Task 2: Higher order interactive multimedia (25 points)

Design and develop a student example of interactive multimedia that achieves higher order thinking skills as defined by Bloom's taxonomy.

Suggested Strategy

As a Teacher

  1. First, as a teacher, select an assignment for your students that demonstrates higher order thinking for your learners to accomplish. The topic is up to you. Use the Bloom's taxonomy handout to help you generate the right active verbs.

    Here's an example:

    Life in China
    5th Grade Social Studies
    Students, for this assignment you will create a interactive multimedia slide show in Microsoft Powerpoint that compares and contrasts the life of a 12-year-old Chinese child with your life. Your project should include sections for family, school, home and fun.

  2. Now that you have the assignment, create a lesson plan using this template. Be sure to clearly explain the procedures that the students will be doing prior to going to the computer, while using the computer and after using the computer. Include a rubric for grading the assignment in your lesson plan. See #3 below.
  3. Now, design the rubric for assessing the student work. Check the Resources page for help with rubrics. You may also find it useful to refer to the rubric for this Task below.

As a Student

  1. Now, imagine that you are a student in the classroom and your teacher has just given you the assignment above. Begin by using use the Multimedia Planning sheet to brainstorm any ideas, resources such as sounds that you would like to include.
  2. Design your storyboards. Figure out how to divide the content and research into an appropriate number of slides. Create good storyboards with all the necessary elements. They should be visual representations of how your final slides will appear.
  3. Have a peer evaluate the storyboards of your screens using the Field Evaluation Report. Make sure they are critical and pretend they are not in this class.
  4. Now, move to the computer to begin developing in PowerPoint. Save often. And make sure you're saving to your storage device (e.g. flash disk).
  5. When you finish developing, have a peer evaluate your slides using the Field Evaluation Report.
  6. Make the necessary revisions and improvments.
  7. Complete the reflection sheet.
  8. Upload your lesson plan, rubric, PowerPoint slides, and reflection to the "Task 2" folder on my UMDrive. Make sure each file begins with your last name in the filename. For example "Smith_reflection.doc", "Smith_slides.ppt", "Smith_lessonplan.doc".
  9. Bring your multimedia planning sheet, storyboards, and both field evaluation reports to class to turn in.

Requirements

  1. PowerPoint contains 10 to 15 slides
  2. Doesn't look like a typical PowerPoint presentation
  3. Doesn't use a pre-defined PowerPoint template
  4. Includes title and author's name somewhere on first slide
  5. Reflects the capabilities of the grade level
  6. Requires higher-order thinking skills
  7. Design and evaluation documentation as listed below

Design & Evaluation documentation

  1. Teacher lesson plan and rubric
  2. Multimedia Planning Sheet
  3. Storyboards
  4. Field Evaluation Reports from 2 peers (1 after storyboards; 1 after development)
  5. Screen prints/handouts
  6. Lessons Learned Reflection

Assessment

Criterion
Weight
Low
Medium
High
Student Planning
10%
The project does not follow the proposed documentation.
The project follows some documentation.
The project is well planned, following much of the documentation.
Multimedia Content
40%
The content reflects a poor effort in learning.
The content represents some effort in learning.
The content represents significant effort and learning related to the grade level and content area.
Multimedia Organization
10%
The project is unorganized and demonstrates a lack of effort to represent professionalism.
The project has flaws that make it difficult to discern and navigate.
The project is well organized, easy to follow and user friendly.
Students Evaluation & Reflection
20%
Evaluations were cursory and reflections contain little critical thinking.
Evaluations were completed. Reflections contain some thought.
Evaluations were used for improvements and reflections are thoughtful.
Teacher/Trainer Planning 20% The project is missing critical required elements. The project lacks some requirements. The project meets all the necessary requirements.