Multimedia Design Project Assessment (MDPA) Report

LaNadia Pugh

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

Analysis

Learner Analysis:

The Secret Mission Biomes: Expedition Web Quest was designed for my high school

at-risk students. Our demographic consist of 50.8% of the population are African

American, 20.8% are Caucasian, 20.8% are Hispanic, 2.1% are Asian, and 5.5% are

Other. Of the total student body attending from grades 6 through 12, 74% of the students

are male while just 25% of the students are females. In addition, we are a Title I school in

which 70.83% of our students are at the poverty level, and are eligible for free and

reduced meals (Class Start, 2015). The purpose of this Web Quest is to help learners gain

a thorough understanding of Gwinnet County Science Standards, demonstrate knowledge

of the Georgia Performance Standards, and utilize the NETS-S technology standards to

learn about aquatic and terrestrial biomes.

Most students that I teach have poor technology/literacy skills, and cannot

adequately navigate through research and literature when presented online. I have

designed this Web Quest so that students can complete rich and engaging activities, use

higher order critical thinking, take on various roles, and facilitate student-centered

learning that is culturally responsive to their lives. Many of the at-risk students I teach

read on the appropriate grade level. However, I have observed that students who are

chronically absent and disruptive in class, English Language Learners, have learning

disabilities and/or behavioral problems often remain reading below grade level. In

addition, most of these learners lack foundational knowledge in science literacy, and have

a difficult time comprehending complex concepts. My at-risk students have not had a lot

of experience with online learning opportunities. This past school year, we implemented

a “Blended Learning” model at our school. Some of our student’s learning is online, and

some learn by face-to-face traditional instruction. They have little experience with

completing Web Quest, so I have embedded video as well as audio components,

independent/group work, an introduction to Web 2.0 tools use, and the ability to publish

work online, to support students with varied learning abilities. In addition, I have

completed usability tests, to help me further guide students in navigating through the

Web Quest more efficiently.

Context Analysis

For the most part our teacher to student ratio is very small, with an average of

about 6:1. Each classroom may have up to 17 students, with most class sessions ranging

from 50 to 55 minutes for each core content area. This Web Quest ideally can be

completed in about a two week time period, during the first 9-week session in which

these science and technology standards are covered.

Gwinnett County AKS Standards

12a - identify the main terrestrial and aquatic biomes with their geographical locations,

12a1 - compare and contrast the plants (flora) and animals (fauna) in biomes, 12b -

compare and contrast climatic conditions of each biome, 12b1 - differentiate between

weather and climate, 12b2 - explain the relationship between temperature, pressure,

humidity, and relative humidity and how it influences a climate; analyze the significance

of stratification in forests, 12b3 - compare annual rainfall accumulations within the

various biomes, 12b4 - describe origin of air masses and their affects on the biomes, 12b5

- describe interconnections between abiotic and biotic factors, including normal cyclic

fluctuations and changes associated with climate changes (e.g., Ice ages)

Georgia Performance Standards

SEV 4c and 4f- Natural and human-induced hazards present the need for humans to assess

potential danger and risk. Many changes in the environment designed by humans bring

benefits to society, as well as cause risks. Students should understand the costs and trade-

offs of various hazards--ranging from those with minor risk to a few people to major

catastrophes with major risk to many people. The scale of events and the accuracy with

which scientists and engineers can (and cannot) predict events are important

considerations.

NET-S Technology 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

d. Contribute to project teams to produce original works or solve problems

3. Research and information fluency: Students apply digital tools to gather, evaluate, and

use information.

a. Plan strategies to guide inquiry

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 uses critical

thinking skills to plan and conduct research, manage projects, solve problems.

With the adoption of the Blended Learning model, every classroom automatically

comes with one student desktop computer, with the ability to print after teacher grants

permission, and 17 personal laptop computers in a rolling cart station. Since our students

are constantly entering and exiting our school, we do have inequitable access at times. It

presents a challenge to keep up with the sporadic enrollment of students. To remedy this

our school has 2 computer labs containing 30 computers, which can be used if teachers

makes reservations in advance. Our schools Internet may have intermittent connectivity

issues, but those occasions are rare. Each student has their own login credentials to gain

access to the Internet, and various publishing tools. If additional software needs to be

installed, we have our LSTC complete that installation upon request with a tech ticket.

This can take up to 5 days, so pre-planning and troubleshooting must be explored

thoroughly before initiating this Web Quest.

Special accommodations that need to be considered when completing this project

includes small group setting, a resource support teacher available to provide students with

additional assistance, and adhering to IEP/504 accommodations. Assistive technology to

be considered includes earphones, text-to-speech software, personal laptop computers

and a wireless mouse. Most teachers need to be proficient with technology use, and have

the basic skills to use publishing software such as Microsoft Office, common Web 2.0

tools, blogging and navigating Web Quest. In most cases, teachers who still need

assistance can seek the help of our local technology coordinator (LSTC) for help, and use

training videos/tutorials avaiable from our schools resource module, to help make them

more comfortable with effective use of technology to support their students learning.

Task Analysis

Here are the essential questions and enduring understandings that will guide the

Biomes Expedition Web Quest:

Essential Questions

Why do plants on the tundra grow so close to the ground?

What are three major abiotic factors impacting the tundra?

List three animals found in the tundra. What types of adaptations allow them to

live and thrive there?

Why is the taiga a great breeding place for many insects?

What types of animals thrive here? How are they adapted to do so?

Why is grass very adaptable?

Some of the most productive farmland in the United States is found in the

grassland biome, though rain is not overly abundant. Explain what factors make

this area so productive.

How is it possible that so many herbivores can exist in one area without

competition?

What are two characteristic abiotic factors of the tropical rainforest?

How is the diversity of life different from those in temperate ecosystems?

Describe the soil in the rainforest.

What types of adaptations do plants have to compete for nutrients in this type of

soil?

What are the three layers of the forest? Briefly describe each.

How is a philodendron adapted for life in a tropical rainforest?

What are the major abiotic factors impacting the desert?

What are nutrients limited in the desert compared to other ecosystems?

What general adaptation do most organisms possess?

Enduring Understandings

Students will be able to describe the adaptations of various types of vegetation, animals,

climate, geography, distinguishing characteristics, and the relationship of these factors to

the abiotic/biotic features in biomes.

Students will be able to “know” and “do” the following objectives:

Investigate the relationships among organisms, populations, communities,

ecosystems, and biomes.

Relate plant adaptations and animal adaptations to the ability to survive stressful

environmental conditions.

Demonstrate creative thinking, construct knowledge, and develop innovative

products and processes using technology

Evaluate how human interactions can have an impact on the environment.

Students use digital media and environments to communicate and work

collaboratively.

Student will navigate Web Quest to support individual learning and contribute to

the learning of others.

Students will locate, organize, analyze, evaluate, synthesize, and ethically use

information from a variety of sources and media to produce a meaningful product.

Design

Overview

I chose to use Weebly to build and design my Web Quest. I believe Weebly’s

platform was easy to navigate for my students, user friendly for the designer, and

presented the curriculum content in a seamless fashion. In addition, I was already

familiar with using Weebly to create my online portfolio, so it seemed like a logical

choice for new and experienced multimedia designers. The storyline that I used in the

Introduction of the Web Quest to engage the interest of users, was that students were

to help their teacher on a secret mission to catch the biome bandit. With the use of

real world government agencies, investigative sciences, and collecting clues to finish

the mission, students will not only take on various roles, but complete task that are

engaging, meaningful and student-centered. Since students would be acting as secret

agents, I chose a theme for my Web Quest to be secretive, and encouraged recruits to

complete different tasks to earn clues. I also used specific graphical elements to catch

the readers’ attention, and presented the Introduction of the Web Quest in a variety of

formats. I used a video element, audio and text to engage all diverse learners/users of

the Web Quest.

For the Task, students were given the actual assignment to be completed in

the Web Quest. Students would be able to work in groups of two for one portion of

the Web Quest, and individually in other parts. I choose to explain the task using

audio and text to engage learners. I listed step by step the task students were to

complete. As they completed steps in the mission, they would earn clues as to where

the “Biome Bandit” is located to catch him. Each student individually would explore

all of the various biomes, and create a Padlet Field Log to take notes on what they

learned. Use of a Web 2.0 tool to take notes is far more meaningful than completing a

standard worksheet. Students would then break off into pairs to pick one biome of

their choice and complete specialized research. To complete this research they would

act as Double Agents and take on the roles of a Zoologist or Animal Expert, Botanist

or Plant Expert, Geographer or Land Expert and a Meteorologist, which is a

Weather/Climate expert. I chose to keep my Web Quest in pairs, because larger

groups of students often become more off-task, disengaged and unproductive.

Keeping groups in pairs of two ensured that not only would each student learn, but

increase intrinsic motivation to fully complete the task. In addition, I provided a Field

Summary Log which was a condense list of task/activities that students have to

complete. Most times EBD (Emotional Behavioral Disorder) and students with

disabilities can become overwhelmed with a lot of information at once. Giving them

various forms of the same material presented in different ways made the Web Quest

more user friendly and straightforward.

For the Process, students were to explore the World Biomes by gathering

background knowledge and clues from the CIA Headquarters Division. I provided

text, video and graphics to Web Quest users. For students to learn more about each

biome, they were to click on pictures of evidence collected from the biome bandit

sold on the black market. Each picture was an actual artifact in that specific biome,

and took the students to more concrete resources and information about that particular

biome. I separated all of the biomes into nine divisions. Each biome division

contained useful web links, a video, and simulations/task that students could complete

to extend their thinking, and deepen their knowledge. As students went through each

of the divisions, they earned clues as to the whereabouts of the biome bandit. I

created video clues to engaged students interest and keep them motivated, rather than

using text. I tried to give vague clues as to deter students from completing the web

quest out of order. If they complete the Web Quest correctly, they will figure out

which biome the bandit is hiding in. In addition, I can observe students to ensure they

are completing the Web Quest properly. After earning clues, students will blog about

where the Biome Bandit is located and why. This is one way I can evaluate what they

learned.

On the Evaluation page, I provided students with a rubric to guide their final

products and a link to the Secret Mission Blog. Student could use a variety of Web 2.0

tools or presentation tools such as PowerPoint, Powtoon, and Prezi etc. to create their

final Mission Report. The purpose of the Secret Mission Blog is to evaluate student’s

knowledge, help them improve writing/literacy/technological skills, and reflect on

their experience through the actual process. The Conclusion will help reinforce that

the mission is complete and that students successfully caught the Biome Bandit. In

addition, student will complete a Web Quest Evaluation survey, so I can assess the

strengths and weaknesses of the Web Quest. Lastly, the teacher page contains useful

information such as time frame, curriculum standards, references, and differentiation

strategies. I believe that the tone, vocabulary, and style of the Web Quest are

appropriate for the age and grade level that I teach. I purposely selected and abundant

amount of resources appropriate to high school grade level, to deliver content to the

students successfully.

Details

I differentiated learning for my students by the content, process, and product. To

meet the diverse needs of all students, I incorporated many elements of multimedia

and web design such as audio, video, and text. Students could navigate the Web

Quest effortlessly, while gaining academic knowledge and skills, technology skills

and create a product that is meaningful to them. To differentiate by the content, I

utilize various modes and resources for students to acquire information. As students

were researching each biome, they could see an informational video, play a

simulation, take a virtual field trip, or read textual information to gather facts. I

differentiated by the process by having students take on various roles to complete this

Web Quest. This made learning engaging and more meaningful. Students acted as

secret agents and had a goal to catch a bandit at the end of the Web Quest. Students

could navigate the web quest through different pages, and received various

tasks/activites to help support their learning. To differentiate by the product I

provided students the opportunity to create a Biome Mission Report using a Web

2.0/presentation tool of their choice. In addition, students used a rubric so they could

know what was expected of them, without giving the actual steps of the process. This

ensured higher order critical thinking, and that all levels of Blooms Taxonomy were

met. Students were able to work in groups of two, and individually as well. I also

gave learners the opportunity to blog about their experience in catching the biome

bandit, to ensure they had the opportunity to summarize and reflect on what they

learned.

Two Universal Design principles that I integrated into my Web Quest would

be the Biomes Web Think Aloud, and the audio/video components. I believe that

these components adhered to the Universal Design principle, because all students

whether they are regular education, gifted, special education, or ELL can use these

components to complete the Web Quest. If a student had a hearing disability, they

could still read the text and watch videos to gain the factual information. If students

are ELL or have a learning disability, they could watch the videos, listen to the audio

components with earphones, and use the text-to-speech software installed on their

computers to support the learning experience. If a student has a physical disability,

they could navigate the web quest with a wireless mouse, keyboard, or joystick and

still have the audio and video played for them. In addition, the Think Aloud is very

helpful in that it’s easier for students to navigate each page, while gaining useful

information needed to complete the culminating activity. Moreover, the Biome Think

Aloud has various questions that students can answer to ensure metacognitive

processes are taking place, as I scaffolding their learning with all levels of Blooms

Taxonomy. Students that require assistive technology such as text-to-speech,

earphones, and a computer may still benefit from these supported devices, while

completing the Biomes Expedition Web Quest.

Development

I develop this Web Quest in a week working up to 12 hours a day. I used Weebly

because it was user friendly, and I have had previous experience with this online

platform. I drafted my ideas on a sheet of paper and then created the text layout in

Microsoft Word. The drafting process and locating resources took the most time as I

wanted to make sure my Web Quest was understandable, easy to navigate and the

resources age appropriate. I had to learn to use iMovie to develop my video, and

published the final copy to YouTube. I had to be aware of copyright laws to ensure fair

use was adhered to. I also had to learn how to add graphics, music, transitions, and

narration to iMovie videos, in addition to editing mistakes. I tried to use Audacity to

create Audio files, but they would not load on to the Weebly website correctly. I instead

chose to use Garage Band to create and edit audio files into a podcast, and then

embedded the audio file to Weebly. I also like using podcast audio, because it really went

well with my secret agent theme. Having student’s see the actual change in the pitch of

my voice is realistic to what secret agents experience.

All of my graphics were found on Google Images, and I created a blog for students

to document their experience. Also during the development process, I had to hyperlink

over 20 resources to the Weebly pages. This was not difficult, but very time consuming,

as I had to check and recheck that all hyperlinks would open properly. Most links in the

Web quest are bold or labeled to ensure students are aware that they are there. All of the

documents, videos and audio links I used were embedded properly. I checked and

rechecked multiple times to ensure accuracy.

Implementation

Although I was not able to implement this web quest in my classroom, I will be

able to implement during the first 9 weeks of the new school year. Resources I would

need include login credentials for every student to gain Internet access and use of

publishing software. I will also need enough laptop computers for all students, earphones,

and text-to-speech software installed, to complete the web quest during weeks five and

six of the new school year. Students will be given the opportunity to work on the

assignments at home if they are falling behind. However, I will not make it mandatory, as

all students may not have computer access at home. We will spend an adequate amount

of classroom time to complete the web quest. To ensure I will access to technical support,

I will contact my LSTC to ensure she would be able to assist my students and myself

during implementation. Also having a back up plan in case of a technical failure will be

something I complete ahead of time before the implementation phase.

Classroom management strategies I will use to manage students include small group

setting, walking around to assist students when needed, observation, positive

reinforcement, and giving students colored cones to raise if they need help or assistance. I

will also project the lesson on my smart board, to model instructional strategies when

needed. I believe this web quest should take no more than two weeks. Timeframe will be

adjusted if inequitable access to digital tools becomes an issue. Students will work on the

web quest daily for the span of the two weeks, since each class session is only about 55

minutes long. I believe we will have equitable access to the Internet during

implementation, as the district ensures great connectivity, because mostly all schools and

district personnel uses the Internet on a daily basis. I will not work collaboratively with

other teachers, because I am the only one teaching an Environmental Science course.

However, I will communicate with other educators about what we are doing in case they

can infuse cross-curricular activities in their content areas with the Biomes Expedition

web quest. At that point I will work collaboratively with other teachers.

Evaluation

Student Learning

I will assess student learning during the Web Quest in a variety of ways. Formative

assessments include the Secret Mission Blog, in class pre-concept check, classroom

observations, verbal/written feedback, and stop-drop- summarize. After reviewing all of

the resources, the Padlet Field Log will help me to see what resources the students used,

and what information they thought was pertinent. All of these assessments will give me a

good indication if students have acquired any content knowledge, and highlight gaps in

their understanding of science/technology standards. The Biome Mission Report and a in

class post-concept check will serve as student’s summative assessments. I will also use

the rubric to evaluate student’s final products. This culminating activity will demonstrate

a sound understanding of technology standards as well as the AKS/GPS standards.

Moreover the products will address objectives in what students should know and be able

to do. In addition, classroom observations, questioning and cueing, goals setting and

vocabulary will be used in the classroom setting to gauge if students have gained

enduring understandings. I will have students complete a Post Web-Quest survey to

address the strengths and weaknesses of the experience.

Product Design

To determine if the project was well designed, I completed a usability test with two

students of similar age/grade level. First I gave students clear concise questions about

what I wanted them to do.

Please open the Web quest, where should you begin first?

What should be the next thing you do?

Is the reading level of the text and resources understandable?

Are the video/audio clips clear and helps you understand what to do?

How will you know what activities you are to complete?

What is your next step?

How will you be evaluated?

As the students used the web quest, I took notes on things that could be

improved. At times students were confused about the different roles they would take on,

and what the field log should look like. I also asked my students to complete the

evaluation feedback form on the conclusion page of the web quest, to see what

difficulties they had. I applied the changes and also had another science teacher to

provide feedback on the usability of the web quest. She stated that students could

possibly skip to the clues and not be interested in completing the web quest, so think of a

way to present the clues so that they can’t figure out the answer unless they go through

the web quest. I then reworded the clues to make them more vague to the user.

Reflection

Project Development

After developing this project, I learned that you have to have an adequate amount

of time set aside to complete a thorough web quest. Most web quest that I have used in

the past was not nearly extensive and thought out to address the needs of all of the

learners in my classroom. In addition, I gleaned that you must create a draft of your plan

first and choose the age appropriate resources to help engage your students. I also had to

learn to use iMovie, editing audio clips, understanding assistive technology for students

with disabilities, and using the universal design principles effectively. What worked well

was my ability to find all of the resources needed, using the Weebly platform, and

creating a product that I can actually use in my classroom. The only drawback is that

using Weebly you have to hyperlink your resources, which is not difficult but very time

consuming to check and recheck. What I would do differently is to find all my resources

first and compile a list instead of finding specific resources about one biome at a time.

Instructional Design

I believe the Web Quest structure for learning was far better to teach the concept of

terrestrial/aquatic biomes, than skill drill worksheets. Environmental Science is a

junior/senior elective course, and many of the students have forgotten a lot of the

curriculum for 9th grade. On top of that my at-risk students will often refuse to complete

class activities if they are not engage or culturally responsive to their lives. Designing the

secret mission theme worked well because I believe this format will engage all diverse

learners. What could have been improved would be adding more simulations, virtual labs

for all of the biomes. What influenced my choices for multimedia elements were the

Universal Design principles. I wanted to incorporate elements that all users could benefit

from. Looking back, other choices I could have made would be to incorporate more video

elements, and more formative assessments checkpoints within the web quest using

Google forms.

Personal Growth

In this web quest I learned how to apply the NETS-S, NETS-T, and the NETS-C

standards to create a digital resource that students could benefit from. The only

frustration level I acquired was taking this course over the summer. To really complete a

more thorough web quest more time was needed. I felt that I could have added more, but

stuck to just the bare minimum for fear that if I went over board, I will miss the basics. I

was very proud of myself for completing a web quest from just a 6-week course. It was a

lot to learn in a short period of time, so I will keep this in mind when assisting other

educators as well. Overall, I enjoyed this experience and would not take anything away. I

am a believer that the more you are pushed beyond your limits, the better you become at

gaining resiliency not just for yourself, but for others around you.

For Others

From this experience, I would you suggest to other teachers/colleagues who might

want to consider doing something similar is to plan ahead. Be aware of what you want to

do, and how to obtain what you need to complete the web quest. This include having the

technological skills, knowing how to serve your population of students, gaining equitable

access to technology, and following all of the universal design principle to ensure

usability for future educators. I believe educators will succeed in what they do by always

self-reflecting on their experiences. As a soon to be technology coach, blogging and self-

reflection in all of my courses has actually help me grow more than just completing

assignments and projects. This self-reflection always allows me to connect what I’m

doing, to my daily practices as a classroom teacher. In turn I remember and learn so much

more, than I ever imagined.

References

Blue Planet Biomes - World Biomes. (n.d.). Retrieved July 1, 2015 from

http://www.blueplanetbiomes.org/world_biomes.htm

Environmental Project. (n. d.). Retrieved July 7, 2015 from

http://ete.cet.edu/modules/modules.html

Georgia Department of Education. (2015). Georgia performance standards http://www.georgiastandards.org/.

Give Center East. (n.d.). Retrieved July 9, 2015 from Class Start Glencoe Simulations (n. d.). Retrieved July 9, 2015 from http://www.mhhe.com/biosci/genbio/virtual_labs/BL_24/BL_24.html

Grassland. (n.d.). Retrieved July 7, 2015 from http://www.bishops.k12.nf.ca/wells/biomes/html/grassland.htm

Gwinnett County Public Schools AKS. (2015). Gwinnett County Public Schools .

ISTE Standards for Students. (2015). Retrieved July 7, 2015 from

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

Neok12. (n.d.). Retrieved July 1, 2015 from http://www.neok12.com/quiz/DESERT02.htm

Savanna Biome. (n.d.). Retrieved July 7, 2015 from http://www.bioexpedition.com/savanna-biome/ The Ocean Biome. (n.d.). Retrieved July 8, 2015 from http://www.windows2universe.org/earth/Water/marine_ecology.html Tripod Biomes. (n.d.). Retrieved July 7, 2015, from   http://rrms-biomes.tripod.com/id7.html

The World's Biomes. (n.d.). Retrieved July 7, 2015, from http://ucmp.berkeley.edu/glossary/gloss5/biome/index.html World Biomes.com - Explore Five of the World's Main Biomes. (n.d.). Retrieved July 7, 2015 from http://www.worldbiomes.com/default.htm

Google Images. (n. d.). Retrieved July 7, 2015 from https://www.google.com/?gws_rd=ssl

Secret Mission: Biomes Expedition Usability Think Aloud

Read Aloud Directions: Please complete the following read aloud usability test. I will ask you to complete various task with the Biomes Expedition Web Quest in front of you. As you do so please say out loud what you are thinking. This is called a “think aloud”.

Tasks:

1. Read the Introduction of the Web quest, watch the video or play the audio

recording. What do you think this web quest is about?

2. Please read the Task. List in steps what it is asking you to do?

3. How many task do you need to complete in this section?

4. Go to the Process portion of the Web quest. Play the audio clip. What is the next

step?

5. How many clues are present in the web quest?

6. Go to the Evaluation page. What tools will be used to evaluate you?

7. Go to the Secret Mission Blog? What questions do you need to answer?

8. Read the conclusion of the “Biome Mission Expedition”? Do you feel that you

completed your mission?

9. Where can you find your curriculum science standards?

10. What are your overall impressions of the Biome Expedition web quest?