multimedia design project assessment (mdpa)...

Multimedia Project

Jo Williamson, Ph.D., Kennesaw State University

Multimedia Design Project Assessment (MDPA) Report

“Helping our Best Friends”

Product URL: http://questgarden.com/q/llevy5

Analysis

Learner Analysis

● Students asked to complete this project are slated for the school system’s 9th grade Algebra course in the Douglas County School System. Student’s range in ages from 14-17 years of age and have been placed in the districts alternative GNETS program (Georgia Network of Educational and Therapeutic Systems). They all have a very low math skills set as a result of various cognitive deficits in addition to having significant math gaps in their education. Most prefer a “hands on” style of learning and have had minimal exposure to technology tools outside of their hand held portable devices. A major element of our behavior management system is student engagement in social activities which promote service-learning strategies. While the students have difficulty in establishing and maintaining healthy relationships with both their peers and adults caring for and about pets, seem to be an area where they can equally relate. (PSC 2.5, 2.6)

Context Analysis

● They are a culturally diverse group of 18 students comprised of 13 males and 5 females. The entire group is classified as English Language Learners and meet the criteria for socioeconomically disadvantaged. Seventeen (99%) of these students are currently living in placement through DFACS (Department of Family and Children Services). The entire group has been placed in this alternative program as a result of numerous disciplinary infractions leading to their referral to the program that serves S.E.B.D. (severe emotional behavioral disorders) students. (PSC 2.5 & 3.4)Standards – State or local content and technology standards (NETS-S)

Task Analysis

Students will have a variety of roles. They will be community advocates, researchers and product manufacturers. They will begin as students and evolve into the educators to their peers, community members and themselves. The end products will be a combination of digital materials, presentations, flyers, and pet beds (either virtual or handmade). These articles will be developed through usage of data collection, precise unit conversion identification and analyzation of graphs used to interpret cost analysis, methodology and need of product. Students will se a variety of technology tools to enhance and support higher order thinking and many indicator of EL (engaged learning). They will complete the WebQuest with the utilization of Productivity software (brochures, flyers spreadsheets, databases and word processing). Communication through the use of mobile devices and computers using programs such as Skype. Google Hangouts and educator created technology via WebQuest to support product details and requirements. Assistive technology through the use of text to speech software, Voki’s to assist with reading, INB (interactive notebooks) and basic templates for all software programs with visuals provided via YouTube and other media sources. Students who’s IEP require

http://questgarden.com/q/llevy5

Multimedia Project


specific accommodations will have all accommodations met throughout the task. Consistent communication and collaboration to be completed between students as teams, and teacher as facilitator and guide for project completion. The teacher is highly proficient in the content and technology needed to complete task.

Standards Addressed

Math Common Core 9 NQ.1, 2&3, A.CED.1, A.REI.1, A.SSE.1 REI 10, 11, F.IF 1, 2&5

Select and utilize appropriate units of measurement for a problem to find the solution/s. Given a graph or equation draw conclusions and make inferences between both linear and

exponential functions (i.e., exponential growth vs. decay, positive vs. negative linear functions etc.) Determine unit rate of change. Determine the appropriate unit of numerical measurement (fractions, decimals whole) explain each

step when solving the equation. Construct viable arguments to justify the solution solve linear equations and inequalities and graph

both (with 0, 1& 2 variables). Determine real world application/context for us of variable/s. Identify and label the variables in a

real-world expression. Identify the individual factors of a given term within an algebraic expression Understand how to interpret linear and exponential functions that arise in applications in terms of the

context. Understand and create the model of a function. Built to model a relationship between two quantities.

Identify how functions can be created from existing functions. Understand how to construct and compare linear and exponential models and solve problems.

ELA Common Core ELACC8, 9&10RI4, 2, 12 & W6, 7 &8

Conduct short as well as more sustained research projects to answer a question (including a self-generate question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question.

Integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).

Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.

Multimedia Project


Technology and CTAE Pathways CTAE-FS-4, 5, 6,7,8,9 &11 SEG-4. STEM3& 4

Students will draw isometric and oblique drawings. Learners demonstrate understanding of concepts, processes, and behaviors associated with successful

entrepreneurial performance. Learners define and solve problems, and use problem-solving and improvement methods and tools. Learners use multiple information technology devices to access, organize, process, transmit, and

communicate information. Learners understand a variety of organizational structures and functions. Learners employ safety, health and environmental management systems in corporations and

comprehend their importance to organizational performance and regulatory compliance. Learners and apply leadership and teamwork skills in collaborating with others to accomplish

organizational goals and objectives. Learners commit to work ethics, behavior, and legal responsibilities in the workplace. Students will apply principles of science, technology, engineering, mathematics, interpersonal

communication, and teamwork to the solution of technological problems. (a) Work cooperatively in multi-disciplinary teams. (b) Apply knowledge of mathematics, science, and engineering design. (c) Demonstrate strategies for identifying, formulating, and solving technological problems. (d) Demonstrate techniques, skills and knowledge necessary to use and maintain technological products and systems. Students will design technological problem solutions using scientific investigation, analysis and interpretation of data, innovation, invention, and fabrication manufacturability, and sustainability constraints. (a) Demonstrate fundamental principles of design. (b) Design and conduct experiments along with analysis and interpretation of data. (c) Identify and consider realistic constraints relevant to the design of a system, component, or process.

ISTE Student Standards 1. Creativity and Innovation, 2. Communication and Collaboration, 3. Research and Information Fluency, 4. Critical Thinking, Problem Solving and Decision Making, 5. Digital Citizenship, 6. Technology Operations and Concepts.

Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. They will apply existing knowledge to generate new ideas, products, or processes.

Students will use models and simulations to explore complex systems and issues. Students will use digital media and environments to communicate and work collaboratively, including

at a distance, to support individual learning and contribute to the learning of others. Students will interact, collaborate, and publish with peers, experts, or others employing a variety of

digital environments and media.

Multimedia Project


Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students will develop cultural understanding and global awareness by engaging with learners of other cultures.

Students will contribute to project teams to produce original works or solve problems. Students apply digital tools to gather, evaluate, and use information. They will plan strategies to guide

inquiry, locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students will evaluate and select information sources and digital tools based on the appropriateness to specific tasks. They will process data and report results.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. They will identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Students will advocate and practice safe, legal, and responsible use of information and technology.

Students will demonstrate a sound understanding of technology concepts, systems, and operations. They will understand and use technology systems. Select and use applications effectively and productively. Troubleshoot systems and applications. Transfer current knowledge to learning of new technologies.

Students will interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media.

Students will communicate information and ideas effectively to multiple audiences using a variety of media and formats. Students will develop cultural understanding and global awareness by engaging with learners of other cultures.

Students will contribute to project teams to produce original works or solve problems. Students apply digital tools to gather, evaluate, and use information. They will plan strategies to guide

inquiry, locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. Students will evaluate and select information sources and digital tools based on the appropriateness to specific tasks. They will process data and report results.

Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. They will identify and define authentic problems and significant questions for investigation. Plan and manage activities to develop a solution or complete a project. Students will advocate and practice safe, legal, and responsible use of information and technology.

Students will demonstrate a sound understanding of technology concepts, systems, and operations. They will understand and use technology systems. Select and use applications effectively and productively. Troubleshoot systems and applications. Transfer current knowledge to learning of new technologies.( PSC 2.1)

Multimedia Project


Design

Overview and Details

Students will break into four different rotational teams. The point behind the “rotational team’ concept is so that each student will experience each phase of the product development. Team A will interview staff from the sheltr to inquire about pet bed development and design and then begin the design using a 3D-CAD type program. They will design four pet beds in sizes small, medium, large and extra-large. Team B will research product materials and then the cost of materials needed per unit by size. They will then input into excel to develop a cost break-even analysis for price determination. Team C will develop flyers, brochures, and a webpage all to assist with fundraising to purchase materials and sell the pet beds. Team D will reach out via an infomercial, emails, social media, and phone calls to collaborate with community members and contact local media for fundraising for their product. They will work with Team B interviewing various stakeholders in the community such as Lowe’s Home Depot, Joanne’s Fabrics etc. to solicit possible donations and information regarding material cost price comparison in units, safety of materials needed. During this process the teacher will begin project with showing of a realistic video of life in an animal shelter. Teacher will begin math lesson with direct instruction will shift to role of guide or coach implementing direct instruction only when needed. Teacher will ensure that initial learning environment/s will are equipped and resourced with materials needed to complete tasks assigned. This will be done in a manner so that students can enter classroom and begin assigned roles without distraction and minimal direction. The teacher will work side by side with students as a co-learner in many of the activities taken on by team’s as described. Teacher will provide constructive and timely feedback to student’s and encourage students to do the same. While students take on the role of investigators, advocates and producer the teacher will use instructionally strategies that will shift them into the role of facilitator and co- learner. (PSC 2.1, 2.3, 2.6).

The WebQuest was designed with Universal Design Learning Guidelines (UDL) in mind. Auditory output is in place with visual links and wording. There is a variety of customizations competed for color font and texture to remain appealing to the viewer. Students are given a variety of resources to use for clarification that include visual and verbal cues. As noted within the implementation section students will be given the opportunity to review vocabulary and concepts using a variety of methods to build on their existing knowledge in a manner that would carry over for use during all phases of the task. Assistive technology tools will be used for those students whose IEP’s require as an accommodation such as browsers with text to speech abilities, font changes, extended time in reading for processing, small group. Use of colors calculators and graphic organizers to assist with scaffolding of mathematical tasks. Professionals in the areas of material use, cost and specs will serve as mentors and informational specialist through interviews to answer student questions. Students will utilize software programs to assist with productivity and organizations skills such as maintaining contact logs, organizing, interpreting, and display data collected.

Multimedia Project


Development

This task was designed while creating a task that addressed the Georgia Standards of Excellence Algebraic and mathematical unit conversion unit. I began with a concept I thought would be authentic and meaningful to my students. I wrote down the major concepts behind the units Essential Questions (EQ’s) and began to jot down various ways the students could answer those questions via a task. I completed a WebQuest analysis using both the instructional designs behind the ADDIE model and my own technological pedagogical content knowledge (TECH-PACK). Identification of my own weaknesses assisted me in development of a task that included multiple representations and resource tools needed to address not only my areas of weakness but also my students. I then designed my WebQuest according to the NETS-S standards in mind while ensuring that my task was also culturally responsive. During and upon final completion I asked my sons (who are a similar age group) and some of their friends what they thought of the WebQuest specifically did they find is visually appealing? Was it something they would have thought engaging? Did they think I needed to include any additional resources for clarification? Etc.

References used to create this webquest:

Audacity http://audacityteam.org/

CTAE Literacy in lessons http://www.cteliteracylessons.com/

Georgia Department of Education: https://www.georgiastandards.org/Pages/default.aspx

International Society for Technology Education: http://www.iste.org/standards/ISTE-standards/standards-for-students

Voki: http://www.voki.com/

YouTube: https://www.youtube.com/

Implementation

Pre-Production- * each class period is 90 minutes in lengthDays 1-5 (week 1).Day 1- “The Hook” and follow up discussion to include development of Teams (A,B,C &D) along with collaboration the various teams (A-D) and their roles, tasks, and project timeline. Day 2-3 Discuss fund raising strategies i.e., pre-sales, donations, sponsorship. Development of Google docs by each team identifying: team roles and responsibilities. Team roles and responsibilities will be developed as a checklist/rubric. Team debriefing log/journal (to document the “ooh’s and ahh’s” of their day). Team contact log (Google Spreadsheets) Day4-5- Teams take on prospective roles and begin research towards each team’s individual phase. Team A-development and distribution of brochures/flyers for fundraisers. Team B-Design and market via social media sites (Facebook page, emails, twitter, and voice recording for announcements) schedule meetings with community members/experts face to face or Google Hangout/Skype. Team C- Phone calls and meetings with potential suppliers for costs

http://www.voki.com/

http://www.iste.org/standards/ISTE-standards/standards-for-students

http://www.iste.org/standards/ISTE-standards/standards-for-students

http://www.cteliteracylessons.com/

http://audacityteam.org/

Multimedia Project


and possible donations of materials needed (collaborate with Team B to coordinate meetings). Team D-Design product on 3D Sketcher. Mathematically (20-30 min a day) students will engage in pre-requisite mini-warm ups to include math vocabulary reviews via crossword puzzles, Hotseat, Jeopardy and completion of Google documents using language of the standards addressed.

Days 6-20 (weeks 2-4)Students will rotate “Teams” weekly to ensure that each student will have had a part in all production phases. Each week a new team advocate will lead to be determined on rotational basis. Teams will complete contact logs daily and debriefing logs a minimum of three times per week. Each day students will score/check off their teams R&R to assess peer performance in roles to included attendance, team builder, and completion of standards addressed by task. This will allow for constructive and timely feedback during the course of the EL project.Mathematically (30-45 min a day), student’s will continue to work on math standards via “work stations” completion of graphic organizers, video’s, Smartboard activities, Ladybug guided instruction, TenMarks, Kahoot etc.,

Days 21-25 (week 5)Teams A&C will continue marketing by managing social media sites, follow-up calls and fundraising efforts. Teams B&D will collect materials and organize to and production. Mathematically (30-45 min a day), student’s will continue to work on math standards via “work stations” completion of graphic organizers, video’s, Smartboard activities, Ladybug guided instruction, TenMarks, Kahoot etc.,

Day 26-30 (week6)* if neededTeams will continue rotational phases. Teams A&C will assist with production as needed.*Production will continue throughout school year as orders come in. Students will utilize programs. CAPS time (Fridays and every other Wednesday afternoon earned “privileged time through behavior management system)

Evaluation

The final product/s will be a combination of digital files to utilize as part of their yearly electronic portfolio, which will include the following:Flyers, Brochures, Google Docs and or Microsoft Word suites Development of social media sites, Google +, Skype accounts Twitter, Vines or Vimeo which students will be well versed in using, Audacity and Voki Development of actual orthopedic pet beds and or virtual design utilizing 3D CAD software or similar program.Student Learning –Students will be graded using a variety of rubrics (see picture attachments following reflection) as well as a student developed peer rubric. Additionally daily Behavior rating s sheets (BRS) and attendance logs will be taken into consideration since these students tend to be truancy offenders.

Multimedia Project


Reflection

Reflection: A multimedia project by design can stimulate more than one sense at a time, and in doing so, may be more engaging to the student. "There is substantial research supporting the effectiveness of information technology-assisted project-based learning (IT-assisted PBL). When IT-assisted PBL is used in a constructivist, cooperative learning environment, students learn more and retain their knowledge better. Moreover, students learn the content area being studied, how to design and carry out a project, and uses of it”. This WebQuest was created to guide students through the learning process of rigorous mathematical concepts. This lesson was created as the culminating activity in ITEC 7445: Multimedia & Web Design in Education. The Multimedia Design Project Report provides details utilizing the ADDIE model for the design process (Analysis, Design, Development, Implementation, and Evaluation). In designing this, I analyzed my school location, student population, and available resources. Since I teach in an alternative high school setting, I wanted to design an instructional task that would be both culturally responsive as well as authentic and meaningful to the students. I wanted the experience to be formatted somewhat as a blended learning experience instead of direct instruction with technology as an enhancement tool not just a filler. This project used a variety of standards incorporating Math, ELA CCGSE, CTAE GPS Literacy standards and ISTE/NETS-S standards. As with any instructional planning, I began with the students in mind and what were the necessitated outcomes desired from this learning experience. I wanted to engage the students and “hook” them in to create a final product they could not only present and understand but more importantly take pride in in something that is authentic and meaningful to them knowing that they can make a difference in their lives and the lives of others. Prior to exposure to the WebQuest, I needed to pre-teach and model the appropriate behaviors and skills required to help facilitate the students in this process. While some of the students may require more assistance than others based upon their prior experiences with digital tools the use of “peer models” in each of the Teams will help facilitate the group’s progress and direction. To support these activities, I searched the internet for digital content such as videos, pdf’s, and websites that would give students access to along with explicit instructions. I provided a video introduction and conclusion presentation and recorded audio selections of the WebQuest directions for the

Multimedia Project


site to be accessible to all students. Students were provided organizers to use along with their INB’s and graphic organizers to direct students through the instruction. During the development phase, I compiled all the components needed to create an organized online learning environment for the unit of study. I used QuestGarden and embedded links to outside resources for optimal student engagement and continued focus on a student-centered learning environment. All supporting materials are included on the site, along with directions and suggestions for teacher implementation. The Multimedia Design Report contains an implementation plan, complete with suggested groupings, differentiation tactics and, a suggested timeframe for implementation. To evaluate this project, I tested the site on a few peer students similar in age to the students I will be teaching in the upcoming school year.Through this experience, I learned the amount of detail essential to make a comprehensive and complete learning experience. Since much of what they were doing required learning through online content, the directions had to clear and concise and knew how to progress through each step. Every portion needed for implementation of the project was retained online, and creating the project allowed me to reflect on how important the design principles such as the use of the ADDIE model are imperative to obtain a successful design. This experience focused on students completing a task and sharing their learning experience at school and within their communities through exposure using their social media tools.

Citations:Bowser, J. (n.d.) Center for 21st Century Teaching Methodologies School of Education Retrieved July 19, 2015 from http://www.highpoint.edu/thinkbig/files/2013/11/Bowser.pdf

http://www.highpoint.edu/thinkbig/files/2013/11/Bowser.pdf

Multimedia Project


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