standard 3 2 multimedia design project report

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Iliana  Lourie     ITEC  7455  Multimedia  &  Web  Design   Multimedia  Design  Project  Assessment  (MDPA)  Report   Product  URL-­‐  http://lourieinferences.weebly.com/   Analysis   Learners The WebQuest, Making Inferences, is intended for 7th grade students learning Common Core Georgia Performance Standards for Math. The target students’ ages range from 12 to 13 years old and read at or above grade level.
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  ! #$%$ '()*#+ !,-. /011 2) 3#4+5#$ 6 7+8 9+:#;%   ! #$%&'(%) +',%-. /012'3$ 4,,',,&'.$ 5!+/46 7'810$ ! #$%&' )*+, -''./001#% 232453 34&36783391:7&#;0 <4=1:626 Learners The WebQuest, Making Inferences, is intended for 7 th  grade students learning Common Core Georgia Performance Standards for Math. The target students’ ages range from 12 to 13 years old and read at or above grade level. Students are proficient with technology and have experienced a variety of project-based learning environments. They are flexible to learn independently or in groups. The target students have no need for adaptive or assistive technology. Context and Learning Environment This WebQuest will be implemented primarily in a 7 th  grade Advanced Math setting in which students will chose to accelerate through some standards. They have a 55 minute period everyday and will be allowed to break into small groups or individually while the teacher is conducting mini-lessons for the rest of the students. Students in this classroom have access to computers in a one-to-one ratio. However, as students complete the WebQuest individually, they will be encouraged to work in small groups for discussion of the assignments. The teacher facilitating this learning experience has a medium to high technology proficiency and is comfortable using technology. Learning Objectives: This WebQuest addresses the following Common Core Georgia Performance Standards for Mathematics: MCC7.SP.1 Understand that statistics can be used to gain information about a population  by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population. Understand that random sampling tends to produce representative samples and support valid inferences. MCC7.SP.2 Use data from a random sample to draw inferences about a population with an unknown characteristic of interest. Generate multiple samples (or simulated samples) of the same size to gauge the variation in estimates or predictions MCC7.SP.3 Informally assess the degree of visual overlap of two numerical data distributions with similar variabilities, measuring the difference between the centers by expressing it as a multiple of a measure of variability.  ! #$%$ '()*#+ !,-. /011 2) 3#4+5#$ 6 7+8 9+:#;%   MCC7.SP.4 Use measures of center and measures of variability for numerical data from random samples to draw informal comparative inferences about two populations. The WebQuest also addresses the following ISTE Nets-Student standards: 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 c. Use models and simulations to explore complex systems and issues d. Identify trends and forecast possibilities 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. 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.  b. Plan and manage activities to develop a solution or complete a project 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 c. Demonstrate personal responsibility for lifelong learning d. Exhibit leadership for digital citizenship 6. Technology operations and concepts - Students demonstrate a sound understanding of technology concepts, systems, and operations. a. Understand and use technology systems  b. Select and use applications effectively and productively c. Troubleshoot systems and applications d. Transfer current knowledge to learning of new technologies According to the Georgia Department of Education (www.georgiastandards.org), students should answer the following Essential Questions: !   In what ways are sample statistics related to the corresponding population  parameters?  ! #$%$ '()*#+ !,-. /011 2) 3#4+5#$ 6 7+8 9+:#;%   !   What strategies can be used to choose and create appropriate graphs to represent data? !   What types of conclusions can be drawn from data? !   What is the center of a set of data and how can it be described? !   How can variation be described within a data set? !   How can data be used to compare different groups? >362?4 This WebQuest was designed as a stand-alone course for students to work through the 7 th  grade Statistics standards independently. In order to guide students through the content necessary to master the standards, they were provided with a Learning Contract to be completed at their own pace. This allowed students to take ownership of their learning and gave them the independence and challenge they were seeking. While there are many resources available that provide the necessary information to gain knowledge and understanding of the concepts, there were a few that proved to be more effective. Most of these resources were chosen not only for the quality of the lessons, but also for the analytical component they provided. The following are the resources used: 1.   www.Learnzillion.com 2.   www.Kahnacademy.com 3.   www.ixl.com 4.   http://gpb.pbslearningmedia.org/ 5.   www.thinkwell.com 6.   www.usatestprep.com 7.   www.blendspace.com 8.   www.brainingcamp.com 9.   Soon K. & Leng N. W. (2012).  Math in Focus Singapore Math.  Singapore: Marshall Cavendish Education. In this WebQuest, students are introduced to the standards addressed and the task they will be completing by using print and audio. This addressed the need for anyone with lower reading levels. The variety of resources provided allows all students access to the content regardless of Math ability. This was accomplished through the use of Universal Design principles. For example, students are able to listen to the audio of the introduction and the task. All videos in Learnzillion, Kahn Academy and Thinkwell  provide captions. In addition, the Braining Camp site allows students to interact with the  ! #$%$ '()*#+ !,-. /011 2) 3#4+5#$ 6 7+8 9+:#;%   concepts and receive scaffolding. Also, students are given a choice when they complete Supplemental Activities. This WebQuest contains a variety of multimedia elements, including text, video and audio. These elements are able to enhance assistive technologies to support visual and auditory disabilities. They are appropriate for the curriculum and standards being addressed and they support students with special needs. >3@31#.;34' This project was developed over two weeks. The initial part of the development emerged from the need of acceleration and the need to challenge independent learners. Once this problem was established, the best solution was to provide a blended learning environment in which students could work independently, do peer-coaching and had access to the teacher for questions. The following is an outline of the steps that were necessary to complete the WebQuest: 1.   Searched for appropriate resources that addressed the standards. 2.   Developed a Learning Contract on Word that students could follow which mirrors the Process Tab of the WebQuest. 3.   Organize the major resources into concepts through the use of Blendspace. 4.   Created an audio file using Sound Cloud and video file using iMovie to insert in the WebQuest for support. 5.   Build the website on Weebly that would include all directions, links and downloads necessary. 6.   Ensure all links, audio and videos are functional. A;.13;34'='2#4 This project was implemented in the classroom. However, the experience in the WebQuest was delivered to students through the required learning management system  provided by the county. All the elements of the WebQuest were included in the learning management system to ensure students would have a very similar experience. Before implementing this project, I assessed the problem in conjunction with a school administrator. After proposing the blended learning environment solution, parents were contacted about this possibility. When parents agreed to have their students work independently, I drafted a Learning Contract to ensure all the necessary standards were covered and mastered. In both classes, all students have access to a lap top computer either by bringing their own or by using the laptops provided by the school. The WebQuest resources were available to all students in each of the two classrooms in which it was implemented. However, only 13 out of twenty students in one class and 6 out of 21 students in the other class were expected to work through these standards independently. These students were given a two-week period in which they were to complete the WebQuest and be ready to take the county’s Unit Assessment for
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