Multimedia Design Project Assessment (MDPA) Report Template

Product URL: Pittman, L Multimedia

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Analysis
Learner Analysis
● This activity is designed for middle school orchestra students who have at
least 2 years of performance skills within an ensemble class. The orchestra
class is offered as part of the middle school Connections experience where
students can participate in classes that are not part of the academic
repertoire.
● These students have basic computer skills and are familiar with Google
Suite for Education Tools and the skills needed to complete the tasks(s);
embed video, use hyperlinks, etc. They are also familiar with the use of
Web 2.0 tools such as Kahoot, FlipGrid, and Flat for Docs.
● The students have background knowledge pertaining to pulse, beat, meter,
and beginning rhythmic patterns.
● The students consistently participate in project-based learning with the
concert being the final product. This task is meant to measure individual
understanding of the concept of syncopated rhythms and dotted
quarter/8th note patterns that will tie in with upcoming concert music.
(PSC 2.5, 2.6)
Context Analysis
● Class characteristics – the class size ranges from 50-80 students. Students
are on a rotating block schedule of A/B days. The instructional period lasts
approximately 80 minutes. (PSC 2.5)

● Technical considerations – students have access to laptop carts and WiFi

during the instructional day. These items are provided by the school,
however, students may use their own devices (BYOD) if they chose to do
so. Because of the large class size, it may be necessary to divide the class
depending on the availability of the laptop cards. Students will also need
access to headphones and an external microphone. Students may
participate in this lesson at home if necessary. (PSC 2.5)
 ● Adaptive and assistive technology can be found in the use of closed
captioning in videos (included), audio of printed directions, and change of
font size (teacher intervention if necessary). (PSC 3.4)
● Teacher characteristics – should be proficient in basic Google Suite skills
(inserting hyperlinks, embedding video, embedding audio, etc). The
teacher should also be well versed in the use of Web 2.0 tools that can
enhance the collaboration and assessment of student learning (FlipGrid,
Padlet, Kahoot, Quizzes, etc). The teacher should be able to troubleshoot
web tool challenges that may arise.
● Standards – ISTE-S Standards: 1c, 1d, 2a, 2b, 3c, 3d, 4b, 5c, 6b, 6c

Task Analysis

Learning Objectives (PSC 2.1)

Essential Question(s) ● What is the difference between

non-syncopated and syncopated
rhythms?
● Why is a dotted-quarter note
considered to be a syncopated
rhythmic pattern?
● How can your understanding of
syncopated rhythms make you a
stronger musician?

National Association for Music Education ● Create

Standards ● Perform
● Respond

Gwinnett County AKS ● Improvise, create or arrange music

within specified guidelines
● Perform, read, and notate rhythms
(i.e., whole notes, half notes,
quarter notes, eighth notes, dotted
half notes, dotted quarter notes,
dotted eighth notes, sixteenth
notes, and their corresponding
rests) in the time signatures of 4/4,
3/4, 2/4, and 6/8
● Evaluate the accuracy of rhythms
and tempos for individual and
ensemble playing
Design
Overview

For this project, I developed an interactive and self-paced lesson using

Hyperdocs. I used Google Slides and the lesson is stored within my Google Drive
(PSC 2.1, 2.3, 2.6) The style, tone, and vocabulary of the lesson are appropriate
for 2nd-year orchestra students. (PSC 2.6)

Resources used (citations are included in the references section) (PSC 3.6)

● Google Slides for HyperDoc and class share page

● Screencastify and WeVideo for instructional and introductory videos
● YouTube to share the created videos
● Whiteboard Fox to present visuals
● YouTube videos created by KidsTV123, The Kennedy Center, Saher Galt,
and Mr. Henry’s Music World for additional references
● Noteflight to create listening samples and visual examples of syncopated
rhythms
● Padlet to share students definitions and comment/evaluate peers posts
● FlipGrid for students to create tutorial videos to that can be viewed by
peers
● Flat for Docs Chrome Extension for notation
● Canva to provide additional graphics
● Giphy.com to increase visual interest
Details
I was able to inject differentiation in the Multimedia Project through the
variety of activities I embedded to check for understanding and to demonstrate
learning. Students completed multiple-choice activities, written responses, and
video/spoken/performance responses. (PSC 2.5)
At the end of the lesson, students should be able to complete all tasks at a
baseline level. Due to the high amount of scaffolding in the orchestra classroom,
it is necessary that students master previous content before moving onto more
challenging skills. The built-in checks for learning can help the teacher to catch
students who may be struggling. If necessary, modifications can be made to
ensure success for all students. Students who wish to explore and challenge
themselves can complete the more advanced task of composing a duet with the
rhythms previously explored. (PSC 2.5)
Universal Design Principals contained within the Multimedia Project (PSC 2.6):
● Equitable Use--the project is available to all and all elements are contained
within the document
● Flexibility in Use--can be used in any browser, Chrome is preferred as
Slides are a Google product. Can be used on a desktop or mobile device.
 ● Simple and Intuitive Use--all links take students to necessary materials.
Links are clearly labeled.
● Perceptible Information--Each slide has different content or task to make
the project more manageable. Font clear and audio of directions included
for clarity.
● Tolerance For Error--links have been clearly marked and checked for
accuracy. Video and aural directions are included along with rubrics for
clear instructions.
● Low Physical Effort--students can sit at a computer or use a mobile device
to complete the project
● Size and Space Approach--students can complete all tasks either by
computer or mobile device
This assignment is designed to be completed individually but
communication between students is encouraged, much like social media, by
commenting on other students’ work. I included videos, audio, web 2.0 tools, and
engaging design to support the student’s learning experience (PSC 2.6)
Students who are in need of assistive technology can use the
closed-captioned text in videos (included via YouTube), listen to audio of written
text, and can have font size changed if necessary. (PSC 3.4)

Development
This project was developed as part of my Capstone Project related to increasing
my students’ accuracy in performing syncopated and non-syncopated rhythms
through the use of multimedia tools and Computer-Aided Instruction (CAI).
The tools that I used are ones that I have developed my skill levels in over the
course of the 2020-2021 school year due. Teaching in a digital classroom forced
me to expand my toolkit to ensure that my students were still learning while at
home. (PSC 6.1, 3.3, 3.5)
The tools I used in this project were:
● The Hyperdoc Handbook and Shake Up Learning podcast for
qualifications of a Hyperdoc
● YouTube tutorials on the ins and outs of GSuite Tools
● Google Slides for HyperDoc and class share page
● Screencastify and WeVideo for instructional and introductory videos
● YouTube to share the created videos and search for quality content
● Whiteboard Fox to present visuals
● Noteflight to create listening samples and visual examples of syncopated
rhythms
● Padlet to share students definitions and comment/evaluate peers posts
● FlipGrid for students to create tutorial videos that can be viewed by peers
● Flat for Docs Chrome Extension for notation
 ● Canva to provide additional graphics

Implementation
I plan on utilizing this multimedia project as part of my capstone project
with my 8th-grade orchestra students. I will use this project, and others like it, in
conjunction with the MusicFirst LMS. (PSC 3.6)
To fully implement my capstone using multimedia tools and CAI, I will
need access to laptop carts, external microphones, and headphones for each
student. These items are provided to students during the school day. Aside from
scheduling the laptop carts, I am not anticipating advanced prep work related to
website access and technical support as all of the tools are ones that I have used in
the past. I am anticipating that one day a week will be dedicated to the use of
multi-media and CAI. Because all of the tools I am using for the capstone are
web-based, students will have access to them for home use on either a computer
or mobile device. The access to a variety of hardware helps to ease some of the
digital divide that could be faced by my students
I teach in a co-teaching situation and there will definitely be a
collaboration between my co-workers and myself to ensure that the multimedia
project is effective. Through our observations and reflections, we can work to
fine-tune the project to continually meet the needs of our students. (PSC 3.1, 3.2,
3.5, 4.1, 3.7)
The student evaluation will consist of three components;
● Kahoot multiple choice game
● FlipGrid tutorial (rubrics included in Hyperdoc)
● Composition/Performance Video (rubrics included in Hyperdoc)
The Kahoot and FlipGrid will count as Formative assessments and the
Composition/Performance will be a Summative assessment.

Evaluation

Student Learning –
The student evaluation will consist of three components;
● Kahoot multiple choice game
● FlipGrid tutorial (rubrics included in Hyperdoc)
● Composition/Performance Video (rubrics included in Hyperdoc)
 The Kahoot and FlipGrid will count as Formative assessments and the
Composition/Performance will be a Summative assessment.(PSC 2.7)
Product Design –
I had a peer review of all of the content and links to make sure that the project is
cohesive and student expectations are clear. I will use my own and co-teacher
observations to monitor student progress and use student input to guide in the
creation of new or refining this product. (PSC2.6

Image of peer review

Reflection
Project Development –During the course of digital learning, I have
implemented assignments similar to this project for my students. I thought it
important that students received a “one-stop-shop” for all of the materials
they would need to complete the assignments.

The “one-stop-shop” was very effective for the organization in my Google

Classroom and it was easier for students to navigate. The addition of video
tutorials and audio was helpful for students that couldn’t join our Zoom
meeting or were having technical issues.

I plan on continuing to give my students access to tools and projects like this
to encourage practice at home. I am hoping that giving them digital tools to
reinforce what we are doing in the orchestra classroom will increase
engagement, student performance, and independence.

Instructional Design – As I had mentioned previously, I used tools like this

last school year. However, with the implementation of true Hyperdoc, I was
more cognizant of formatting and structure. I think that the tools and
supporting materials I chose were appropriate for the task at hand.
Personal Growth –I have learned that I really enjoy this type of work and
access to information for my students. What I do find frustrating sometimes
is that I can get so wrapped in the design elements that I end up wasting time
I don’t have. Another frustration is making sure that all permissions are
granted for certain materials. Nothing breaks the flow of learning more than
a “you don’t have permission to access” notification. I have to be patient with
my planning and always give it to a peer before I push it out to students.
These frustrations can help me in coaching my peers because I know what
landmines to avoid and how to troubleshoot potential issues.

For Others – Patience and planning. In the beginning, keep it simple. One or
two tasks and then build from there. As you learn, your students are also
learning how to use the tools that you have selected. Don’t get wrapped up in
the design. Just because it’s cute or pretty doesn’t mean that it meets a
learning objective. Keep the learning objective and standards that you want
students to embrace the focus.
 References

Bell, K. (2021, July 13). Adventures in Hypredocs [audio blog].

https://shakeuplearning.com/blog/adventures-in-hyperdocs-suls0118/.

Collaborate & Create Amazing Graphic Design for Free. Canva. (n.d.).
https://www.canva.com/.

Flipgrid. Flipgrid. (n.d.). https://info.flipgrid.com/ .

Google. (n.d.). Flat for Docs. Google Workspace Marketplace.

https://workspace.google.com/marketplace/app/flat_for_docs/324260072797.

Google. (n.d.). Google Slides: Free Online Documents for Personal Use.
https://www.google.com/slides/about/ .

Hal Leonard. (n.d.). Online Music Notation Software. Noteflight.

https://www.noteflight.com/.

Highfill, L., Hilton, K., & Landis, S. (2016). The HyperDoc handbook: digital lesson
design using Google apps. EdTechTeam Press.

Learning games: Make learning awesome! Kahoot! (2021, June 17). https://kahoot.com/

Mr. Henry's Music World. (2020). Music Theory for Beginners: The Dotted Quarter
Note. YouTube. https://youtu.be/wBoQh70-M1g.

Padlet. (n.d.). Padlet: You are beautiful. https://padlet.com/.

Saher Galt. (2016). Syncopation made easy! Interactive Rhythm training. YouTube.
https://youtu.be/RuvA4b_2pk0.

Springbok Solutions. (n.d.). Simple OnlineWhiteboard. Simple Online Whiteboard -

Whiteboard Fox. https://r8.whiteboardfox.com/.