ITEC 7445 Larrece Groover

Multimedia Design Project Assessment (MDPA) Report December 3, 2018

Roller Coaster Mystery

https://sites.google.com/hallco.org/rollercoastermystery

Analysis

The learning environment is a Gifted Resource classroom setting. There will be

approximately 20 students in the class. All of the students have been identified as gifted and are

served in the Gifted Resource classroom one day a week. The students also receive gifted

services in the advanced academy within the school. The resource classroom is multi-grade level

serving 4th and 5th grade students. The Webquest supports a multi-disciplinary unit for both

grade levels. The classroom has Chromebooks and laptops. The students also have access to

their general education classroom laptops on the days they attend the resource class. Each of the

students are or have been in our blended learning academy therefore they have experience with

project-based learning, cooperative learning groups, and an independent work environment.

Technology is used in the advanced classroom and gifted resource classroom daily so the

students are proficient with using technology.

The stated objectives for the students are as follows:

1. The students should be able to explain why it is important for engineers to

understand how roller coasters work.

2. The students should be able to explain scientific terms related to physics.

3. The student should be able to explain and discuss the effects of gravity and friction when

relating to a roller coaster.

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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
4. The students will be able to become true scientists as they work to solve a scientific

mystery through the use of the scientific method.

5. The students will research, develop, and create rollercoasters using technology.

The content standards addressed within the Webquest will be the following:
S4P3. Obtain, evaluate, and communicate information about the relationship between

balance and unbalanced forces.

a. Plan and carry out an investigation on the effects of balanced and unbalanced forces on

an object and communicate the results.

b. Construct an argument to support the claim that gravitational force affects the motion

of an object.

S8P3. Obtain, evaluate, and communicate information about cause and effect

relationships between force, mass, and the motion of objects.

a. Analyze and interpret data to identify patterns in the relationships between speed and

distance, and velocity and acceleration.

b. Construct an explanation using Newton’s Laws of Motion to describe the effects of

balanced and unbalanced forces on the motion of an object.

c. Construct an argument from evidence to support the claim that the amount of force

needed to accelerate an object is proportional to its mass (inertia).

S8P5. Obtain, evaluate, and communicate information about gravity, electricity, and

magnetism as major forces acting in nature.

The Gifted strands addressed within the Webquest will be the following:
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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
Advanced Research Skills Standard: Learners will gather, decipher, and determine

credibility of information from a variety of sources and integrate information thorough

analysis of content.

Creative Thinking & Problem Solving Standard: Learners will insightfully evaluate a

variety of problems and arrive at innovative conclusions.

Higher Order and Critical Thinking Skills Standard: Learners will analytically

critique a system or set of complex ideas, utilizing logic and reasoning skills in novel

ways, to create and/or modify knowledge.

The ISTE standards addressed within the Webquest will be the following:

4b. select and use digital tools to plan and manage a design process that considers design

constraints and calculated risks.

4c. develop, test and refine prototypes as part of a cyclical design process.

6b. create original works or responsibly repurpose or remix digital resources into new

creations.

Design

The instructional elements for the Webquest was centered around the design of a roller

coaster. The gifted, technology, and content standards were identified for the WebQuest. The

digital activities to address the content were identified so they could incorporate opportunities for

authentic tasks, inquiry, higher order thinking skills, and collaboration. I focused on the

vocabulary from the standards for the grade levels addressed within the content. The narrative

for the mystery maintained a reading level appropriate for a 4th and 5th grade reading level

however the WebQuest is created on Google Sites. All of the students in our district have the

chrome extension of Snap and Read to access any content above their reading level. The
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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
students also have a read aloud option to access with the introduction and task pages. The

instructional videos have a reading level and most provide transcripts for students who may need

the option to read the text instead of listen. The instructional videos integrated within the

Webquest were chosen to explain the content in a simplified way. The simplicity of the

Webquest appeals to students with different skill levels and abilities. The buttons and tabs allow

the students to flow from one section to the next

Details

Differentiation will be provided within the context of the Webquest. Students who

struggle with the reading the content have opportunities for read aloud. Differentiation was also

integrated into the products. The students will have choice in the presentation and roller coaster

design. The student will decide the components of the roller coaster based on the rubric

provided and the point goal for the roller coaster portion of the project. The Webquest adheres to

the Universal Design approach with representation, action and expression, and engagement. The

students have alternative auditory and visual information providing examples of representation.

There are action and expression methods for navigation as well as options for assistive

technology to access information. Engagement is provided within the Webquest as the students

collaborate with their team members and communicate their understanding. The Webquest is

designed for a small group. The Webquest integrates the multimedia elements of text, image,

audio, video, and animation. The text and images are part of the pages of the site while the

audio, video, and animation are found within the videos, links, and read aloud options. The use

of the different multimedia options support students with visual, auditory, and some physical

disabilities.

Development
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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
During the development of the Webquest, the initial stages included brainstorming ideas

and reviewing content and curriculum standards. The activities and tasks were identified for the

Webquest and the initial format was created. The online site was developed and the rubrics and

assessments were created. The next steps of the Webquest involved creating the teacher and

credit tabs. The final stages of the development of the Webquest included uploading the videos

and conducting the usability test.

Implementation

The Webquest will be implemented in the second semester of the year beginning in

January. The project will begin with an exploration activity with hands on roller coaster

activities and Breakout puzzles for students to solve as a team. The Webquest will be shared and

reviewed after the exploration activities and team building activity. The students will be divided

into teams before beginning the Webquest. The students will work collaboratively using the

“Task” and “Process” tabs as guidance for the specific requirements. The “Evaluation” tab will

provide the reference for assessments. Finally, the students will present their roller coasters and

presentations to the class. Each of the students will need chromebooks/laptops and internet

access. There will be checkpoints throughout the Webquest to assess the student progress of the

instructional materials to insure completion. The students will work on the Webquest in class for

5 weeks and it will be used for 2 hours each week on Tuesdays. If a teacher does not have an

account for BrainPop, they will need to obtain access so their students can view the instructional

videos. The paper roller coaster copies should be created out of card stock. Students will need

tape and scissors to construct the track of the roller coaster. You can find tutorial videos to help

students construct the individual pieces of the paper roller coasters. The Eureka Activities
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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
referenced on the Process can be found in the Interact Unit – Roller Coaster: A Simulation

Solving a Scientific Mystery while Learning About the Science of Motion.

Evaluation

Teachers will use a rubric and checkpoints to evaluate student learning. The checkpoints

will be assessing the progress of the instructional videos and completion of the questions

throughout the process. A rubric will assess the design, structure, and performance of the marble

and paper roller coaster. The presentation of the team’s understanding and overview of their

roller coaster will be assessed with a rubric.

A usability test was conducted with the target audience to assess the product design.

During the usability test, the students understood the expectations of the Webquest would

include designing a rollercoaster, solving a mystery, and learning the history and vocabulary

relating to the roller coaster. The students found the navigation of the Webquest easy to follow

and did not find any links not working properly. The reading level was appropriate however

students chose to listen to the read aloud options when available. After the usability test I added

some additional buttons so students could move back through the Webquest easier.

Reflection
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Multimedia Design Project Assessment (MDPA) Report December 3, 2018
As I was developing the project, I found it to be extremely time consuming. The

amount of time it took to plan, design, and develop was much longer than planning the

lessons individually. I believe part of the problem for planning the project was I have too

many resources and many of them did not fit with the platform. I like the finished product

and will create additional Webquest but will try to incorporate different options for

differentiation and collaboration. I am not sure the Google Sites was the best option for

the videos because I found it restrictive at times and prefer the options on Weebly better. I

believe this project provided opportunities to think about ways to push my students to use

technology as more than a consumable. I realized through this project I have to create the

opportunities for the students and show them examples of the expectations of exemplary

products so they will rise to the challenge. I plan to continue to push myself to develop

assignments for my student that are authentic and engaging. If I were to complete another

Webquest or advise someone else on completing one, I would suggest teachers to gather all

of their resources together, plan what you want to accomplish, and work on it in advance

because it takes time and you will keep adding gradually if you start ahead of time.