the product design. I went through each part of the WebQuest to
ensure the embedded audio and video worked. I verified the links to documents and other
resources worked properly. I had three individuals perform a usability test on the WebQuest.
Due to the limited availability of students, I used a rising sophomore, a first-grade teacher, and
a second-grade teacher for my usability test. A usability test example was provided during the
instruction of module 5 of INTEC 7445. One issue identified during the usability test was
access to the forms of multimedia, Google Forms, and Google Docs. I built the WebQuest
using my school system account which is defaulted to only individuals with a school system
email address can access the materials. One of my usability tests was an individual outside my
system. She was unable to access certain parts of the WebQuest. I had to go to those
elements and make them accessible to anyone on the internet. Once I had made these
changes, the WebQuest and its elements became accessible to anyone with the link. The only
other concern brought up during the usability test was the size of the font. It was indicated it
was a little small. I used the new Google Sites and the modifications to font are currently
limited. I tried changing the font to a subheading font, but it messed with the formatting on the
final version of the WebQuest. I will revisit this concern in the future as Google improves its
new Sits platform. The individuals who participated in the usability test had many good things
to say about the WebQuest. They liked how there were audio or video options for the written
portions of the WebQuest. They mentioned the closed captioning of the videos was very useful
as well. The participants said the multimedia elements enhanced the learning experience by
making it more engaging and providing clarification of content at times. The participants stated
the WebQuest was easy to navigate. They did mention some of the terminology used was a
little confusing, but the images used or the civilian translations made it more comprehensible.
(PSC 2.6)

Reflec;on
The development of this project was challenging, beneficial, and educational to me as an
educator and/or technology coach. I was able to learn the importance of proper planning. The
planning involved in a WebQuest is pretty significant. I also came to understand plans are not
set in stone but are fluid as you develop your understanding of the task you want to present. I
learned how to create a variety of multimedia resources. I was familiar with G-Suite, but during
this project, I was able to deepen my understanding and usability of Google platforms.
Software like Audacity, Screencast-o-Matic, and iMovie was unfamiliar to me prior to this
project. It was challenging and fun at the same time to use these resources and I see their
value in future lessons. I believe my integration of audio and video with the written portions of
the WebQuest complimented each other very well. If I were to build another WebQuest, I would
use a different platform with more diverse design options. I will use a platform such as Weebly
to build my next WebQuest.

     The instructional design of a WebQuest became abundantly clear to me during this

project. I like the idea of providing students with a resource to provide all their instruction,
practice, and assessment all in one location. The WebQuest engages students better than
direct instruction. Students can move at their own pace and revisit elements to clarify their
understanding. A properly designed WebQuest can meet the diverse needs of students by
differentiating instruction and embedding assistive/adaptive technologies. I believe this is
one element of my WebQuest I did well. I provided audio, video, and written options for
students with specific learning or physical disabilities. I believe the written portion could be
improved as the new Google Sites platform improves. The font could be larger to facilitate
easier reading for all students. I wanted the students to be engaged, so I incorporated as
many multimedia elements as possible. I believe students reach high levels of engagement
through the use of a good story, audio, and video elements.

     This project had such an impact in the area of personal growth for me. I had never
created a WebQuest before. I had only ever built one website at this point. I learned I can
design and implement technology with the proper time and planning. I enjoyed making and
editing the audio/visual element of the WebQuest. I challenged myself in the introduction
video. I had never opened iMovie before I started this project. I feel more comfortable
stepping out of my technological comfort zone after completing this project. My suggestion
to others wanting to attempt a similar project would be to plan and take your time. They
should have fun and try new things. Understand your plans will change and be willing to
change. Most importantly, ask for or seek help. You are capable of anything with the proper
guidance and support.