Meghan Lee

ITEC 7445
Professor Goetzel
Spring 2016

Multimedia Design Project Assessment (MDPA) Report Template

Product URL: http://virtualegyptmuseum.weebly.com/
Custom forms, embedded media, images, audio, resources can be found in link
above.

Analysis
Learner Analysis
This Multimedia Design Project titled "Ancient Egypt eMuseum" is designed for
upper elementary grade levels and will be implemented with a small group of
students in Grade 5 (all 11 years old) from both genders as a part of an enrichment
program. The reading level of the students is below grade level in English and
at/above grade level in their native language of Arabic. The students are familiar
with using technology for learning in the computer lab and with using the internet
and various productivity tools to demonstrate understanding through researchbased projects. They are accustomed to small group, individual, and partnered
learning tasks.
Context Analysis

Characteristics
Number of students: 10 total
Schedule: Week of specials block 45 minutes per day in computer lab
Flexibility: Rigid (no makeup days are possible)
Technical considerations: Students need access to individual computers
in the lab with room for completing the daily progress report. They also
need headphones for watching and listening to relevant media within
resources.
Students require access to online cloud storage (in my case, we are using
Google Drive that is already in place).
The teacher must also use a Google Drive account for receiving work and
sharing feedback to the students in their individual Google Drives.
Accommodations have been made for students with lower English
proficiency levels by providing audio translations in English & Arabic.
Teacher Proficiency
The assisting teacher is bilingual and will also assist in explanations.
Both teachers are accustomed to working with bilingual students.

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
Both teachers are proficient in using technology for learning purposes, and
are versed in using Google Docs and Google Drive for learning tasks.
Both are adept at navigating both the site and additional tools/resources.

Standards:
Grade 5 Curriculum Standards:

Describe history of Ancient Egypt identifying key people, places, ideas, culture.
Compare the lives of Ancient Egyptians to our own by comparing/contrasting.
Use online research to create a well-organized research project to share online.
Plan and deliver an oral speech to peers on a researched topic of interest.
Determine and provide appropriate citations for project research.
Select reliable resources for research studies on specific topic.
Create an online project to present to classmates, friends, family, and community.
Develop a research project specifically tailored to a worldwide audience.
Organize and maintain a collection of data files and media for a project.
Type correctly, using spell check and grammar tools, before publishing work.

ISTE Standards for Students:

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.
b. Communicate information and ideas effectively to multiple audiences using a variety
of media and formats.

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
c. Develop cultural understanding and global awareness by engaging with learners of
other cultures.
3: Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media.
c. Evaluate and select information sources and digital tools based on the appropriateness
to specific tasks.
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
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
Learning Objectives / Essential Questions
What are some examples of key people, places, ideas, & customs from Ancient Egypt?
How were the lives of Ancient Egyptians like our own? How were their lives different?
How do we select good resources to use for online research projects?
How do we give credit to the sources we use in research projects?
How do we create, organize, and prepare an online research project and presentation?

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
What are some of the ways we can improve our writing using online tools?
What are some examples of feedback that is helpful to our classmates?
What are some of the ways we can share our projects with a global audience?
Design
Overview
Students will be assisting in the development of an Ancient Egypt eMuseum by
creating research-based online presentations to include in a final eMuseum site.
The aim is to address a real world problem of the poor condition of the main
museum for Egyptian antiquities located in Cairo, Egypt by using online means.
The tone, vocabulary, and style is professional and has a sense of urgency by
providing a set schedule for project tasks within a limited timeframe of a week.
The reading level is above Grade 5 with most pages at middle school levels to
encourage students to look up unfamiliar words using the dictionary feature. Both
teachers will also be guiding students through the pages with audio translations
available in English and Arabic to refresh students' memories on the grading.
Tasks
The students will be completing the following tasks in the WebQuest project:
Learning Goals
At the end of this eMuseum Project, you will be able to:

Describe history of Ancient Egypt such as famous people, places, ideas, and
culture.
Compare the lives of Ancient Egyptians to our own by comparing/contrasting.
Use online research to create a well-organized research project to share online.
Present your project in a three minute oral speech to peers.
Determine what parts of your project need to be cited (give credit to the original
source).
Technology Skills
At the end of this eMuseum Project, you will be able to:

Select the best online resources for your research.

Create an online project to present to classmates, friends, family, and community.
Make a project that is made for a global internet users.
Organize and maintain a collection of data files and media to use in your work.
Type correctly, using spell check and grammar tools to fix your mistakes before
sharing.

Process/Method

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
Day One

Discuss different types of media with your teacher and classmates.

Make a class list of ways that technology can help you with learning.
Explore the eMuseum links and video clips below with your partner.
Brainstorm ideas and possible topics on Ancient Egypt for your projects.
Your topic can be an Ancient Egyptian person, place, thing, or idea.
Share your topic ideas online with your teacher for quick feedback.
Decide which technology tools and resources you will use for the project.

Day Two

Pick the one topic you will research and explore for your online project.
Use the resources below and do your own online searches for your first draft.
Gather the main facts about your project topic (person, place, thing, or idea).
Use the Project Progress Report to help you as you build your online project.
Remember that you will be presenting the project at the end. Make it unique!
Please give credit to all of your sources as you complete your research work.
Check the eMuseum Grading Guide as you complete your first project draft.
Meet with your assigned partner to gather helpful feedback on your first draft.
Submit your Project Progress Report to your teacher for marks and feedback.
Day Three

Continue to work on your eMuseum project using the new feedback to improve.
Remember to keep track of the sources you use for all media and text you use.
Switch places with your partner so you can use the Grading Guide for feedback.
Pretend you are grading their project using the guide to decide the total points.
Meet with your partner to review the grading feedback and fix weak areas.
Complete your Project Progress form and submit it for daily credit and feedback.
Day Four

Make changes to your project based on the previous day's feedback results.
Consult with the teacher one-on-one to discuss the final changes to the project.
Share your project link with a classmate other than your partner for feedback.
Make last minute changes and prepare for your oral presentation tomorrow.
Complete your Progress Progress Report on what you did today to prepare.
Day Five

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016

Participate in peer feedback during oral presentations being helpful & kind.
Present your project to the class using the digital projector, PC, and speakers.
Explore the Ancient Egypt eMuseum Project GitHub site where projects are
stored so the site team can bring all the work together into one big website.

Grading
A grading rubric will be used to evaluate student learning and presentation quality.
Grading explanation is provided in English and Arabic to serve as effective reminders.
See grading rubric online here.
From site: "Remember that you have choices for your project presentation. Be sure to use
a project creation tool that you feel comfortable using so you do not feel confused.
Your teacher and your peers (classmates) will give you feedback during drafting and
after you complete your oral presentation. The teacher will grade your presentation and
final project using the set of rules below. Read this project guide very carefully!
Differentiation
The eMuseum WebQuest is differentiated according to individual abilities and
preferences by providing students choices in the methods, tools, and resources
they use to produce their online presentation. All the students are bilingual Arabic
and English speakers and are at a variety of fluency levels in English. Universal
Design principles are in considered in the development of the website through:

Nature of streamlined website intrinsically offers choice, handedness

accommodation, facilitation of accuracy and precision, and pace adaptation.
Design of website is consistent and streamlined for maximum user-friendliness
and accommodation of a wide range of literacy and language skills by using
translations in audio and compatibility with assistive tech.

Principle 2: Flexibility in Use

The design accommodates a wide range of individual preferences and abilities.
2a. Provide choice in methods of use.
2b. Accommodate right- or left-handed access and use.
2c. Facilitate the user's accuracy and precision.
2d. Provide adaptability to the user's pace.
Principle 3: Simple and Intuitive Use
Use of the design is easy to understand, regardless of the user's experience,
knowledge, language skills, or current concentration level.

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
3a. Eliminate unnecessary complexity.
3b. Be consistent with user expectations and intuition.
3c. Accommodate a wide range of literacy and language skills.

Development
The Multimedia Design Project was created within a two month timeframe to
allow plenty of time to tweak the elements before implementation. I utilized
familiar tools in the designing process by using an online website builder called
Weebly, an online image editor called Pixlr, and a rudimentary knowledge of
HTML, CSS, audio editing, and the embedding of media in websites. I utilized all
Creative Commons sourced photos and digitally altered them all heavily for use.

Implementation Summary
I implemented the project with a small group of Grade 5 students as a part of an
pilot enrichment program at the school. The group consisted of ten students all
aged 11 with an equal mix of boys and girls. The media specialist assisted in the
facilitation process and provided a valuable source of guidance in students' native
language of Arabic to assure concepts were clear. We used Class Dojo to keep
students on task during the weeklong project-based learning experience. Students
completed all the work in one of the computer labs that was reserved for us, and
the work was done in class time only and nothing was required for homework to
keep the project on an equitable access level for students. The project
implementation lasted one week from Sunday to Thursday (our school week in
Egypt as Fridays and Saturdays are our weekends here). We used Specials time
which is 45 minutes as the pilot enrichment time allotment for this small group.
Students were thrilled to be a part of a special pilot group to test technology tools.
They were selected based on high academic achievement and excellent behavior.
Thus, it was a treat for them to be involved in the technology pilot testing group.
We introduced the website to students after ensuring each student had a
functioning Google Drive account with the correct folders shared with both of our
Google Drive accounts for feedback. They all were familiar with cloud storage.
We introduced the website to students after discussing the downtown museum in
Cairo that is full of artifacts from Ancient Egypt. We spoke with the students
about their experiences visiting museums, and asked if they had done any etours.
Students were guided through the Webquest site as a whole group with each page
explained in English and Arabic before being paired with a partner to explore.

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
Students spent the rest of the class period exploring the site's virtual museum links
and brainstorming topic ideas for their individual Ancient Egypt presentations
before submitting their ideas for feedback from both teachers.
The next day students selected one topic based on teacher feedback and started
their online research using the Project Progress Report to guide their work. All
notes, sources, and media links were saved in each student's Google Drive.
Students used the tools of their choice to develop the online portion of the
presentation. They provided feedback to their partners and submitted the Project
Progress Report for more feedback from both teachers.
On the third day, students focused on improving their presentation designs by
searching for more media, more interesting facts on their topics, and ensuring they
included all of their sources in their credit pages. Once again, they used the
Grading Guide and Project Progress Report to inform their work and keep a
dialogue going with their teachers for feedback. The students shared their
presentations with their partners for feedback using the Grading Guide. They
submitted their Project Progress Report again to both teachers for feedback.
The fourth day was spent putting the final touches on their presentations and
preparing their three minute speeches they would give to their peers to share what
they had learned over the course of the week. Students exchanged project links to
solicit more peer feedback and met with teachers one-on-one for final feedback.
The fifth day was spent conducting presentations and exploring the best resources
found by students in their research in addition to a quick overview of the final
plan for compiling all of the eMuseum presentations to a site on GitHub. This link
was sent to all students to share with their families and friends.
Teacher Page
For specific teacher notes geared towards any application of the WebQuest, see
the following link: http://virtualegyptmuseum.weebly.com/teacher-page.html

Evaluation
The Evaluation section describes how you will know if this WebQuest/project
actually helps students learn and if it is a well-designed project from the student
perspective.
Student Learning
We assessed student learning both formally and informally through daily
anecdotal notes on how they were coming along in their projects to providing
consistent daily feedback individualized for each student to inform their learning.

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016
The formal assessment consisted primarily of the project rubric that was used to
grade their online presentations and short speeches. Students demonstrated
understanding of their subject matter within their oral presentations and text-based
work products. Mastery of both the subject matter and the skills was assessed
within the students' daily project progress reports, presentations, and speeches.
Students took a great deal of ownership in their projects due to their choice of
tools, resources, and topic, as well as the fact that it would be published online,
and was directly related to their cultural heritages and something that was fun.
Product Design
The project design success is determined by how easy the users can navigate the
website, prioritize information, and synthesis it. I conducted rudimentary usability
tests using my bilingual Egyptian nieces and nephews. I did not want to spoil the
surprise of the website by using the same group of students I would implement the
project with to test the usability of the site. I also sought feedback from my class
peers to streamline the methods page to make it more streamlined & less verbose.

Reflection
Project Development If I were to develop such a project again, I would
implement readability testing early on in the development process to ensure I do
not exceed the reading level of the targeted group for implementation. I would
also include more built-in accessibility options such as alternate text for images
and transcripts and voiceovers for all of the text on the website to increase UDL.
Instructional Design I'm very pleased with the layout and structure of my pages
on the webquest project because it is streamlined, consistent, and easy to read. My
directions are clear, and the tasks are listed in a manner that is easy to follow.
Personal Growth I learned that I have not lost my ability to co-teach despite not
having done so in the last few years. I have gained much more confidence in my
ability to develop and implement a fully tech-infused constructivist experience. I
feel have grown a lot in my comfort with modeling tech integration for teachers.
For Others Ensure that they know their tools and essential questions very well!

Meghan Lee
ITEC 7445
Professor Goetzel
Spring 2016