Q3 Creating Your Digital Artifact

17. Creative Communications


It's time for your group to create some digital artifacts!

In this Quest your group will take your topics and each will select a different application that will communicate your part for the message.

Tutorials have been provided for each of the software application types, along with a list of some of the advantages and disadvantages for each.

Key Vocabulary

Infographic: An infographic is a visual image such as a chart or diagram used to represent information or data.

Remix: A remix is a digital artifact that has been altered from the original by adding, changing or removing some of it. (e.g. using a photo-editing application to crop a photo, changing it using the paint tools, or adding text to it)

Screencast: An application that helps you record anything on your computer screen to show what you are doing, and is great for creating tutorials.

Split screen: A split screen is to have two different browser windows or applications open and arranged to be viewed side-by-side. 

Embed: To embed is to put something such as a graphic into a computer program or page on the Internet.

Sequence: Sequence is a particular order in which related events, movements, or things follow each other.

Podcast: It is a series of audio recordings that are shared online for others to listen to and subscribe to. Some schools, classrooms, students, teachers and principals are creating podcasts.

Vodcast: The same thing as a podcast, but with video, a series of media files that you can subscribe to.

I Can Statements

  • learn to use menus and process steps in an application to create a digital artifact 
  • apply knowledge of advantages and disadvantages of different types of software applications to select an effective one for communicating an idea



1. Open your group Work Log from Quest Two (in a tab, separate window, or as a separate document).‚Äč

2. Split your screen so that on one side you can see the Quest directions and on the other side the group Work Log.

3. Each group member should then open 17.Q3 Project Proposal. Make a copy or download and save it. Name it with your group name and your own initials. 

4. Refer to the Assign Parts section of the Work Log and copy the supporting point assigned to you. Paste or type it at the top of your own Project Proposal document.

5. Refer to your group Work Log for the Audience you identified and copy that into your own Project Proposal.

6. You can now close the group Work Log.

7. Think about the message you want to make and the supporting point you are assigned to. You will be selecting an application to use to communicate your part. 

8. Work with your group members to review the Advantages and Disadvantages of Different Media chart and identify a different product and tool for each of you to use for your supporting points. Tutorials and additional information are located in the sidebar on the right of this page. 

9. Complete your individual Project Proposals that help you create an Action Plan.


10. Review your Project Proposal plan with your teacher.

11. Carry out the steps for your Action Plan

Each of the examples provide software applications with additional information and tutorials. If you get stuck, check with another group member. 

  • You will need to get your bearings of the menus in each of the applications
  • You will need to figure out how to save your digital artifact
  • You will need to figure out how download, email, or get a weblink to share your digital artifact

12. Share your completed digital artifact with your group for any additional suggestions, and then finalize and save it because you will re-use it in the next Quest.

Completing this Quest

When you have completed the I Can Statements, the individual Project Proposal, shared it with your teacher, and completed your digital artifact, you are ready to move on to the next Quest. 

 Check off this Quest on the 21t4s roadmap 

 I am ready for Quest 4 Remix

Competencies & Standards

MITECS   Michigan Integrated Technology Competencies for Students, and

ISTE Standards for Students

1. Empowered Learner
d. Understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies, are able to transfer their knowledge to explore emerging technologies

5. Computational Thinker
c. Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving

6. Creative Communicator
a. Students choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication.
b. Students create original works or responsibly repurpose or remix digital resources into new creations.

Common Core Standards

CCSS.ELA-Literacy.CCRA.R.7 Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.

CCSS.ELA-Literacy.CCRA.R.10 Read and comprehend complex literary and informational texts independently and proficiently.

CCSS.ELA-Literacy.CCRA.SL.2 Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.

CCSS.ELA-Literacy.CCRA.SL.4 Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

CCSS.ELA-Literacy.CCRA.SL.5 Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations.

CCSS.ELA-Literacy.CCRA.SL.6 Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.