EDIT 610 Multimedia Authoring

Design Document
Parts 1, 2 & 3
Submitted by: Rasha Alzaabi
Submitted to: Dr. Shiang-Kwei Wang
EDIT 610 Design Document Parts 1 & 2

PowerPoint File

https://drive.google.com/file/d/1DhLHKzsLaML6kEl89JA4_M2m4rYcrYjr/view?usp=sharing

PowerPoint Show

https://drive.google.com/file/d/1vwxJhvk5Ay-f3PE6E-zbGhA_KdppCbFf/view?usp=sharing

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Topic: Tessie and the Kittens (Prepositions)

Subject: English

PART 1

Analysis

Interactive Ways of Teaching & the Target Topic

If you are one of the teachers who find it difficult to teach grammar rules and you want to
implement new creative ways, have a look at my interactive project. Using technology was my
choice to bring a more interactive lesson and stimulate students’ learning. The topic of my program
is about teaching prepositions using a story book called “Tessie and the Kittens”. I will use
PowerPoint to create an interactive program includes the story, prepositions, and assessment tools.

Target Learners & Current Knowledge

My interactive program has been created for teaching prepositions to non-native English young
learners using a story book. I will implement it with third grade students. At this level, students
study prepositions through the unit of “Good Neighbors”. Usually, teachers use the normal way of
teaching which is following the learner’s book according to my background and teaching
experience. Accordingly, the main purpose of this interactive lesson is that I want students to
comprehend prepositions in an authentic way so they can connect what they know with what they
learn.

This program will be implemented at the end of fall semester. At this point, students are supposed
to understand and use a range of prepositions of place as they will be asked to follow, write and
give instructions. At the end of the unit, students will be asked to a map-based instruction, so they
should have a clear input and practice of the prepositions.

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Goals & Objectives

- Students will be able to have fun during learning.

- Students will be able to identify different prepositions of place.
- Students will be able to write sentences using prepositions.

Materials & Technology Infrastructure

I decided to use PowerPoint as a multimedia tool to make the program more attractive, effective
and easy to navigate. The program will be created based on visual materials. I will draw the main
characters of the story, add animation effects, and upload sound files and effects. I will also use
Audacity to record voice over the text. Putting all these materials together will end up with an
interactive project that enhances the learning process and raise the awareness of student-centered
approach.

I believe that today’s learners are keen to learn using technology, so it is very reasonable to
integrate technology during the learning process to ensure students’ engagement. For this program,
it is better to provide learners with iPads, so each student can navigate the program easily and re
listen or play effects many times according to their learning needs. Moreover, students will work
on the practice and the quiz on their own pace.

While creating this interactive program, I keep in mind the different learning styles because
everyone learns differently. To enhance the learning process, I take in consideration learners’
needs and learning styles. To assist visual learners, I will include images and pictures. To assist
auditory learners, I will add sound files. To assist kinesthetic learners, I will add buttons, so
students can click and touch them to move around the program.

Additionally, the four intrinsic motivators are very crucial to consider while designing this
program. Challenge, curiosity, control, and fantasy will make my program more effective. To bring
challenge into the program, start, students will look for the kittens as they need to identify the
preposition. To make students curious, students will follow the sequence of the story to discover
the locations of the kittens. To give students the control, students will explore the content according

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to their own learning path and interests. To ensure fantasy, students will use their imagination to
expect the place of the kittens.

Timeframe

The design and development of my interactive program will take some time to implement in an
effective way. I am quite familiar with PowerPoint functions but there are new ones that need some
time to learn and apply. Working on the design will take around 4 weeks. After that I will present
my program to my peers, so I will receive feedback and they can use it with their students or they
can create their own programs. This will take two hours session. All of this will contribute in
improving the program for future uses.

Design

Content & Scope

When students enter the interface of my program, they will be able to know that the content is a
story about “Tessie and the Kittens”. They have the option to start the story or they can go to “need
help!” page to discover the uses of buttons and how to navigate in the program. If students want
to look at the grammar before starting the story, they have to click the “Grammar (prepositions)”
button. However, if they want to identify the new vocabulary, they can click the “Vocabulary”
button. Finally, after reading or listening to the story, students can choose the “Practice & Quiz”
button to assess their understanding.

Learning Objectives

There are three main objectives that I want my students to achieve after applying the interactive
program. Having fun during learning, identifying different prepositions of place, and writing
sentences using prepositions are the outcomes for this program. To accomplish the first objective,
students will be able to experience a new learning activity though using technology and controlling
the content. Students will learn through a story and they will be motivated to finish the story to
discover the place of the kittens. To accomplish the second objective, students will go through the

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story and connect what they see with their experience to identify the meaning of each preposition.
To accomplish the last objective, students will practice using the prepositions, write sentences
about them and take the final quiz.

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Flowchart

Teaching grammar (prepositions)

Tessie and
Into
the Kittens
After
Story
With (prepositions)

On Need help! Credit

Next

In font

Vocabulary Practice Quiz

Over

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Assessment

Students will be assessed on different stages of the implementation process. To clarify, I will ask
questions like, “Can you guess where Topper is?”, so I will receive immediate feedback on their
learning and knowledge. At the end, students will go through practices and quiz which contain
different types of questions, such as fill in the gaps, multiple-choice, and write a sentence to
describe the picture. These assessment tools will support me as a teacher to determine which areas
need more focus and which other ways I can use to suit students’ needs.

Improving Learning Motivation

As mentioned above, I will consider challenge, curiosity, control, and fantasy to create a valuable
and interactive program. Giving students the opportunity to be active participants in their learning
process will raise their motivation level. Also, having the interesting motions and images in the
design will attract young learners to discover it. I would like to end up with an interesting and
attracting multimedia tool that learners would find it fun and educational at the same time.

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PART 2

Development

Media Content

Creating media resources for this interactive program was my goal to teach grammar to young
learners using more interactive and motivational resources. Young learners will not wish to learn
and pay attention if the teaching resources are not engaging and interesting as highlighted by Pesce
(2017). For that reason, I used my instructional technology knowledge that I have learnt though
this course to create my own resources which suit different learning styles and meet my learners’
needs. For example:

• I drew the main characters of the story using the PowerPoint features, such as Tessie and
the kittens because I wanted to make them more attractive for learners.
• I created the backgrounds for slides 2 and 11 since I wanted learners to feel they are in the
real context of the story.
• I used GIF images in order to make it clear for learners to understand prepositions.
• I recorded my voice using Audacity program, so auditory learners will be able to listen to
the story to have a better understanding.
• I uploaded sound effects and added animations all over the slides to attract learners and
make the learning process more exciting.
• Some images were downloaded from https://images.google.com/ and GIF graphics were
taken from https://www.google.com/.

Challenges

One of the challenges I faced during developing the multimedia project was choosing some sound
effects to make it more interesting. To clarify, it was not easy to download some sound files
because most of the websites are not free and I had to register and pay. Also, my focus was on
choosing funny and attractive sounds, so learners will be motivated to click on each single button.

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The choice of sound effects was not easy because I was very careful to choose what really suits
the different buttons and objects.

Another challenge was the time spent during creating the PowerPoint. The final version of this
project took weeks as well as working on errors for development required more time. I really
enjoyed discovering new features of PowerPoint but I work for long hours to create the final
version. Each week we had to develop the slides and work on feedback we receive from the
instructor. In fact, this feedback assisted me a lot towards creating a professional interactive
program.

Copyright Issue

To reserve copyrights, I recorded my own voice for the story and uploaded it to different slides.
Moreover, I created most of images and pictures using PowerPoint tools. Some other images and
sounds were taken from trusted sources and I made sure to include the sources in the credit slide.
When I finished creating the program, I saved a copy as a show file, so if I share it with anyone,
they will not be able to copy and paste from it.

Implementation

Description of the Learning Environment

The learning environment is very essential for learners to focus well and have the appropriate
facilitates for learning. This interactive program was implemented in the computer lab in
Merasheid Basic School Cycle 1 where there is a Wi-Fi connection and PC. In fact, I asked learners
to bring their iPads because they love iPads and use them most of the time, so they were motived
to study using their own iPads. In addition, there was a smart board in case some students forget
their iPad, we could use it instead. The important facility was the head phones because learners
felt that they can control their learning and I wanted to ensure a quite environment for learning.

Description of the Implementation Plan

Time Length: 2 sessions

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Number of participants: 10 students

Procedure:
o Before starting the lesson, I made sure that the lab was ready and there was enough
headphones for each student. Moreover, I checked if students brought their iPads and
if not I could prepare the smart board. I uploaded the show file version on the Google
Drive and I opened it in each iPad.
o Then, I presented the program on the smart board to give students a brief idea about
using it. I started telling them that we would learn about prepositions using this
interactive program. Students were so excited and they wanted to start immediately,
but I told them to wait till I gave them the instructions. I gave them the choice if they
wanted to start with the story first or to start with the explanation of the prepositions
first. Also, I told them if they prefer to read the story or listen to it by clicking on the
headphone icon. After that, they could work on practice and take the quiz. In addition,
I focused on some rules, such as if they had any question, they needed to raise their
hands.
o After that, I asked students to open the program and work through it. While students
were working on the program, I was walking around the lab to check if they faced any
problem.

These photos show students while they we working on the program in the computer lab.
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Questions/Issues during Implementation

In fact, questions raised by both students and I. Although I asked some questions, but I did not
want to interrupt students while they were reading or listening to the story. However, I had different
questions from students especially during the first session. For example, one student asked about
‘the learning goals’ page and I referred to my clarification at the beginning. Another student asked
about what to start first the quiz or the practice and I told her to start with the practice first. Another
question was asked by a student about the difference between ‘on’ and ‘over’ during reading the
story, so I went back the ‘prepositions’ page and explained it to her. Overall, students were
enjoying playing around the program and I have noticed that most of them used it very well.

Evaluation

A. Formative Evaluation

Before using my interactive program with students, I made sure that everything was working well
as well as I tried to present it from a students’ point of view. While working on designing the
program, I was showing one of my colleagues its development as she gave me effective feedback.
For example, when she saw the practice questions, she advised me to change the font size of some
words, so students could not guess the answer easily. In addition, when we submitted the drafts of
the program, I received feedback from my peers and I used it to improve the program. To get
feedback from students, I presented the program with my niece who is a third grade student. Her
feedback motivated me a lot to use it with my students because she enjoyed it and liked the sound
effects and the final quiz. Using those comments from different perspectives helped me to come
up with a good final version of the interactive program.

B. Summative Evaluation

B.1 Assessment

In order to assess students’ learning outcomes, I created a different quiz to check if learners
understand prepositions or they needed more focus.

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Link for the quiz:

https://goo.gl/forms/dgmRujvVZlQKkn3U2

According to the final quiz, most of students were able to get the final grade as it is shown below.
I included multiple choice questions and students succeeded most of them. I asked students to
close the program and take the quiz, so they had to think about questions careful without looking
at the examples.

However, I have noticed that some students got confused about using two propositions ‘with’ and
‘after’. Consequently, I need to focus more on these prepositions and provide more examples to
help students identify the difference between them.

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B.2 Student Learning Motivation

Students were very excited and motivated to use the program. I have noticed that some students
started with the story as they liked the sound effects included in the slides whereas some of them
started with the examples of prepositions. Adding to that, they played the sounds many times
which refers to their engagement. In fact, the images, animations, and sound effects attracted
students and it was clear on their faces who they liked the program.

The program was clear and easy to navigate because I catered for small details of the program. To
clarify, I included the help page, so students can look at first to identify the reference for each icon.
The home page was direct including subheadings to the main contents, such as the story, the
vocabulary, the practice and the quiz. Putting in mind all of these details helped students to
successfully use the buttons I created. I have noticed that students liked the “where is the do?”
game as they went through it many times. Also, they discussed it together as they wanted to see
who finished first. I really felt satisfied when I saw students interacting and discussing the content
of the program.

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B.3 Other summative evaluation

Weaknesses & Improvement for Next Implementation

Although the program was very good to implement with the students, it still needs development
for the next implementation. I believe I should create more challenging activities since some
students felt the activities were so easy for them. For example, I can add activities which stimulates
students’ thinking abilities. Another area for improvement is adding section for students’ grades
after the quiz included in the PowerPoint. The reason is that, some students asked me about their
grades and by doing this students will be motivated to retake the quiz to improve their grades.

Strengths

This instructional unit has some features which refers to its strengths. This platform is highly
interactive because it has different elements which attracts young learners’ attention. For instance,
it has visuals, animations, sound effects and clickable buttons all over the slides. Another strengths
of this program is creating my own resources. Practice, quizzes, the story and other elements were
created by me to make the program more attractive. Creating my own resources is considered as a
strength since I did not depend on the internet to download pictures or practices.

Recommendations for Other Instructional Designers

I would highly recommend my program for other teachers to use with their students especially
after applying in with my students. There are some steps they need to bear in mind before applying
it:

- I will recommend that teachers should make sure that the program work on students’
devices before starting the lesson.
- Teachers should ask students to put their headphones on for more focus and less disturbing.
- The most important recommendation for other users is that the quiz included in the
PowerPoint does not show the final grade, so they need to think of how they can introduce
alternative for this.

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What did you think would be covered in this course but was not?

While designing the program, I intended to find some way of showing the grades for the quiz, but
I could not. I believe it will be a great idea to work on for future improvement, so learners will
receive immediate feedback on their performance.

Gaps between my Expectations and Students’ Performance

Based on the objectives mentioned earlier, I believe that there is no gap between them and students’
performance. Students showed success all over the practices and quizzes. Overall, I feel satisfied
about the final feedback I got from students and peers.

Part 3

https://drive.google.com/file/d/1i4PJKUPgrgfgwT5BjX9Pjs_1QTURjBBR/view?usp=sharing

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References

Pesce, C. (2017). Teaching Kids English: 10 things to consider. Retrieved on (January 18, 2018)
from: https://busyteacher.org/2831-teaching-kids-english-10-things-to-consider.html

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