Multimedia Design Project Report - Introductiontmrewis.weebly.com/uploads/2/0/4/2/20425957/rewis...webquest by assessing my TECH-PACK (technological pedagogical content knowledge)

Terry Michael Rewis ITEC 7445, Summer 2013

Ms. Booker

Multimedia Design Project Report

Product URL: (http://tinyurl.com/extremehomemakeover)

Analysis

Learner Analysis

● Learners will be 9th grade computer application students who attend Charlie A. Gray Junior High School in Colquitt County. Colquitt County is a large agricultural community with many transient workers. The school is located in a rural area with many students having a low socioeconomic status. The students will be in a computer lab with approximately 25 desktop-‐networked computers and a SMART board. Students will have access to the Internet as well as scanners and printers. The learners will have proficient technical capabilities in the Microsoft Office Productivity Suite. Learners will have previous experience with problem-‐based learning small-‐group learning from prior standard-‐based assignments. (PSC 2.5, 2.6)

Context Analysis

● In this project, students will use everything they have learned throughout the semester about computer applications. Students will use the television show, Extreme Makeover: Home Edition as their inspiration. The project will allow students to shop online and use the tools available to them in Microsoft Office. Students will share their projects with the local chapter of Habitat for Humanity. The students will take on the roles of interior designers/shoppers as well as financial planners to make and follow a budget. If possible, the students will be designing the interior of a real house for a local family through Habitat for Humanity. Students will have four weeks to complete their project and present it to the rest of the class. Students will meet daily for 50 minutes to work on their project in class.


Ms. Booker ● Students will use technology to support higher-‐order thinking and

many indicators of engaged learning. Examples include to:

§ Productivity software including spreadsheets, databases, word processing to create industry appropriate documents.

§ Communication/collaborative tools, such as Skype and EdCanvas to connect with others outside the classroom.

§ Teacher-‐created custom technology WebQuest to support project details and requirements.

● Assistive technology will be used if needed. Basic templates are available to accommodate special learning students. In addition, a list of places to choose from to select their furniture will be provided to allow for modifications. Experts, such as Interior Designers, will service as mentors assisting and answering questions once a week to assist students’ needs. Students may also use mobile apps to keep track of progress, stay on task, and provide some motivation to manage their time wisely.

● For students with disabilities, the instructor should refer to the student's IEP to be sure that the accommodations specified are being provided. Frequent consultation with a student's special education instructor will be beneficial in providing appropriate differentiation.

● The teacher is highly proficient in the content and able to provide assistance to students of all levels.

Specific Content-‐Related Standards

● BCS-‐CA1-‐2. Students will use technology as a tool to increase productivity in completing a variety of input technologies to create, edit, and publish industry appropriate documents.

a. Become familiar with a variety of input technology tools.

b. Demonstrate appropriate handling and use of supplies and equipment.

c. Apply appropriate use of editing tools, e.g. spell check, thesaurus, find and replace, grammar, and hyphenation.

d. Identify and demonstrate the use, movement, and display of a variety of icons, toolbars, and the task pane.

e. Demonstrate time-‐management to complete tasks in allotted time.


Ms. Booker f. Preview and print using print options.

● BCS-‐CA1-‐3. Students will use word processing and/or desktop publishing software through a variety of input technologies to create, edit, and publish industry appropriate documents.

a. Create a variety of business and technical documents, e.g. newsletters, flyers, and multi-‐page reports using wizards, templates, or composition.

b. Apply formatting skills, e.g. fonts, paragraphing, text flow options (widow/orphan), margins, indentations, page orientation, tabulation, breaks, enumeration, bulleting, borders/shading, columns.

c. Access and edit documents, including the effective use of editing commands, e.g. delete, cut/copy/paste, format painter, undo/redo, repeat, and paste special.

d. Create tables.

f. Apply graphic object skills such as scale, insert, crop, borders, wrap text, autoshapes, fill and line options, shading, text boxes, and WordArt.

g. Apply the appropriate format to a variety of documents that meet employability standards.

● BCS-‐CA1-‐4. Students will use spreadsheet software to create, edit,

and publish industry appropriate files.

a. Identify components of the spreadsheet window using industry terminology and efficiently navigate throughout the worksheets and workbook.

b. Demonstrate creating, opening, saving, renaming, inserting, deleting, retrieving, and closing a worksheet and workbooks.

c. Differentiate among and enter text, numbers, formulas, and functions.

d. Apply editing and enhancement features to cell contents, e.g. edit, fill, rotate, move, merge, size, number formats, styles, borders, and colors.


Ms. Booker e. Apply page setup features, e.g. margins, headers/footers, page order, grid lines, repeating row/column titles, comments, shrink-‐to-‐fit, page orientation, and center horizontally/vertically.

f. Create, insert, modify, and position appropriate graphics.

g. Apply freeze rows and columns and window tile.

h. Create, enter, and edit formulas using arithmetic expressions and math order of operations.

i. Apply and edit functions, e.g. SUM, MIN, MAX, AVE, COUNT.

j. Apply relative, absolute, and mixed cell references in formulas.

k. Copy, move, and verify accuracy of formulas.

l. Create effective charts or graphs which represent relevant data most effectively.

m. Edit and label chart components such as axis, legends, titles, etc.

n. Print charts and graphs in industry standard format on separate sheet or embedded with data.

● BCS-‐CA1-‐5. Students will use database software to create, edit, and publish industry appropriate files.

a. Define and apply basic terminology associated with database design, creation, and use.

b. Plan, create, and modify a database table structure using design view.

c. Input, edit, and delete data in tables.

d. Differentiate between and use multiple views.

e. Demonstrate database skills by planning/creating a table that includes field properties with or without a primary key, accessing/retrieving, saving, and printing.

f. Create a database using multiple tables to establish relationships between tables.

g. Demonstrate report creation that involves group, sort, wizards, labels, and calculated fields and format to industry standards.


Ms. Booker h. Organize and analyze data, e.g. sorting, identifying, finding, filtering, and viewing.

i. Create and use queries.

● BCS-‐CA1-‐9. Students will use technology to access, review,

evaluate, and select information from multiple resources for reporting purposes.

c. Evaluate and select appropriate sources of information (e.g. print, video, electronic, and human) for a specific research problem or question.

d. Demonstrate the ability to use bookmarks and internet search engines to access information by identifying and conducting basic and advanced searches using internet/intranet search engines, directories, biographical dictionaries and thesauri.

Career Technical and Agricultural Education (CTAE) Foundational Skills

● CTAE-‐FS-‐3 Communications: Learners use various communication skills in expressing and interpreting information

● CTAE-‐FS-‐4 Problem Solving and Critical Thinking: Learners define and solve problems, and use problem-‐solving and improvement methods and tools.

● CTAE-‐FS-‐5 Information Technology Applications: Learners use multiple information technology devices to access, organize, process, transmit, and communicate information.

● CTAE-‐FS-‐8 Leadership and Teamwork: Learners apply leadership and teamwork skills in collaborating with others to accomplish organizational goals and objectives.

Academic Standards

● ELA9W3 The student uses research and technology to support writing.

● ELA9W1 The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals closure.


Ms. Booker ● MM1G2 Students will understand and use the language of

mathematical argument and justification.

● MM1P1 Students will solve problems (using appropriate technology). MM1P2 Students will reason and evaluate mathematical arguments. MM1P3 Students will communicate mathematically.

● MM2P3 Students will communicate mathematically.

● ELA9LSV2 The student formulates reasoned judgments about written and oral communication in various media genres. The student delivers focused, coherent, and polished presentations that convey a clear and distinct perspective, demonstrate solid reasoning, and combine traditional rhetorical strategies of narration, exposition, persuasion, and description.

● ELA9LSV1 The student participates in student-‐to teacher, student-‐to-‐student, and group verbal interactions.

International Society for Technology Education National Education Technology Standards for Students (ISTE Nets-‐S)

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. c. Develop cultural understanding and global awareness by engaging with learners of other cultures 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. a. Identify and define authentic problems and significant questions for investigation. b. Plan and manage activities to develop a solution or complete a project.


Ms. Booker c. Collect and analyze data to identify solutions and/or make informed decisions. d. Use multiple processes and diverse perspectives to explore alternative solutions. 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. b. Select and use applications effectively and productively. c. Troubleshoot systems and applications.

Task Analysis

● Students will demonstrate proficiency in the following productivity software: Microsoft Word, Excel, Access, and use a variety of input technologies to create, edit, and publish industry appropriate documents with at least 90 percent accuracy according to a standard-‐based grading rubric. This lesson will also demonstrate to the student how these skills will be useful in their future.

Design

Overview

Scenario -‐ Students are a part of a design group that will help furnish a new house for a deserving family in Moultrie. The family consists of a mother, father, and a sixteen-‐year-‐old child. Each team has been given a $35,000 budget to buy all that you need for the interior of the house. The house has a living room, master bedroom for the parents, bedroom for the child, and a kitchen. It has one bathroom that might also need some furnishings/decorations. Students will be responsible to decide how to spend the money in order to furnish it. An interior designer will be available to give ideas and suggestions on how to furnish the house using a budget. Students will create a portfolio of documents that will be used as a planning


Ms. Booker guide to decorate for our needy family. They will create both a hard copy and an electronic portfolio in order to share our ideas. This project requires that students use their prior knowledge they have gained in this class. There will be items that students will create in Word, Excel, and Access.

Students will be placed in groups of four and will discuss amongst themselves how they will divide the $35,000 (how much per room, etc.) (This figure can be negotiated at a later date depending on needs.) Each person will select a room of the home to provide the furnishings. Their job is to create two databases. One database will give the particulars of the furnishings and which store it will be purchased from. The second database will be a list of stores that will be potential vendors. Link the two databases together so you can run reports of purchases from each vendor. Students will also create a spreadsheet that keeps up with the total amount spent in your room and will include a linked worksheet that incorporates the totals from the other rooms’ furnishings that each of their partners have prepared. Finally students will produce an online portfolio presentation using EdCanvas (www.edcanvas.com) to compile all of your documents to share with the class and the Habitat for Humanity.

Before students begin to purchase items, they will conduct an interview via Skype with the deserving family from the Habitat for Humanity’s office to determine if there are any particular cultural customs they should consider when designing the interior. Students should keep in mind that some cultures have connections with colors and images that you might want to incorporate into paint colors or design a wall mural.

Details

● Teacher will allow accelerate gifted students will create an invitation to the ribbon-‐cutting ceremony when the house is officially given to the deserving family. Also, students will design the home using web 2.0 tools sites, such as www.houseplans.com, allow students to design the home so that it is handicap accessible. They would need to check with the Americans with Disabilities Act for complete requirements.

● Assistive technology will be used if needed. Basic templates are available to accommodate special learning students. In addition, a list of places to choose from to select their furniture will be provided to allow for modifications. Experts, such as Interior Designers, will service as mentors assisting and answering questions once a week to assist students


Ms. Booker needs. Students may also use mobile apps to keep track of progress, stay on task, and provide some motivation to manage their time wisely.

● Gifted student will create a video of their design process and upload it to SchoolTube to show how you can utilize productivity software such as Microsoft Office suite to create industry appropriate documents and the impact of putting them to work in the community.

● The webquest was designed with universal design principles in mind. Auditory output is redundant with information visual displays. Also, the website provides enough contrast color between the text and background color. For example, the navigation offers

Development

This project was designed while creating an engaged learning project for my students. I wanted to be able to …I began with a preplan and wrote all my ideas down that came to mind for the project. I then completed the analysis for the webquest by assessing my TECH-PACK (technological pedagogical content knowledge). By identify if weak area of either content knowledge, technology knowledge, and pedagogical knowledge exist, I can improve in my teaching. No weak areas were identified. I then designed my activities for my webquest according to the NETS-S standards in mind along with culturally responsive pedagogy. After designing, I implemented my webquest with two students to test the navigation and setup; however, the student was unable to complete due to this is a culminating activity at the end of the semester.

Implementation

Students will have four weeks to complete their project and present it to the rest of the class. Students will meet daily for 50 minutes to work on their project in class.

• Week 1 o Teacher demonstrates to students how to access the instructions from

the computer. Teacher guides students to create a folder that all of this work must be placed in (on their directory).

o Teacher goes over the instructions and makes sure students understand the assignment. Teacher also shows students a “sample” of a past assignment so they can now visualize a finished product.


Ms. Booker o Students are placed in groups of four students. (Groups with Special

Education students may have 5 per group, depending on modifications required.) There are four rooms to furnish so each person chooses a room to shop for and together, the group must decide how the money is to be divided among the four rooms. A theme or color choices need to be discussed within each group. The house needs to fit together (not purple in one room, orange in the next, etc.).

o Representative from the local Habitat for Humanity chapter will come speak with student the students about the project. They will give the students the specific information about the deserving family and the house.

o Teacher will set up Skype for the students to talk to the deserving family about their needs and cultural beliefs.

o An expert interior designer will speak with the students at school about basic home needs and designing on a budget.

o Begin to shop using the resources page for furniture, electronics, decorations and anything else that you want to include.

• Week 2 o Teacher will discuss with class how each student will begin an Excel

spreadsheet (save as: furnishings). Include the item name, store item number, name of store and price. Also include a formula to keep a running total of the amount spent. Call this Worksheet the name of room being furnished (on tab) i.e. Master Bedroom.

o Teacher will explain how to add an additional worksheet (to the same file “furnishings”) and rename the tab Totals. The file will still be called “furnishings”. Include the total amount purchased for each room. A link between the first sheet and the total should be created so it will be updated automatically. The totals for the other 3 rooms will be verbally given to the student. The goal is to get as close to $35,000 as possible without going over.

o Teacher will help students get started on their Access database file. Each student will need to create two tables, one for the items to purchase and one for the stores. See the instructions in WebQuest Task section for field names needed. Help insure that each group has a clear understanding that each person is creating these tables (not just one person!). Also, talk to the students about creating forms to use to enter data. There will be a relationship between the two tables using the “StoreName” field. Teacher may need to explain how this works, even though we did similar tables before where certain fields were linked.

o Teacher needs to check that each person has their database tables organized properly and that the Excel Worksheets have the correct information.


Ms. Booker o Students need to spend time shopping for the best furnishings,

electronics, and decorations. Perhaps the group needs to discuss the budget again to see how everyone is doing with the total $35,000. Remind the students to be sure to record the items selected in the database and spreadsheet.

o The groups need to discuss their budget of $35,000 and how they need to either cut back or find more decorations to come closer to the optimal amount. They need to share with one another their current total so other group members can insert the total in the “Totals” spreadsheet.

• Week 3 o Students need to finalize the room and all of its furnishings. Teacher

may want to discuss with students the pie chart that is required. It will show (in slices) the money spent per room.

o In Access, queries need to be made to isolate the items purchased from each store. Name the queries the name of the store.

o Also in Access, the students may need assistance with creating a report that lists each item and its cost by the store that it was purchased from. The student needs to be reminded how to “group” items on a report.

o Students need to get with group and make sure all totals are still correct. The budget needs to be discussed and ways to alter this figure could be devised.

o In Microsoft Word, each student needs to write a one-‐page description of how the room they bought furnishings, electronics, and decorations for will look. Each room should have a theme or fit into the color scheme of the home. In this Word file, student needs to explain their purchases. For example, if child loves music, a sound system is purchased for this room.

o Also in Word, create links to both Access and Excel files.

• Week 4 o Be sure all Access and Excel files are correct and finished. Check with

group members to make sure totals page is still correct. o Students will create an online portfolio using EdCanvas

(www.edcanvas.com) and compile all of documents and reports to prepare for easy reference when you present your model to Habitat for Humanity.

o Have students write a one-‐page reflection about the project. Have them address the following questions: How did you like the project? Was it easy or hard? What was your favorite part? What should the teacher change the next time this assignment is given? How would you improve your work next time? Be serious and truthful.


Ms. Booker o Students need to print the rubric and complete it, using column for

Self-‐Assessment. The rubric should be stapled to the top of the stack of printed pages, as the teacher will grade from the same rubric.

o Students need to print their files. See instructions in “Evaluation” section.

o Remind students to drop their electronic files/folders into the Teacher’s “Projects” folder.

* Note this is a tentative schedule and you may need to adjust based on your individual class.

Evaluation

Students will produce a presentation as well as a portfolio of documents to show the work from their project. They will have Excel spreadsheets for each room the students “bought” items for as well as a totals spreadsheet, an Access database to keep up with inventory, a Word file with description and links to any other files, a project reflection typed in Word, and an online presentation using Edcanvas, and/or video of the work they did on their project.

The deserving family chosen by Habitat for Humanity will use and care about this project. The product will be meaningful because the students will learn how to use a budget to buy items that are needed for their own home one day. Also, they are actually going to meet the people for whom they are designing their project. Students will use Microsoft Office productivity tools and websites throughout the project. The projects will be posted on the teacher’s webpage, and the videos may be posted to SchoolTube. The projects will be assessed using a rubric.

Students will be graded on this project using a detailed standard-‐basic rubric. Teacher will review both hard copy and electronic files to assess your performance; therefore, it is imperative that work follows the guidelines below.

• Electronic Files All of your files must be in a folder with your name and the word project. Ex. "John Doe’s Project". I will need one Excel file, one Access file and two Word files. After you have completed the project you will need to move your folder to the Projects folder on the shared drive.

• Hard Copy You will need to print the following items and place them in this exact order to be put into the basket.

1. Completed Rubric 2. Peer Assessments (one for each of your group members)


Ms. Booker 3. Excel spreadsheet for each room (you purchased for) and a totals

spreadsheet 4. Excel Stores table, 1 record from each form, a query for each store, a

report for each room 5. Word File with Description and links to other files 6. Reflection (typed in Word) 7. Print a QR code of your EdCanvas URL and post link on our class

Edmodo wall for viewing.

Product Design –

Figure 1 and 2 below are pictures of the pilot test.

Figure 1 Figure 2 Students will be observed working through the webquest, and I will take analytical notes while students are engaged. Students will complete a feedback form and answer questions such as: was the task clear, were the multimedia elements helpful, etc.)

Reflection

I used Zunal as my online platform for the webquest and found the templates very helpful, but next time I will probably use another free web-‐based program such as weebly to allow for more customizations with picture sizing. I ran into some issues with trying to align and resize certain graphics that the template used would not allow changes.


Ms. Booker The multimedia instruction design worked very well. I was able to create individual pages to guide students to success. After implementation, I would like to post some exemplary student work and replace the Voki video with a real video of the deserving family thanking the class for their hard work.

I learned not to use templates and design websites from scratch. I have a high level of design knowledge, and when designing web pages with templates, I was unable to access the html code for the template to add in those extra touches. I believe templates work well for beginning-‐level web designers, but not for experience web designers. From this experience I can see how it really would benefit some teachers to implement this design. Not only does it cut down on paper usage, toner usage by going green, it also provides interactivity to the student thus increasing the LoTI level of the lesson.

Documents

Multimedia Design Project Report - Introductiontmrewis.weebly.com/uploads/2/0/4/2/20425957/rewis...webquest by assessing my TECH-PACK (technological pedagogical content knowledge)