2013 online communications_blog_11_ict
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  • 1. Information Communications & Technology, HCC Name: _____________________________ Teacher: Mr Miles Hillcrest Christian College Information Communications and Technology Practical Task PT8 – Online Communications (Wordpress Blog) Year 12 Semester 2, 2013 Assessment Conditions:       Individual All work completed and submitted to be your own (please sign Statement of Authorship below) Please complete all aspects of assignment Please maintain copies of all logins for all online services used (for convenience of access) Loss of work due to failure to maintain the above will not result in assignment extension Consult teacher and Head of Department one week prior to due date if extension is required, only approved reasons will result in extension (see school assignment extension policy) 4 weeks Individual, own & class time unsupervised some teacher assistance allowed. 100% Due Dates: PT8: Product (Wordpress Blog): Draft - Week 3 Friday 25 th October / Final Submission - th Week5, Thursday 7 November 2013 (own & class time) Assessment Section: Student ownership statement: The work I have submitted for this assignment is all my own work except where specifically acknowledged in the accompanying work or documentation. Signed: _________________________________ Teacher Statement: By monitoring the development of student work in progress in class, student discussion and drafting where appropriate, I verify and endorse this student’s ownership statement.
  • 2. Information Communications & Technology, HCC Name: _____________________________ PT4 (see next page for details) Product Process Communication Teacher: Mr Miles
  • 3. Information Communications & Technology, HCC Name: _____________________________ Teacher: Mr Miles Your Task Context Your task is to complete a professional online blog (using the individual Wordpress account created in class and after having viewed ‘Wordpress essential tutorials’ in class) to be able to demonstrate a full appreciation for Online Communication using various Web2.0 technologies, as well as compile a 2013 ICT e-Portfolio to serve you positively post-graduation. In developing the 2013 e-Portfolio component you are to recount learning and assessment completed in Information Communications & Technology, Yr 10 -12 by creating individual pages for each; uploading and tagging your best multi-media products (teacher has retained and provided you with local copies ) for the purposes of showcasing them to interested parties, posting unit reviews (indicating learnt skills, used software, self-appraisals of performances etc.) and using practised writing techniques so to give others (including potential future employers) an understanding of your completed course content and acquired learning over the years of ICT. You should also invite commentary and feedback from others who might be interested in your body of work and achievements. Those units of ICT you have previously undertaken in ICT that should be focussed on when putting together the ePortfolio, include: • Yr 10, Term 1 – Photoshop • Yr 10, Term 2 – Flash • Yr 10, Term 3 – Game Maker • Yr 11, Term 1 – Web Design • Yr 11, Term 2 – Digital Audio Design & Editing • Yr 11, Term 3 – Digital Video Design & Editing • Yr 11, Term 3 – Digital Illustration • Yr 12, Term 1 – 3D Modelling • Yr 12, Term 2 – Game Design & Development (Unity 3D) • Yr 12, Term 3 – Robotics (Ardunio)
  • 4. Information Communications & Technology, HCC Name: _____________________________ • Teacher: Mr Miles Yr 12, Term 4 – Online Communication [COMPULSORY FOR BLOG INCLUSION] For this page the following key concepts MUST be overtly discussed; giving a definition, a case study or real world example/application of, and offering a personal opinion on the important role each plays in the broader topic of Online Communication: o Nature of on-line communities o Techniques for participating in on-line communities o Health and safety o Ethical use. There are many possibilities as to where you could take your standard of blogging, along with many additional online tools to add to the appeal and user interest in your blog. Knowing this, it is expected that no two student’s blogs will look the same, nor discuss in a similar way the learning that has been accomplished over the time in ICT. In addition to the e-Portfolio component, it is required that you complete two additional pages for the following, selfevident purposes: Social Justice Issue – Persuasive Prose! Select an issue in society, past or present, to base a blog discussion on, and run it by the teacher for an approval on suitability. Write and craft your blog page in a convincing manner, such that the reader is won over for your way of thinking on the matter. Use as many cross-postings and media linkages that you can to give your article the highest possible Clout in the eyes of the audience! 2012 Hillcrest Christian College – Year 11 Camp Develop a blog page which summarises the Leadership camp you attended as part of a greater Year 11 cohort! Create memorable blog posts that include relevant media (Pictures – ITZONE / Sourced from S: drive by Mr M, videos) and dialogue about those fondest memories, activities, discussions, teachers/leaders you recall along with the
  • 5. Information Communications & Technology, HCC Name: _____________________________ Teacher: Mr Miles personal message and journey that camp had for you. This could potentially be about an individual spiritual journey that camp assisted with, or it could be about a journey of stronger friendships, maturity and awareness of life’s responsibilities that camp was a catalyst for. You choose . All of these postings can be of either a serious or comical nature (must be a sensible balance of both so the credibility of your blog doesn’t suffer for assessment), but in either case, the ideas for blogging must first gain the approval of the classroom teacher after discussion. Include some advanced techniques/tools for blogging to enhance your overall Term grade: (This list will be expanded upon…) • Customise the theme (Wordpress themes) • Create a survey for your users • Include topical bookmarks • Search online. E.g http://www.etipslibrary.com/2011/07/blogging-tools-and-resources.html • Google Analytics • Future Directions
  • 6. Information Technology Systems, The Glennie School, PT 1 Name: _________________________ Teacher: ________ Tutor Group: _____ Further Breakdown... Criteria Criterion A Process The student: Product knowledge A B B C C D D EE • Functionality & Presentation recalls a wide range of methods and procedures, concepts, processes relating to blogging techniques. simple application Product analysis synthesis evaluation Process Communication representing information using language The student: The student: The student: • student consistently • develops a • recalls blogging The The student student recalls The recalls a range of methods The student recalls methods and The student develop a The student some facts and and a quality procedures, concepts,that meets user techniques develops procedures, concepts, product that is quality product generates a generates a terminology. product that is well product that product that processes relating to well constructed and and and system processes relating to constructed and meets meet requirements. partially meet communicates blogging techniques and user and system techniques and blogging userscripting. and system requirements. specified some information. scripting. • effectively and consistently The product appeals to requirements. requirements. The product applies relatedaudiences and there is • consistently applies related • appeals to • applies knowledge to selects and applies related The knowledge to produce a audiences and product appeals to target The knowledge to produce a knowledge to some communication of produce produce a product target audiences and communicate the purpose, using functional communicates quality blog. valid blog. an blog. presentation effectively communicate intended purpose, using spelling and grammar. information, using the intended purpose, accepted genres and functional spelling using student: genres correct spelling and The student: The accepted The student: The student: and grammar. and correct spelling and grammar. • provides comprehensive • provides detailed analysis • identifies, classifies and • identifies and classifies The student grammar. identifies simple analysis of client needs to plan of client needs to plan and describes client needs to to design a simplistic problems. and design a blog design a blog plan and design an blog. blog • develops an effective and efficient blog to meet client needs. • consistently evaluates contexts, inputs, processes Working, Managing & detailed and products, with Reflecting justification and against appropriate criteria. • develops effective blog to meet client needs. • develops an blog • produces a simple blog • evaluates contexts, inputs, • evaluates contexts, • evaluates processes and products, inputs, processes and superficially. The with justification and The student products against student develops student develops develops The The student The student effective designs that workable designs. presents partial demonstrates against appropriate workable designs that appropriate criteria. exhibit creativity or exhibit creativity or designs and little control of criteria. Tasks and resources are inventiveness. inventiveness. demonstrates tasks and managed competently. The student: The student: The student: The student: some control of The resources. student: Tasks, resources and Tasks, resources and The student uses suitable tasks and • constructs and presents • constructs and presents • consistently • constructs and • presents constraints are managed constraints are managed constructs ICTs. resources. information to effectively and competently and to effectively information and student presents information information competently. Thepresents information The student toICTs. represent the intended evaluates to represent the succinctly represent the represent student is the intended efficiently. The uses relevant The student the relevance and intended meaning the intended meaning meaning meaning discriminating in the reflects on The evaluates suitability choice and use ofuses a wide student uses vocabulary and of the•products products • uses a wide vocabulary with • consistently • and justifies the developed and theuses language to or the • uses language, relevant ICTs. developed vocabulary and conventions language discrimination and consistently relevance and suitability of processes used. convey meaning. used. although processes meaning is not applies conventions of to The conventions of language toproducts convey meaning student of the developed and the convey meaning always clear or language to convey meaning constructively evaluates appropriate to the and appropriate to the context. justifies the success, processes used. appropriate. appropriate to the context. context. relevance and suitability of the products developed and the processes used.
  • 7. Information Technology Systems, The Glennie School, PT 1 Name: _________________________ Teacher: ________ Tutor Group: _____ Further Breakdown... Criteria Criterion A Process The student: Product knowledge A B B C C D D EE • Functionality & Presentation recalls a wide range of methods and procedures, concepts, processes relating to blogging techniques. simple application Product analysis synthesis evaluation Process Communication representing information using language The student: The student: The student: • student consistently • develops a • recalls blogging The The student student recalls The recalls a range of methods The student recalls methods and The student develop a The student some facts and and a quality procedures, concepts,that meets user techniques develops procedures, concepts, product that is quality product generates a generates a terminology. product that is well product that product that processes relating to well constructed and and and system processes relating to constructed and meets meet requirements. partially meet communicates blogging techniques and user and system techniques and blogging userscripting. and system requirements. specified some information. scripting. • effectively and consistently The product appeals to requirements. requirements. The product applies relatedaudiences and there is • consistently applies related • appeals to • applies knowledge to selects and applies related The knowledge to produce a audiences and product appeals to target The knowledge to produce a knowledge to some communication of produce produce a product target audiences and communicate the purpose, using functional communicates quality blog. valid blog. an blog. presentation effectively communicate intended purpose, using spelling and grammar. information, using the intended purpose, accepted genres and functional spelling using student: genres correct spelling and The student: The accepted The student: The student: and grammar. and correct spelling and grammar. • provides comprehensive • provides detailed analysis • identifies, classifies and • identifies and classifies The student grammar. identifies simple analysis of client needs to plan of client needs to plan and describes client needs to to design a simplistic problems. and design a blog design a blog plan and design an blog. blog • develops an effective and efficient blog to meet client needs. • consistently evaluates contexts, inputs, processes Working, Managing & detailed and products, with Reflecting justification and against appropriate criteria. • develops effective blog to meet client needs. • develops an blog • produces a simple blog • evaluates contexts, inputs, • evaluates contexts, • evaluates processes and products, inputs, processes and superficially. The with justification and The student products against student develops student develops develops The The student The student effective designs that workable designs. presents partial demonstrates against appropriate workable designs that appropriate criteria. exhibit creativity or exhibit creativity or designs and little control of criteria. Tasks and resources are inventiveness. inventiveness. demonstrates tasks and managed competently. The student: The student: The student: The student: some control of The resources. student: Tasks, resources and Tasks, resources and The student uses suitable tasks and • constructs and presents • constructs and presents • consistently • constructs and • presents constraints are managed constraints are managed constructs ICTs. resources. information to effectively and competently and to effectively information and student presents information information competently. Thepresents information The student toICTs. represent the intended evaluates to represent the succinctly represent the represent student is the intended efficiently. The uses relevant The student the relevance and intended meaning the intended meaning meaning meaning discriminating in the reflects on The evaluates suitability choice and use ofuses a wide student uses vocabulary and of the•products products • uses a wide vocabulary with • consistently • and justifies the developed and theuses language to or the • uses language, relevant ICTs. developed vocabulary and conventions language discrimination and consistently relevance and suitability of processes used. convey meaning. used. although processes meaning is not applies conventions of to The conventions of language toproducts convey meaning student of the developed and the convey meaning always clear or language to convey meaning constructively evaluates appropriate to the and appropriate to the context. justifies the success, processes used. appropriate. appropriate to the context. context. relevance and suitability of the products developed and the processes used.