Multimedia Design Project Assessment (MDPA) Report Template

Product URL:  https://sites.google.com/view/levieux-webquest/home

Analysis
Learner Analysis
The students who will be a part of this project reside in Houston County, at Warner
Robins Middle School (WRMS). WRMS is a title one school with a diverse population of
over 820 students. Most of the students in WRMS come from lower-income housing and
everyone receives free and reduced lunch. The students participating in this WebQuest
are a mix of regular ed students, collab students, and ELL students. This means I need to
be able to use tools and programs that have the ability to translate student’s
reading/writing and that most of the technology students will need to use to complete
their lesson, needs to be done at school.
WRMS class schedules are seventy minutes long. Students rotate through four academic
classes a day, before lunch. My classroom has six tables set up for collaboration and
group work. These six tables are too well to accommodate the twenty-five to thirty
students I have in my classroom, on average, each period. In my classroom, I think that I
am proficient in technology and try to incorporate it into my lessons often. Our school
provides technology for students and teachers in the form of laptop carts, computer carts,
computer labs, and iPad carts. Students are exposed to technology in 6th grade, either
from their teachers or from their technology class or, in most cases, both. By the time
students reach 8th grade, they are well equipped with basic technology skills, as well as
program-based knowledge, like those used in GSuite.
 
Standards:
Task Analysis:
Learning Objectives:
 
Dystopian Essential Questions:
1. Is there such a thing as a perfect world? 
2. Is it individually important? 
3. Is the choice important? 
4. In a perfect world, is everyone equal? 
5. Is it ever positive to conform? 
6. What factors, both positive and negative, come along with conformity?
7.  Do people need choices? 
8. Why would books be considered dangerous?
9. How could TV be considered dangerous?
10. Who controls you and your choices/ options? 
 
Dispositional Objectives:
 1. Collaborate with peers
2. Follow directions independently
3. Gain technologic skills essential for navigating and completing the WebQuest
 
ISTE:
a. 3.c: Students curate information from digital resources using a
variety of tools and methods to create collections of artifacts
that demonstrate meaningful connections or conclusions.
b. 3.d: Students build knowledge by actively exploring real-world
issues and problems, developing ideas and theories and
pursuing answers and solutions.
c. 6.b: Students create original works or responsibly repurpose
or remix digital resources into new creations.

GSE:

1. ELAGSE8RL7: Analyze the extent to which a filmed or live

production of a story or drama stays faithful to or departs from
the text or script, evaluating the choices made by the director or
actors.
2. ELAGSE8RL9: Analyze how a modern work of fiction draws on
themes, patterns of events, or character types from myths,
traditional stories, or religious works
3. ELAGSE8RL2: Determine a theme and/or central idea of a text
and analyze its development over the course of the text,
including its relationship to the
4. ELAGSE8RI7: Evaluate the advantages and disadvantages of using
different mediums (e.g., print or digital text, video, multimedia) to
present a particular topic or idea.
5. ELAGSE8SL1: Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grade 8 topics and texts, building on others’ ideas
and expressing their own clearly.
6. ELAGSE8SL2: Analyze the purpose of information presented in
diverse media and formats (e.g., visually, quantitatively, orally)
and evaluate the motives (e.g., social, commercial, political)
behind its presentation.
 7. ELAGSE8SL5: Integrate multimedia and visual displays into
presentations to clarify information, strengthen claims and
evidence, and add interest.

Design
Overview
My design phase took a few turns. Originally, this was the direction I took:
 
· Day One-

o Students will start by taking notes on dystopian societies using a Prezi and
completing the worksheet that goes along with it. 
 https://prezi.com/abap6w3vocyp/lesson-plan-dystopian-literature/
 Day Two- 
o Students will respond to thought-provoking questions such as:
 What did you decide to do with 30 minutes left before a tornado hit
WRMS?
 How do you think all the students would react?
 Who would get everyone organized?
 What role did the teachers play? And so on...
 Students work through the second prompt, where teachers leave the kids alone in
the school due to an airborne virus. They’ll come up with 5 rules for everyone to
live by in WRMS, with no adults.
 Students will work in groups. I had them work in groups and share their rules and
share them on Google Classroom.
o After the rules go up, students will reply to each other’s rules.
o I’ll respond and ask them to follow up on questions.
o After all of that, they realized they created a mini-society in order to
survive. 
 Day Three-
o When they get done creating their WRMS society as a class, I’ll have
them go back in groups and complete their own creating a society
worksheet as a group. They came up with team names, individual
symbols, and wrote their 5 rules and enforcement on a poster paper that I
gave them. 
 After they created their groups, I’ll ask them to make an iMovie
trailer telling me about their society, rules, team members, and so
on. I decided to leave it pretty open because my students did a
good job of creating movies in the past. The one restriction I’ll
give them was that it couldn't be a trailer full of just images they
found online. One or two were okay, but I wanted the rest to be
acted out. I will take a few days, but I’ll let them go around the
school to film in groups. When they are done, they’ll upload them
 to my YouTube. Then, we will spend a class day watching
everyone's trailers and identifying the elements of dystopia they
saw in their peers' work. 

Details
 When designing the atheistic of the WebQuest itself, I knew I wanted it to have a
dystopian feel. At first, I started with a biochemical warfare idea. This would incorporate
the way a dystopia could be created. However, with today’s climate, I decided chemical
warfare, or a spreading virus would be best handled inside the classroom; carefully. This
is why I went with the city destruction design, with a yellow accent. Yellow represents
caution, I felt it was appropriate and would also allow for the text to be read clearly. I
also decided to make the “home page”, “home base”, to keep with the dystopian feel but
also because if students get lost throughout the WebQuest, they’ll have a “safe” place to
come back to. From here they can navigate their way through the lesson, no matter where
they are in the completion of it. I also work with students with memory processing
problems, ADHD, and dyslexia. For these, I chose to make everything available online
with no physical manipulatives. This way, students always have access to their notes,
outline, the rules they created, and they can’t lose them. I chose GSUite applications
because all of their work will be stored in Google Drive, where it can be easily accessed.
 
When designing the original outline, I realized it was going to be too hands-on, on my
part. I needed to make sure my students had the ability to complete this WebQuest
independently. So, I took out the whole class instruction and opening journal prompt and
just dove straight into the dystopian characteristics. I know my students come to me with
lower reading levels and my ELL students will also need guidance. For that, I made sure
the google chrome extension “Read & Write” worked on every aspect of my WebQuest.
This way they had access to translations, image word search, talk to text, and the read-
aloud feature all without my help. To make sure this WebQuest could be done without
me repeating directions, I incorporated both independent and group work. This way,
students are responsible for their independent knowledge of what the elements of
dystopia are, and they’ll have help from peers when incorporating them into their
assignment. Originally, they were grouped based on who they picked. I changed that and
decided to group them based on their book club groups. This way they’ll all have the
ability to work with common examples and texts.  The biggest challenges I knew I was
going to face when having students complete this work independently, was having my
students write their prompt without my guidance and having them create their own
iMovie. For these two factors, I recorded myself reading and explaining the journal
prompt and created an instructional video for how to create the iMovie. My students have
been navigating my google site long enough to where I knew that wouldn’t be the center
of their needs for this WebQuest.  
 
Development
 Dystopia is my favorite unit to teach. I’m excited to get back to school, after everything
that’s been going on, and truly dive into Dystopia. Creating the idea didn’t take too long.
I’d say the layout took about two hours to create. I’ve learned that technology is cool, but
using it purposefully is key. So, making sure I incorporated everything they needed to
take away from dystopia, took the most time. I didn’t want them just copying notes and I
also wanted them to manipulate the information they learned to create something. To me,
that is the ultimate form of understanding. Which is also why I wanted them working in
groups. This content can be explored in so many unique ways, the collaboration aspect
was important to me. Creating the site itself took about ten hours. Making sure the links
work, the layout was easy to follow, the aesthetic was what I wanted it to be and spoke
for itself. I plan to use this WebQuest with my students, so I took the time to create the
rubric, forms notes, and their 5 rules form. This took several hours, anywhere from eight
to ten. I needed to make sure it was easily understood, and they were submitting all of the
information I planned to assess throughout the WebQuest. Typing up everything and
embedding it onto the WebQuest itself too the longest, but I wanted it easily accessible
and easily found for students. I also spent about seven hours learning iMove, screen
record, audio record, to create the instructional video and helpful audio. In order to make
sure my students with additional needs would be met, I had to spend some time
researching the best program to help my students navigate the WebQuest. I found a free
google extension, Read & Write, that met all the needs I had. It’s free to download on
Chromebook, which is what out county issues for our classrooms, it has the ability to
translate text, read aloud anything you highlight, look up words to find definitions or
images that match the definitions, and it has the ability focus on specific lines of texts to
make it easier to read.
 
·  Google Docs
·  Google Forms
·  Prezi- Dystopia
·  iMovie
·  Read and Write  
·  Screencastomatic
 

Implementation 
Implementing this WebQuest in my classroom, won’t be anything that requires
extraordinary measures. My students are familiar with Google Docs, Google Sites, and
navigating their resources. By the time we get to dystopia, this will be their third
WebQuest. Though each is different in content and what they’re producing, the learning
curve becomes smaller each time.
 
To start. Teachers need access to the internet, computers that will run Google Suite
applications, and iPads. I booked our school’s Chromebook cart for about two weeks for
this WebQuest. While it won’t take two weeks to complete, I work at a school with a
high truant population, so I like to include extra days for those students.
 
Students will begin the lesson by completing a whole group writing prompt that I did not
include in this lesson, because it wasn’t needed in the completion of the WebQuest. I turn
my classroom led lights to red and have them flash as I play hurricane sounds over my
starboard. They completed writing prompt about what they would do if a huge tornado
was coming their way and they had thirty minutes to prepare. This includes the teachers
taking control and helping get everyone organized. We have a small conversation about it
then they’re done. Then I have them complete the same writing prompt, but I ask them to
think about what would happen if teachers weren’t there. Their writing changes greatly
and there’s usually a lot more chaos. This leads us into leadership and the roles power
plays in everyday life. Once they understand there will be a shift in control and
organization, we move into dystopian elements.
 
Students will guide themselves through the dystopian Prezi and complete the notes posted
on Google Docs. Once they have completed the notes, they will move on to the first of
three tasks. For this task, they are asked to respond to a writing prompt, similar to the one
we did as a whole class, where they have to think through what would happen if they
were trapped in a school with teachers and no way out. I ask them to get with their book
club members and to come up with five rules they’d have everyone follow and submit it
on a Google Doc. I will pull from these and share and dispute them as a whole class
lecturer before their final product is created. They inevitably create rules that ensure their
survival, not the entire population. They basically create their own dystopian societies.
They experience the shift in power when people aren’t happy with the rules, how they
plan to enforce the rules when people disobey, the uprisings of those people. They get to
experience dystopia on a small scale.  
 
After this exercise, they move on to thinking on a large scale; task 2. They are then asked
to create rules for a society to live by after an apocalyptic event.  This is not just in our
own school, but worldwide. How would they start a new world, what jobs would they
create, who would be in charge, etc. They will have to create a name for their new world
and explain how society works there now and how it’s different from the world they used
to know. I also listed essential questions for them to consider when creating the essential
questions, I want them to consider when they’re creating their new society.  These EQs
will eventually be the themes they are trying to identify for their thematic essay. They’re
higher-level thinking questions, so I have them working in groups to discuss the
questions as they implement them in their new world.
 
Once they have created their world. They will make an iMovie explaining how their
world came to be. They will describe how their society functions and the rules they
implemented. This will be shown to all of the classes I teach and students will then vote
on their inclusion of dystopian elements and which society they’d like to live in.  
Evaluation
Student Learning –
I will assess the students as they work. Everything is completed through google
docs or forms and is done as collaboration work. I plan to view their documents in
real-time and intervene when necessary. The summative will be done as they
design their iMovie. They must understand dystopian elements to truly create a
lasting new world. Their peers will also judge their work. Based on that feedback,
I can assess how in-depth students understand dystopian elements and their
effects on society.
 
Things that could be improved in this lesson is the interjection of whole group
instruction. In the future, I’d like to include a live chat feature where students
could post their rules in real-time. Then, I could address them individually as a
whole class and ask questions that would lead to the dystopian element, I’d like
them to include.  For example, if they have rules but no way to enforce them or
know who broke them, I could lead them to see the need to keep tabs on their
citizens.
 
Product Design –
I had a group of former students work this WebQuest to see where I needed to
improve. Those with learning disabilities utilized the Read and Write feature I
asked them to download. They agreed with my assessment, which is there is a
need to pull the WebQuest back to the whole group instruction to make it more
authentic. They also said they needed more clear instructions on what they needed
to make for the iMovie. So, I created a rubric for them to follow as well as a
document with a list of elements to include. As far as the instruction, their
feedback seemed to be that they were clear to understand and easy to follow,
however, the workload wasn’t appreciated. This is why I made sure to include
more collaboration so that students can divide up the work as needed.

Reflection 
Project Development – The biggest take away from this project that I learned was
the Read & Write assistive program. It covers so many needs for a variety of my
students. It also makes collaboration more accessible for all of my students,
without the need for me to constantly supplement material. I also liked the idea of
including an instructional video. Usually, I just teach the skill they need the whole
group, but I still end up going around and reteaching it over and over again. This
would eliminate that need and free me up, so I have the ability to walk around and
assess my students’ conversations.
 
Instructional Design – I created a WebQuest using Google Sites. I enjoyed how
easy it was to create and navigate. I liked that it pulls directly from my Drive, so
there’s no need to save and resave and move files around. In the future, I’d like to
include a live chat feature where students could post their rules in real-time. Then,
 I could address them individually as a whole class and ask questions that would
lead to the dystopian element, I’d like them to include.  For example, if they have
rules but no way to enforce them or know who broke them, I could lead them to
see the need to keep tabs on their citizens.
 
Personal Growth – I learned how easy it is to quickly make a video for my
students to have on hand. I’m all about having digital files that students can
access when needed; it was beneficial to have the instructional directions
available for them as well. I learned that I need to work on my idea that every
finished product needs to be perfect. It can be effective without all the design
aspects and fancy themes. I learned that it’s great, where there’s time, but it
shouldn’t be the focus. The content should.
 
For Others – I’d suggest just going for it. Everything you do with a pen and paper
can be more interactive and done digitally. It’s usually not the students who
struggle with the learning curve of the new technology being implemented, but
the teachers. Trying new things, borrowing from one another to see how your
students react, is a powerful and easy way to get started. I think it’s easier to work
with an example in mind than going in blindly. I would offer my WebQuest as a
foundation for them to use, or through google drive, copy and edit to fit their
needs.