Jason Guzzardo

Multimedia Design Project Assessment (MDPA) Report

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

Analysis
Learner Analysis
 Ages: 17-18 year old High School Seniors
 Reading Level: Lexile Range (1050-1335)
 Language Ability: Advanced Fluent
 Technical Capabilities: Advanced user in word processing, presentation creation
(software or online), and online researching
 Experience Level: Emerging to Advanced experience in small group or project
based learning
Context Analysis
 Class characteristics: 25-30 students per class with a class time of 55 minutes.
Class level ranges from General Education Honors, College Prep and Co-Taught
College Prep.
 Technical considerations: Students have access to a computer lab with 32 desktop
computers, personal laptops, and/or class set of 15 laptops. Students will be
actively using a key board and mouse. Assistive Technology may be needed for
student’s that require assistance with these technologies.
 Teacher characteristics: The teacher should be proficient in web based research,
online and software presentation and be comfortable with basic technology
troubleshooting.
 Standards:
Georgia Standards for Economics
SSEPF1 The student will apply rational decision making to personal spending and
saving choices.
a. Explain that people respond to positive and negative incentives in predictable
ways.
b. Use a rational decision making model to select one option over another.
c. Create a savings or financial investment plan for a future goal.

GPS
-compare similarities and differences (GPS) (SSEC_B2007-5)
-identify issues and/or problems and alternative solutions (GPS) (SSEC_B2007-6)
 -distinguish between fact and opinion (GPS) (SSEC_B2007-7)
-identify and use primary and secondary sources (GPS) (SSEC_B2007-8)
-construct charts and tables (GPS) (SSEC_B2007-10)
-draw conclusions and make generalizations (GPS) (SSEC_B2007-11)
-analyze graphs and diagrams (GPS) (SSEC_B2007-12)
-formulate appropriate research questions (GPS) (SSEC_B2007-13)
-determine adequacy and/or relevancy of information (GPS) (SSEC_B2007-14)
-check for consistency of information (GPS) (SSEC_B2007-15)

GCPS AKS
Apply rational decision to the making of personal spending and savings choices
(GPS) (SSEC_G2007-31)
31a - explain that people respond to positive and negative incentives in
predictable ways
31b - apply a rational decision making model in selecting one option over another
31c - create a savings or financial investment plan for a future goal

ISTE Standards
1. Creative and innovative
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
d. Contribute to project teams to produce original works or solve problems
4. Critical Thinking, problem solving, and decision making
a. Identify and define authentic problems and significant questions for
investigation
b. Plan and manage activities to develop a solution or complete a project
5. Digital citizenship
a. Advocate and practice safe, legal, and responsive use of information and
technology
b. Exhibit a positive attitude toward using technology that supports
collaboration, learning, and productivity
Task Analysis
 Learning Objectives:
Cognitive
1. Remembering-Students will recall past experiences and vocabulary to
interpret research.
2. Understanding-Students will demonstrate proficient understanding of
budget planning and rationalizing their decisions through written text
supported with documentation.
3. Applying-Students will apply their research to their budget by
constructing a presentation product displaying good financial decisions
through the use of presentation software.
 4. Analyzing-Students will distinguish the positives and negatives of
individualized and group budgets and decision making using a
spreadsheet.
5. Evaluating-Students will evaluate budget elements by selecting the best
financial commitments to complete their trip.
6. Creating-Students will synthesize the budget elements to compose an
original product that meets or exceeds the budget elements using online or
software presentation technology.

Dispositional

1. Students will work independently or in a small group no greater than four

to determine productivity, efficiency and accuracy importance for
constructing a budget.
Essential Questions
1. Who will I decide is beneficial or not beneficial to complete my trip?
2. What must I consider when choosing my destination based on a set
monetary budget?
3. Where do I go to find comparative transportation and accommodation
rates for my destination?
4. What decisions must I make before, during and after I travel to my
destination?
5. How will I apply this learning experience to real world scenarios in the
future?

Design
Overview
This Web-Quest is designed to teach students how to make responsible financial
decisions by researching items they will consume in a specified monetary budget.
The premise of the Web-Quest is to allow students to engage in an authentic
experience that triggers higher order thinking skills by budgeting for a Spring
Break vacation. Students will be given a set amount of $1000 for their trip to five
specified destinations and must budget accordingly. Students are given the
opportunity to plan their vacation with up to four other classmates and combine
their funds. Once students make the decision as whether or not to complete the
Task with a peer(s) they will complete a Process (steps) that entails elaborate
planning of their vacation. During the completion of the Process students will
engage in the use of constructed teacher resources and documents. Students will
also navigate selected web resources to analyze information to be used in the their
product. The students will not be restricted to the selected web resources, but
must use similar and creditable sites. After completing the Process students will
construct an online or software presentation as their Product. Upon completion of
 the Product students will reflect individually to evaluate their project by
synthesizing their research and purchasing decisions by composing an original
word processing.

Details
The project will be differentiated to meet the needs of all students by:
1. allowing students to choose to work individually or with peers
2. allowing access to school provided computers and laptops during class for
project purposes
3. allowing access to personal computers and devices for project purposes
4. allowing students to choose what presentation product to use to create their
product
5. allowing students access to the Web-Quest during no scheduled class time
6. allowing extended time for students that require the accommodation
The project will adhere to the Universal Design principles by:
1. allowing for collaboration (working in groups)
2. incorporating differentiation (access, research and product)
3. applying project-based learning (Web-Quest)
4. infusing multisensory teaching (teacher, peer, and technology interaction)
5. engaging in student-centered learning (teacher is a guide)
The project will use multimedia elements that include:
1. Text (Web-Quest instructions)
2. Graphic (Web-Quest enhancement for visual appeal and illustration)
3. Audio (Digital speech for project Task and Conclusion)
4. Video (Project introduction)
5. Animation (Web-Quest enhancement)
The project could use Assistive Technologies to support students will visual,
auditory, or physical disabilities by incorporating:
1. Audio Recording of Web-Quest Instruction (Visual disability)
2. Head Phone or Hearing Aid (Auditory disability)
3. Adaptive Keyboard and/or Mouse (Physical Disability)

Development
This project spanned over 4 weeks compiling a total of 40 hours. The project was
put on a calendar and planned out to complete 2 hours of work per day or 10
hours per week. In most cases the hours put in for each week were completed in
fewer days with more hours. For instance one day may consist of 2 hours of work
composing a portion of the Analysis for the project, while one day may consist of
5 hours of work composing the Design for the project. Knowing that I am
 perfectionist my timeline took me all the way to the deadline as there was lots of
tweaking and editing that took place. The tools I used most were online electronic
portfolios, audio and video editing software. All three of these tools required
meticulous learning and implementation. Upon final completion of the project I
checked all resource links, text, embedded video and audio on multiple devices
(desktop, laptop, tablet, and mobile devices) to ensure workability. There was
nothing more frustrating than having to constantly tweak the project due to
technical errors.

Implementation
This project will be used this Fall (2015) in my Economics class. We will
incorporate this project with the Personal Finance content of the class. For the
Fall, since the course is only one semester, we will implement it before
Thanksgiving Break. For the Spring, we will implement it the week prior to
Spring Break. I have already presented the project to my colleagues that teach the
same course and they are looking forward to implementing it in their class as
well!
To successfully implement the project we will book a computer lab for one week
to allow access to the school computers and laptops during class time. The
students will be introduced to the project on day one and begin devising their plan
for the Web-Quest navigating the Introduction. On days two and three the
students will complete the Process of the Web-Quest. On day four and five the
students will complete the Product and individual Conclusion of the project.
Students will be given the weekend to finalize their product for presentation the
following week.

Evaluation
Student Learning –

Student learning will be assessed through informative assessment during the

Web-Quest completion. A rubric will be used to formatively assess student’s
understanding of financially responsible concepts and decision making. The
rubric will be applied to a presentation product created by the student or
group to assess their knowledge. While students complete the project
teacher notes will be recorded to document project improvements and
technical issues that should be addressed for the future. Students will also
complete a short survey of the project asking them “Was the project
meaningful to you?” Why or Why not by providing examples.
 Product Design –
The product success will be determined by the outcomes the students produce and
recorded issues for improvement taken by the teacher. Students will also complete
a short survey of the project asking them “Was the project meaningful to you?”
Why or Why not by providing examples.
The product will be piloted by three current student-athletes that I coach as part of
their required school community service. During the pilot I will address several
questions for them to consider and provide feedback on the product.
1. When reviewing the Introduction video does it peak your interest to continue
to the next page?
2. When reading the Task, is it clear to what you will be completing? If not what
needs to be added to help students better understand?
3. Did you choose to work individually or with a peer(s)? Why?
4. While completing the Process were there any technical issues I should be
aware?
5. Did the Process steps make sense?
6. How long did it take you to complete the Process?
7. When reviewing the Product did it seem engaging, but challenging? How so
or Why?
8. When you reflect back on the experience you had completing the project is
this something you find will be useful in the future? Why or Why not?
9. What would you have liked created for the product different than designed in
the project? Why?
10. Is your understanding of the related content and objectives better after
completing the project?

Reflection
Project Development – As a result of this project I learned that you have to
consider a multitude of factors when trying to create something original.
Most importantly I learned that if you can lay out an idea centers around
authenticity and making it student-centered everything else falls into to
place. I would like to pursue future projects like the one I created as I feel
much more confident with the technological aspect of this type of learning
tool. In the future I will likely collaborate even more with my colleagues and
develop a project together to allow for a shorter timeline for completion.

Instructional Design – The layout of the Web-Quest turned out very nice
using Weebly. I believe the design is updated and the presentation is
seamless and appealing. I will defiantly using Weebly in the future as it was
very easy to construct the Web Site.
I thoroughly enjoyed composing the video introduction. Piecing together
pictures I had or found, clips of audio that current students can relate to, and
making it relevant made me take great pride including it on the Web-Quest. v

Personal Growth – About myself I learned I can get carried away with the fine
details of the Design and need to give more focus to other areas. That being
said I feel as though I created a quality Web-Quest that I will not only use in
the future, but my colleagues as well. I still want to improve my
craftsmanship with Audio and Video as I know I am only a novice in that
area.

For Others – To those that will be taking on this or similar type project you
must patience and persistence. When you have an idea, go for it! But do not
stop at the idea. Write down your idea, bounce it off someone you know you
can handle criticism from and then figure out how you want to compose it.
The composition of the project may seem like it will never be exactly what
you envision, but if you don’t try to create it you can never make it exactly
how you want it. I am sure that as proud as I am of the project I made it will
be changed many many times in the future!