Multimedia Design Project Assessment (MDPA) Report Template

Lacey Gooch

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

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Analysis
Learner Analysis
The Multimedia Design Project was created for an advanced 6th
grade math class. The purpose of the project is for students to
demonstrate their knolwedge of integers. This project will replace a
pencil-paper assessment. It will be completed fully online with a class
set of iPads over the course of 5 class days. Students will work in
groups of three throughout the completion of the three tasks involved
in the project.
Their will be a diverse makeup of the class, consisting of White,
Asian, Hispanic, and Black students. This is why providing learners
with much choice throughout the tasks will be useful in addressing
individual interests and needs. While most of them will be familiar with
using an iPad, many of them will most likely not be familiar with some
of the apps and tools offered in this project. Therefore, examples have
been provided and explanations as well as demonstrations will be
given.
Context Analysis
Each class will have roughly 30 students, which happens to be
the number of iPads reserved. The teacher is very familiar and
comfortable with the technology and tools being used and will be able
to help when needed.
The following CCGPS and ISTE standards will be assessed:
CCGPS:

MGSE6.NS.5 Understand that positive and negative numbers are

used together to describe quantities having opposite directions
or values (e.g., temperature above/below zero, elevation
above/below sea level, debits/credits, positive/negative electric
charge); use positive and negative numbers to represent

quantities in realworld contexts, explaining the meaning of 0 in

each situation.
MGSE6.NS.6a Recognize opposite signs of numbers as indicating
locations on opposite sides of 0 on the number line; recognize
that the opposite of the opposite of a number is the number
itself, e.g., (3) = 3, and that 0 is its own opposite.
MGSE6.NS.6c Find and position integers and other rational
numbers on a horizontal or vertical number line diagram;
MGSE6.NS.7c Understand the absolute value of a rational
number as its distance from 0 on the number line; interpret
absolute value as magnitude for a positive or negative quantity
in a realworld situation.
ISTE NETS-S:

1. Creativity and innovation: Students demonstrate creative thinking,

construct knowledge, and develop innovative products and processes
using technology.
a. Apply existing knowledge to generate new ideas, products,
or processes
b. Create original works as a means of personal or group
expression
2. Communication and collaboration: Students 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.
a. Interact, collaborate, and publish with peers, experts, or
others employing a variety of digital environments and media
d. Contribute to project teams to produce original works or
solve problems
4. Critical thinking, problem solving, and decision making: Students
use critical thinking skills to plan and conduct research, manage
projects, solve problems, and make informed decisions using
appropriate digital tools and resources.
b. Plan and manage activities to develop a solution or
complete a project
5. Digital citizenship: Students understand human, cultural, and
societal issues related to technology and practice legal and ethical
behavior.
a. Advocate and practice safe, legal, and responsible use of
information and technology
b. Exhibit a positive attitude toward using technology that
supports
collaboration, learning and productivity

6. Technology operations and concepts: Students demonstrate a sound

understanding of technology concepts, systems, and operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
Task Analysis
Upon completion of this project, students should be able to:

Recognize integers in real-world situations and explain them in

their context.
Explain what opposite numbers are
Order integers from least to greatest and vice versa and explain
how a number line is useful to do so.
Interpret absolute value in real-world situations

Design
Overview
The project includes a welcome page, a page for each task, a student
survey page, and a teacher page. Each page seamlessly flows to the
next.
Details
Differentiation is embedded into the project. Students have a variety
of technology methods from which to choose to present their tasks.
Furthermore, students are free to tailor these tasks to their own
interests, goals, and learning needs. These adhere to the Flexibility in
Use Universal Design principle. Also, all students will have access to
an iPad and all of the resources needed to complete this project,
adhering to the Equitalbe Use principle.
While this particular project was design for an advanced math class,
modifications can be made to implement with both regular and special
education classes. For instance, completing all three tasks may be
overwhelming for some students. So, teachers could provide students
with the option of choosing one or two of the tasks they feel the most
comfortable with to complete. Additionally, students can be grouped
according to ability lower level students with higher level students.
The project includes a variety of multimedia resources. Images that go
along with content are included on each page. Embedded Youtube
videos will be found a some of the task pages. Moreover, Vokis and

VoiceThreads were used to provide directions for the tasks, as well as

the survey. The survey was created with Google Forms and embedded
onto its own page.
For students with a visual disability, a reading device can be
implemented that will read the information on each page to him/her.
For hearing impaired students, a sign language interpreter may need
to be present, but all of the directions are typed, ready to read. For
those physically impaired, the iPad devices are easily carried.
Additionally, working in groups of 3 ensures that these students would
have assistance from their peers as well as the teachers.

Development
The first two days were used to create the welcome and task pages.
First, the Welcome page was created with an introduction note from
myself to the students. There is also a brief description of the project
found on this page. The following page, Task 1, includes a
homemade Youtube video of me doing an integers rap, as an
inspiration for my students to complete this task. Following, there is a
Voki that explains how to complete the task, as well as a written
description and another Youtube example for what their project should
look like. At the bottom of the page, I linked the document containing
the rubric for this task. Additionally, there is a link to go to ItsLearning
in order to submit the task and provide feedback to others. Finally,
there is a button to continue on to Task 2.
On the Task 2 page, there are step-by-step instructions for
completing the task. First, students should view the website that has
been linked as well as the YouTube video that explain ordering integers.
A VoiceThread video has been embedded that explains Task 2. The
worksheet students must complete is hyperlinked on this page, in step
3. Also found on this page, is a button that is linked to ItsLearning, for
students to submit this task, as well as a button to continue to Task 3.
The rubric for this assignment is located at the very bottom of the
page.
Similar to the other pages, the Task 3 page includes an example
website for students to review first, as well as a Voki that expalins the
task. A written description of the task is toward the bottom of the
page, along with the ItsLearning button for submission. The rubric for
this assignment is located at the very bottom of the page. There is
also a Take Survey button at the bottom, which leads to the following
page.

The next two days were spent on the survey and teacher pages, as
well as creating the rubrics. On the Survey page, there is an image,
followed by a VoiceThread that explains the purpose of the survey.
Below, is the survey, created using Google Forms, for students to take
and submit.
The Teacher page was broken into three parts: Learners, Standards,
and Process, all of which have linked buttons to go to their respecting
pages. The Learners page describes the intended learning audience
for this project. The Standards page includes all of the CCGPS and
ISTE standard addressed in the project. Finally, the Process page
explains the steps to take leading up to and during the project. There
are also modification strategies included here.
The final day was used to double check links, images, etc., finish
creating any videos, recordings, and rubrics, and other last minute
touches.
It took a total of 5 days to completely design this project.

Implementation
Because this project is completely technology-based, a class set of
iPads will need to be reserved for 5 days. The project will be worked on
the whole class period for five days. The entire project can be
completed at school. However, if students need extra time, they may
come in early to use the iPads or work from home if possible. Students
will need to be placed in groups of 3. For my classes, students will
group themselves according to technology interests videos, prezis,
power points, voicethread, etc. Students will progress through the
tasks at their own pace, but everything should be completed and
submitted on the 5th day. Daily checks will be given for each group to
ensure everyone is moving at a good pace and fulfilling the
requirements addressed on their rubrics.

Evaluation
Student Learning
Students will be assessed using rubrics for each task. The Task 1 rubric
has a total of 16 points, Task 2 rubric has a total of 24 points, and Task
3 rubric has a total of 20 points. This is a total of 60 points. The total
combining each of the three rubrics out of 60 points will result in the
students summative grades for this project. Furthermore, informal
daily checks will be performed for each group to ensure they are

following directions and on a good track for completing the project.

Students will also provide feedback to one another as they submit each
task, on ItsLearning. Students will provide at least one praise and at
least one needs improvement comment, in order to help each other
perform well on the project.
Task 1 Rubric
CATEGORY
Real-World
Examples

4
At least 10
examples,
including
pictures of
each, are
provided, and
all of them
are correct

Mathematical
Terminology
and Notation

Correct
terminology
and notation
are always
used, making
it easy to
understand
what was
done.

Technology
Display

The chosen
technology to
display the
information is
well designed
and pleasant
to view.

The chosen
technology to
display the
information is
fairly well
designed and
pleasant to
view.

Collaboration
and
Communicatio
n

The project
was shared
online and
feedback was
provided to at
least 2 other
projects

The project
was shared
online but
feedback was
only given to
one other
project

Task 2 Rubric

3
Missing one or
two
examples, or
one or two of
them are
incorrect and
only 8 or 9
images are
provided.
Correct
terminology
and notation
are usually
used, making
it fairly easy
to understand
what was
done.

2
Missing 3-5
examples, or
3-5 of them
are incorrect
and only 6 or
7 images are
provided.
Correct
terminology
and notation
are used, but
it is
sometimes
not easy to
understand
what was
done.
The chosen
technology to
display the
information is
lacking in
design and
sometimes
difficult to
view.
The project
was either not
shared online
or no
feedback was
given on
other projects

1
Missing more
than half of
the examples,
or more than
half of them
are incorrect
and 5 or more
images are
missing.
There is little
use, or a lot of
inappropriate
use, of
terminology
and notation.

No technology
was used to
display the
information.

The project
was not
shared online
and no
feedback was
given to other
projects

CATEGORY
Worksheet

Technology
Mini-Lesson

Ordering
Integers

Order
Integers
Explanation

Number Line

4
Project
worksheet is
completed
with at least
10
temperatures,
5 positive, 5
negative, and
one pair of
opposite
numbers.
One of the
technology
options was
used to create
a mini-lesson,
that is easy to
see and
understand.
All of the
temperatures
are placed in
order from
least to
greatest.
Explanation
for ordering
integers is
detailed and
clear.

Explanation
for using a
number line
to order
integers is
detailed and
clear.

3
Project
worksheet is
missing one
or two
temperatures,
or is missing a
pair of
opposite
numbers.

2
Project
worksheet is
missing 3-5
temperatures
and the pair
of opposite
nnumbers.

1
Project is
missing more
than 5 of the
temperatures
and the pair
of opposite
numbers.

One of the
technology
options was
used to create
a mini-lesson
but it was
slightly
difficult to see
or
understand.
Only two
temperatures
are out of
order.

One of the
technology
options was
used to create
a mini-lesson
but it was
difficult to see
and
understand.

No technology
was used to
create the
mini-lesson.

3-5
temperatures
are out of
order.

More than 5
temperatures
are out of
order.

Explanation
for ordering
integers is
clear.

Explanation
for ordering
integers is a
little difficult
to
understand,
but includes
critical
components.

Explanation
for using a
number line
to order
integers is
clear.

Explanation
for using a
number line
to order
integers is a
little difficult
to
understand,

Explanation
for ordering
integers is
difficult to
understand
and is missing
several
components
OR was not
included.
Explanation
for using a
number line
to order
integers is
difficult to
understand
and is missing

Collaboration
and Feedback

but includes
critical
components.

several
components
OR was not
included.
The project
was not
posted on
ItsLearning
and no
feedback was
given to other
projects.

The project
was posted on
ItsLearning
and feedback
was provided
to at least two
other
projects.

The project
was posted on
ItsLearning
and feedback
was provided
to only one
other project.

The project
was posted on
ItsLearning
but no
feedback was
given to other
projects.

4
The skit or
story contains
at least 5
real-world
absolute
value
examples.

3
The skit or
story is
missing one
real-world
absolute
value
example.

2
The skit or
story is
missing two
real-world
absolute
value
examples.

Task 3 Rubric
CATEGORY
Content

Explanation

Images and
Props

1
The skit or
story is
missing three
or more realworld
absolute
value
examples.
Explanation of Explanation of Explanation of Explanation of
absolute
absolute
absolute
absolute
value is
value is clear. value is a
value is
detailed,
little difficult
difficult to
using a
to
understand
number line,
understand,
and is missing
and clear.
and is missing several
number lines. components
OR was not
included.
At least one
One image or Two images or Three or more
image or prop prop is
props are
images or
is used for
missing for a
missing for
props are
each realreal-world
real-world
missing for
world
example.
examples.
real-world
example.
examples.

Technology
Method

Collaboration
and Feedback

One of the
technology
options was
used to create
the skit or
story and was
clearly to see
and
understand.
The project
was posted on
ItsLearning
and feedback
was provided
to at least two
other
projects.

One of the
technology
options was
used to create
the skit or
story but was
either difficult
to see or
understand.
The project
was posted on
ItsLearning
and feedback
was provided
to only one
other project.

One of the
technology
options was
used to create
the skit or
story but was
difficult to see
and
understand.
The project
was posted on
ItsLearning
but no
feedback was
given to other
projects.

No technology
was used to
create the skit
or story.

The project
was not
posted on
ItsLearning
and no
feedback was
given to other
projects.

Product Design
Along with the student survey to receive input on improving the
project, a usability survey was given to an upcoming 8th grader, 2
upcoming 6th graders, and an upcoming 7th grader to indicate how easy
the online project was to navigate, access, read, hear, use tools, etc.
The following is the survey, along with its results and photo
documentation.
Survey:
https://docs.google.com/forms/d/1A9xk6smhm8ZBZRtUCkcTN66g2ri5x
dLowSxursMBUEg/viewform?usp=send_form
Results:
https://docs.google.com/spreadsheets/d/1QFqaG0MWOaDO_SfnLocbyE
YgBVPvY8FOUcfVMgAipRA/edit?usp=sharing
Overall, the students indicated that the project was easily navigated
with few if any changes needing to be made. Two students stated that
task 2 was a little confusing to them, so I went back and put in a stepby-step process to follow, as well as more details in the directions for
this task. This was the only addressed area needing improvement and
therefore the only one I adjusted.

Reflection

Project Development: Time management is definitely

important when creating an online assignment such as these
tasks. There are so many different tools from which to choose,
that it is easy to get side-tracked looking at everything. I learned
how helpful it is to implement resources and examples for
students to follow to help them be more successful, and I feel
this is a strong point of my project. I only had a few students,
test-drive the project for the usability survey. Since I did not
actually implement this, its hard to say what I would change.
However, I do plan to use this during the upcoming semester,
and Im sure I will obtain plenty of useful information that will
assist me in make changes to improve the project.
Instructional Design: The project was broken down into 3
tasks, as to keep students more organized and not so
overwhelmed. The task pages were designed very similarly to
ensure continuity for student navigation. The same colors and
fonts were used throughout. Additionally, each task started with

an example video and recorded as well as written directions for

completing the tasks. Furthermore, all rubrics were located at
the very bottom of each page. This made it easy for the
students who were testing out the project to navigate and find
information. Multimedia was used mostly to explain tasks or
provide examples of the tasks, which I think will be of great
assistance for students while completing the project. After
implementing the project, I would love to include more
multimedia on the teacher pages to demonstrate what the
project looks like while being executed.
Personal Growth: I never really imagined myself ever doing
something this extensive as a teacher with my students.
However, its nice to know that I am capable of implementing
something like this, and I plan to do it more often. This project
certainly pushed me to work hard, not cut corners, and
incorporate anything and everything that would make this easy
for my students to complete with as little assistance as possible.
I also think this project will provide a good experience for me as
a technology facilitator when I implement it in the classroom.
Hopefully, everything will run smoothly, with very few
technological issues along the way. Nonetheless, I have learned
the value a project like this can be to student learning. Although
it may take lots of time and effort to create, the depth of
knowledge students should gain from a project like this is well
worth it.
For Others: I think it is important for teachers to realize that a
multimedia design project is no easy task, but its certainly worth
the outcomes. We are encouraged to differentiate, encourage
collaboration, and provide rigorous tasks, and designing a project
like this addresses all of these areas and more. It is also
important to know that what you put in is most likely what your
students will get out of it; so, put as much effort, energy,
creativity, planning, and thought into this type of project as
possible. Be patient, and start slow with what you are most
comfortable.