This document outlines a lesson plan for a college-level communication theories class that utilizes a webquest and PowerPoint presentations. Students will be divided into groups, with each group assigned a different communication theory to research and present. They will use provided online resources to complete a PowerPoint summarizing the key aspects of their assigned theory. Each group will then present their PowerPoint to the class. The lesson is designed to actively engage students in constructing their own understanding of communication theories through collaborative research and presentation of content.

1. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
Project Plan & Requirements – Krista Hess
(Complete Lesson-Plan, Technology Sample and Self Assessment)
1. Create the technology project & fill out the project plan.
2. Bring both project plan, technology sample, and assess yourself
3. Make sure to submit your assignment as per the instructor’s requests.
Analyze Learners
Age, Grade Level, Learning Styles, Different-learning abilities
(This section may be the mostly same for each project). Include the following about
learners:
 What is the age of learners, grade/learning level, learning styles and different
learning abilities – including a learning disability that you can accommodate with
your technology?
 What are the common student misconceptions about the content and/or process?
 What are things that the students generally do understand about the content or
process?
 Cite a resource that supports your thinking - if appropriate.
• This lesson has been designed for a college level class about
Communication Theories. The majority of the students are between the
typical college student ages of 18-23 and there are one or two non-
traditional students of an older age. There are about 20 students in the
class and about 75% are male and 25% are female. There are no
students with learning disabilities. As for culture, the majority is
Caucasian, however there are two Hispanic students and one African-
American. PowerPoint is an easy and fun learning tool that can work
with all these groups of people.
• A common misconception that Communication Studies students have
is that they will never use Communication Theory in the real world. In
reality, one day they will be working in an office, studio, radio station
or other environment some day and they will notice that someone is
acting a particular way and they will know what they are or are not
saying because they have knowledge of these theories.
• Students understand that this class is a major requirement for them and
that other students will have taken the course and could help them.
Justification – Answer the following questions:
 Why bother using this technology?
 How does it support how we know students learn (learning theories and/or
learning styles)?
 What is one way that you are accommodating a learning disability with your
technology?
 How does it NOT support how students learn? (Because one-way of teaching
very rarely supports all kinds of learning!)
Adapted from ASSURE) 1

2. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
 Cite a resource that supports your thinking.
• For this WebQuest, the use of PowerPoint seemed the best.
Because this is such an in depth project, with each group getting
a different theory, being able to skip to their theory’s page and
not having to go through everyone else’s will be a time saver.
Power Point is easy to organize and easy for the students to use.
It can also be made to look interesting, to possibly keep the
students a little more involved.
• As for learning theories, I believe this lesson as a whole most
relates to Constructivism, which “states that learning is an active,
contextualized process of constructing knowledge rather than
acquiring it. Knowledge is constructed based on personal
experiences.” (www.learning-theories.com/constructivism.html)
I really think this is a construction of knowledge and supports
learning.
• For this particular class there is no learning disability to
accommodate but the WebQuest is easy to use and will have
directions that are easily understood. If the students have any
problem with the directions or how to use PowerPoint, they are
of course free to ask the professor any questions.
• This could seem like extra, pointless work to the students and
make them not want to do it, therefore, they won’t enjoy doing it
and it will not support their learning.
State Objectives
Academic Standard or Goal (Broad)
NET-S:
1. Creativity and Innovation
b.
2. Communication and Collaboration
b., d.
3. Research and Information Fluency
b., d.
NET-T:
2. Design and Develop Digital-Age Learning Experiences and
Assessments
a.
3. Model Digital-Age Work and Learning
c.
Objectives (specific) – Audience (individual or group), behavior, condition and degree.
• SWBAT:
- Individually select the most important information for their theory.
- in their group, summarize their theory to the class in one or two lesson
times.
- in their group, construct a Power Point presentation explaining the
Adapted from ASSURE) 2

3. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
most important information of their theory.
- Individually research their theory with the given resources.
Time needed to complete:
For the actual WebQuest, the students will need about three, hour-long lessons
to complete their project. This will also include work outside of class doing
research. Then when the students present their Power Points they will need one
or two lesson times.
Select Methods, Media, and Materials
 URL resources used and website name
*See resources on Resources pages of WebQuest.
 Teacher resources/ student resources
1. Computer lab for 20 students and teacher.
2. Computers need Power Point and Internet accessibility.
3. Classroom needs a smart screen or an equivalent to present Power
Points.
4. Textbooks.
5. Computers need folder with WebQuest on their computer.
Utilize Media and Materials
 How will it be used (Individual viewing or for the class)
The WebQuest activity will be on a shared drive for the entire class to see. They
will also be able to save it to their own Travel Drive or other devices to take it
home.
The students’ Power Point presentations that they make will be seen by the
entire class once they are done.
Required Learner Participation
 Overview of the Lesson - Describe the lesson in detail. Include a description of
the following:
o How the lesson will be introduced?
o What students will do?
o What the teacher will do?
o What is the final outcome– i.e., do the students create a project, report on
something, etc.?
• This lesson will be introduced the very first class of the semester. It will be
explained on their syllabus and by the professor.
• The students will actually begin the WebQuest on the 3rd day of class, after the
Adapted from ASSURE) 3

4. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
introduction to the class has been given.
• The students will get in to their groups, as specified on the WebQuest Process
and begin to work on their specific theory’s Power Point presentation.
• The teacher will be in the classroom to answer any questions or concerns the
students may have.
• When the students are done with their Power Points they will present them to
the class on their specified day. The teacher will insert any important
information missed since the information will be used for tests.
• The final outcome is obviously the Power Point they will make from
following the instructions of the WebQuest. Their presentation to the class
will also be graded.
Evaluation
 Note you should have a student evaluation on the excel project, webquest, and
vodcast. The student evaluation may be a formal test or rubric for projects. It
could also be an informal “check for understanding” – a formative evaluation, but
even if it is an informal check, please list or describe what you expect the students
to understand, question, and not understand.
The students will have a rubric to go off of, which is included in the WebQuest itself.
The students are expected to have worked cooperatively in their groups, put together
as much information that they deemed important as possible. They are expected to
have put it together in an understandable format and to have made a 200 level class
appropriate presentation.
The students should be able to understand their assigned theory and then the other
students’ theories quite well.
They may be slightly confused about intricate details but Theory class takes a lot of
outside of class work to understand.
Reflection & Transfer: If this is in the self assessment – on the rubric- that is OK.
1.) Explain what you learned that might not be in the rubric. This may include
specific tools as well as processes, concepts, or reflections about what you have
learned. You may discuss how you might change what you've done, given the
chance to evaluate and revise your project.
If I were really doing this for a class I would want a LOT more time to be able to do
it. I have learned though that I need to make exact outlines of things and have lots of
notes before I can be comfortable making a project like this. I learned a few
interesting things about Power Point as well, like how to make the buttons nice, etc.
2.) Transfer: How could your idea be used in other settings? What else could you
do with it if you played, or were creative about it? OR, how could the student use
the knowledge gained in other settings?
The ways in which this WebQuest and others could be used are endless, just change
the topic.
Adapted from ASSURE) 4

5. MCOM 510 Materials 3/13/2012
Created by Beth Rajan Sockman
Adapted from ASSURE) 5