MULTIMEDIA PORTFOLIO DESIGN FOR STUDENTS
Introduction:
        Any multimedia student can greatly benefit from a well put ...
Span: This course will span 11 units. The whole course will comprise of 44 contact

hours and 11 classes. 11 Lesson plans ...
Table of Contents
Instructor Guide (Not included directly but found in various locations)
       Instructor Resources
    ...
Teaching Tips
              Suggested Activities, Assignments & Deliverables
              Summary
       Graded Assignmen...
Teaching Tips
              Suggested Activities, Assignments & Deliverables
              Summary
       Graded Assignmen...
Course Outline
Unit   Lesson Title        Homework                 Activities

1      An Introduction     Students are to ...
4   Stage Analyze       Students should            Analyze the Portfolio
                        finalize Project 1, due  ...
Activity
                                                                 Course Project III: Final
                      ...
9. Will the student have a plan for updating their portfolio in the future?

10. Will they have the knowledge to explore a...
1.   Student Questionnaire
Name:
Date:

1. Circle any items that you would like to include in your portfolio:

Documents: ...
2.   Student Questionnaire
Name:
Date:

1. Did you find the lessons easy to understand?


2. Do you find that you benefite...
3.   Instructor Questionnaire
Name:
Date:

1. Did you find the lessons easy to teach?


2. Do you find that the students b...
4. Needs Assessment for Multimedia Portfolio Design for Students
(Please take the time to answer this questionnaire. Your ...
Results
Name: Jason Bock

Title: LASERTRON

1. Your validation (relation to Multimedia or Portfolios):

Former ad director...
Name: Aimee Murch

Title: (Financial Aid Admin at ITT Tech in Getzville, NY)



1. Your validation (relation to Multimedia...
Name: Joey Buczek

Title: Photographer/Visual Artist

1. Your validation (relation to Multimedia or Portfolios):

I work e...
Name: Kelly L. Leeper

Title: Student

1. Your validation (relation to Multimedia or Portfolios):

Multimedia Student



2...
Name: Tim Herzog

Title: President Flying Bison Brewing Company

1. Your validation (relation to Multimedia or Portfolios)...
Name:___Mark A. Onesi___

Title:__Dean of Academic Affairs (ITT Tech Getzville, NY)

1. Your validation (relation to Multi...
Name:__Kristan Lambert

Title:_Career Services Specialist (ITT Tech Getzville, NY)

1. Your validation (relation to Multim...
Name: Christopher Martone

Title: Multimedia Student

1. Your validation (relation to Multimedia or Portfolios):

ITT Tech...
Name: Jonathan Bauer

Title: Multimedia student (graphic designer)

1. Your validation (relation to Multimedia or Portfoli...
Personal Educational Philosophy Based on Education for Adult
and Alternative Learners in Multimedia Programs
Leah Sciabarr...
1. Education should always be relevant to one’s life and should always aid to their present

or future in some way.

2. Ed...
15. Technology should be integrated but never overused.

16. The classroom is full of students. It is up to the educator t...
3. Students are expected to willingly participate.

4. Students are expected to come to class on time and prepared.

5. St...
base on the facts (who, what, where, when, how) and should cover not only the basics, but

the needed details to help stud...
taught for the day providing feedback. The student’s role in Evaluation is to understand

the critique.



Lifelong Learni...
process and the feeling I get when someone thanks me for teaching them something. I

don’t think I am the best at technolo...
Engaging Learning Environments
http://www.ncrel.org/engauge/framewk/efp/environ/efpenvin.htm 2008
Stephen Gareau’s EDC601S...
General Goals for Student and Teachers
Goals for Students:

1. Analyze the portfolio ideas and present work creatively.

2...
Instructional Materials Not Found on Lesson Plans


Teaching Strategies

1. Think about implementing mentors for each team...
Evaluation Criteria Table

The final grade will be based on the following weighted categories:

Categories     Weights

Pa...
International Society for Technology Education
                        National Education Technology Standards for Student...
b.   exhibit a positive attitude toward using technology that supports
          collaboration, learning, and productivity...
SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES




GRADED ASSIGNMENTS


SUMMARY


RUBRIC FOR GRADING STUDENTS
Unit 1 Part...
Introduction: Multimedia Portfolio Design for Students

Introduction:
Welcome to Multimedia Portfolio Design for Students....
Unit 1: An Introduction to the Multimedia Portfolio

CONCEPT
There are many different types of portfolios. This unit is in...
Also encourage them to explore the electronic books available. To enable them, discuss key
words that should be used.


ME...
with. They should now analyze and select a logo to present to the class.

4. Critique is also an integral part of the desi...
SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES

Lab 1.1. Critique of an E-portfolio.
Students should fill out the workshe...
activities and interaction with   discussion                   grammar. Essay has little
           other students (did wh...
Unit 1: Lab 1.1 Self-Evaluate
Unit 1: Activity 3.1 Individual Brainstorm Worksheet

Concept:
You will now brainstorm works that you would like to includ...
3. Study your list above.
What are your strong points?

What are your weaknesses?

What area are you not proud of the work...
Unit 1: Lab 4.2 Self-Branding-Worksheet
Unit 2: The Multimedia Portfolio Process

CONCEPT
This unit is intended to get students to formulate their main resume com...
○ITT Tech Virtual Library>Program Links>Multimedia>Professional Organizations

Also encourage them to explore the electron...
job hunter. Explain that the use of portfolios by savvy job candidates is increasing. Stress
that employers are interested...
SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES

Activity 2.4. Welcome to Brand You Activity
This should be a group, follo...
Lab 4.2. Project Part I: List of Components
This is the stage where students begin to assemble their portfolio. At this po...
for, Student effectively
                                                                      portrayed these skills in
 ...
Unit 2: Activity 3.1 Your Career History


Concept:
You will now compile a list of your career history. This will help you...
3. Come up with a list of 10 professional goals. This can be anything from creating a
professional resume to practicing yo...
Unit 2: Activity 3.4 Targeting Your Portfolio


Concept:
While working withy our team mates, utilize the ITT Tech Career B...
Unit 2: Course Project Part I: List of Components


Introduction:
Your career relevant portfolio is a vital tool for your ...
5. State the Design Process you wish to use and your general timeline. Note: This progress
will not always be checked and ...
Unit 3: The Product Overview

CONCEPT
Unit 3 begins the portfolio arrangement thought process as well as helps the student...
>WetFeet.com Career Information
Also encourage them to explore the electronic books available. To enable them, discuss key...
Local Newspapers

Ask the class “What do these items have in common?”
Students must answer that these are some of the key ...
How to write an advertisement
       How to target the right newspapers

5) Build your reputation as 'designer of choice'
...
together and creating continuity among all the components. Continuity might be
communicated through a theme or a set of re...
Activity 4.5. Resume Checklist
Students are to use this resume checklist to compare against their resume in progress that ...
They include at least 2
                                          personal details


ITSE STANDARDS ADDRESSED
2. Communica...
Unit 3: Activity 3.2: Your Professional Network Log


Concept:
You have the tools ready and are ready to start running dow...
Unit 3: Handout 4.1: The Digital Portfolio Process

Concept: There is no right way to create a portfolio, though there sho...
1. Is everything included in your portfolio tied together or unified in some way?
   2. Have you organized your portfolio ...
Unit 3: Activity 4.5: Resume Checklist


Concept:
The following checklist has been designed to assist you in writing your ...
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
Multimedia Portfolio Design For Students
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  1. 1. MULTIMEDIA PORTFOLIO DESIGN FOR STUDENTS Introduction: Any multimedia student can greatly benefit from a well put together portfolio. This portfolio can aid in college entry and job placement. It can also provide a method for self reflection and performance evaluation. This curriculum will provide a means to a well organized product and provide the student with various options. Target: The target group for this curriculum is college-level multimedia and design students. These students can range from alternative to regular learners. Any student or individual can also benefit from the structure and ideas when used appropriately. Purpose: The purpose of the curriculum is a culmination of all the progressive work that was produced by the student. It should also help aid students in the area of concept and the development of that concept visually. This curriculum is thematic in that it is a large idea but will integrate concepts of several disciplines. Sources include community resources, literature, current events, abstract concepts and student interests. Design Process: This curriculum was created using and will enforce the use of a design process called ADDIE. ADDIE stands for Analyze, Design, Develop, Implement and Evaluate and it can be used for most any task. ADDIE will help the student to find a structure and process to each project produced.
  2. 2. Span: This course will span 11 units. The whole course will comprise of 44 contact hours and 11 classes. 11 Lesson plans are needed for this course. The course should end in a minimum of 2 mock interviews for personal evaluation. Rationale The majority of Multimedia students today are not confronted with the reality of the importance of a portfolio until after they graduate. It is important for students to begin their portfolio development upon exiting out of high school/entry into college and to be constantly reminded of its importance. This curriculum is simply a guide that helps students find their preferable means to a portfolio. Course Resources There are many resources available to students without their knowledge. Students may want to further experiment with certain resources to diversify their portfolio. Some resources that may be helpful to students at this time may include, but are not limited to, free Adobe brushes available on the internet, free fonts available on the internet, research on pioneers in the industry, local and online printers, Virtual Libraries and community resources such as rental equipment and museums. There are many resources listed in the curriculum content areas. You will also be required to bring in members of the faculty and staff as well as a panel of professionals Units 9 and 11.
  3. 3. Table of Contents Instructor Guide (Not included directly but found in various locations) Instructor Resources Instructor Notes Classroom and Lab Setup Unit 1: An Introduction to the Multimedia Portfolio Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 2: The Multimedia Portfolio Process Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 3: The Product Overview Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 4: Stage Analyze Objectives References Methodology
  4. 4. Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 5: Stage Design Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 6: Stage Develop I Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 7: Stage Develop II Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 8: Stage Develop III Objectives References Methodology
  5. 5. Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 9: Stage Implement Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 10: Stage Evaluate Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses Unit 11: The Portfolio Presentation Objectives References Methodology Teaching Tips Suggested Activities, Assignments & Deliverables Summary Graded Assignments Rubric ITSE NETS Standards Addresses
  6. 6. Course Outline Unit Lesson Title Homework Activities 1 An Introduction Students are to select Introduction to the to the their best works and Multimedia Portfolio Design Multimedia bring in to the next course Portfolio class. Discuss the wide range of portfolios. Brainstorm student work. Conduct self-assessment of knowledge, skills and abilities. Lab 1.1. Critique of an E- portfolio. Activity 3.1 Individual Brainstorm Worksheet Lab 4.2 Self-Branding Worksheet 2 The Multimedia Students are to Welcome to Brand You Portfolio Process finalize and digitize The Portfolio- A Tool for work for use in the Effective Job Search Multimedia Portfolio. Targeting Your Portfolio Conduct self-assessment of knowledge, skills and abilities. Organizing and arranging work Brief Design Recap I Your Career History Worksheet Targeting Your Portfolio Worksheet Project Part I: List of Components 3 The Product Students should Conducting a Career Search. Overview finalize their Resume, Coming up with a Self- due next week, and Marketing Strategy. Project 1, due Unit 5. Discuss Portfolio Diversity Activity 3.2 Your Professional Network Log Handout 4.1 The Digital Portfolio Process
  7. 7. 4 Stage Analyze Students should Analyze the Portfolio finalize Project 1, due Determine the Portfolio next week and the Structure. Table of Contents. Instructor Conferences with Students Reviewing and using ADDIE in this course Worksheet 2.3: Stage Analyze Handout 3.3: Different Types of Portfolios 5 Stage Design Complete storyboards. Review Stage Design Design Recap II Building Components Assign Project II Handout 3.1 Gestalt Activity 4.2 Creating Your Identity Activity 4.4 Create a Design Sheet Course Project Part II: Assembling the Portfolio 6 Stage Develop I Complete the Discuss Developing the portfolio template for Portfolio review next week. Utilize the Design Sheet Worksheet 3.0: Starting Up your Portfolio 7 Stage Develop II Continue to work on Continue to Develop the and add to their Portfolio portfolio. Print a few Activity2.5 Portfolio Formative business cards for the Evaluation Rubric interviews. 8 Stage Develop III Finalize your Portfolio, Finish Your Portfolio choose their outfit and Activity2.5 Portfolio Formative prepare to present Evaluation Rubric their projects next week. 9 Stage Implement Revise your Portfolio Presenting Your Portfolio based on suggestions Peer and Instructor Feedback made today. Assign Project 3 Activity 2.2 Individual Growth
  8. 8. Activity Course Project III: Final Presentation of the Multimedia Portfolio 10 Stage Evaluate Choose a professional Instructor/Student outfit, prepare for the Conferences final presentation. Instructor Feedback Student provides areas of growth The Final Evaluation Getting a Winning Job 11 The Portfolio n/a The Final Presentation Presentation Essential Questions The following questions relate to the learning expectations for the student and the teaching expectations for the instructor. 1. Will the student create a portfolio that is easy to update? 2. Will the portfolio effectively present multimedia content? 3. Will the portfolio provide easy access to all those who will view it? 4. Will the portfolio have a professional, attractive design? 5. Will the portfolio include various materials that enhance the student’s marketability? 6. Will all the materials associated with the portfolio coordinate and have correct spelling and grammar? 7. Will everything in the portfolio be clearly labeled? 8. Will the student be able to come up with and initiate a marketing plan for their portfolio?
  9. 9. 9. Will the student have a plan for updating their portfolio in the future? 10. Will they have the knowledge to explore and evaluate the idea of continuing their education? Needs Assessments Assessment questionnaire 1 should be administered to the students the first day of class. Assessment questionnaires 2 and 3 should be administered at the class completion. Both questionnaires should affect and be affected by the curriculum updates. There is a supplemental Needs Assessment, 4, that was also developed to form this curriculum. The answers from that Needs Assessment have been provided. It may want to be referenced and re-administered for updates.
  10. 10. 1. Student Questionnaire Name: Date: 1. Circle any items that you would like to include in your portfolio: Documents: Diplomas Awards Certifications Letters of Recommendation Fine Art: Hand Drawings Paintings Sculptures Electronic Art: Realistic Photoshop Art Realistic Illustrator Art Graphic Design: Identity Product/Package Design Animation: 3D Modeling Animation Web Design: Web Site Design Web Development A/V: Film Shorts Broadcast Graphics List Other: 2. Circle your target audience: Employers Future Education List Other: 3. Circle your desired type of electronic portfolio: Website AutoPlay DVD Interactive DVD
  11. 11. 2. Student Questionnaire Name: Date: 1. Did you find the lessons easy to understand? 2. Do you find that you benefited from the curriculum in some way and if so how? 3. Are you now more able to think of ways to create an easy to update portfolio or project? 4. Did you have easy access to the resources you felt you needed? If not, what was missing? 5. Do you feel that there was an area that should have been addressed or more emphasized? If so, what was it? 6. Do you feel you were introduced to enough sample portfolios and did you find them helpful? 7. Did you feel this class provided a reasonable time limit and schedule for the construction of your portfolio? If no, what do you feel could have been different? 8. Do you feel there needs to be more communication in this class? If so, between whom? 9. Did you feel you got enough feedback from your instructor and your peers? 10. Did you plan or talk about planning an effective marketing plan for your portfolio? Please state any other additional comments:
  12. 12. 3. Instructor Questionnaire Name: Date: 1. Did you find the lessons easy to teach? 2. Do you find that the students benefited from the curriculum in some way and if so how? 3. Do you feel the students made progress in being able to think of ways to create an easy to update portfolio or project? 4. Did you have easy access to the resources you felt you need? If not, what was missing? 5. Do you feel that there was an area that should have been addressed that was not in the curriculum? If so, what was it? 6. Do you feel the students responded well to the lessons? If not, what lessons did they not find appealing? 7. Did you feel this class provided a reasonable time limit and schedule for the construction of the portfolios? If no, what do you feel could have been different? 8. Do you feel there needs to be more interaction between students? If so, what do you suggest? 9. Did you feel most students achieved their goals? 10. Were the students able to come up with some effective ways to market their portfolios? If not, how do you think we could have aided them further? Please state any other additional comments:
  13. 13. 4. Needs Assessment for Multimedia Portfolio Design for Students (Please take the time to answer this questionnaire. Your own interpretation of the questions is encouraged.) Name:______________________________________________ Title:_______________________________________________ 1. Your validation (relation to Multimedia or Portfolios): 2. What elements do you feel should be included in a Multimedia Portfolio? 3. What do you feel employers are looking for in a Multimedia Portfolio? 4. How do you feel Multimedia Portfolios should be presented? 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios:
  14. 14. Results Name: Jason Bock Title: LASERTRON 1. Your validation (relation to Multimedia or Portfolios): Former ad director, art director, currently in charge of marketing and occasional buyer of multimedia 2. What elements do you feel should be included in a Multimedia Portfolio? Individual projects of merit, software used, graphic design elements 3. What do you feel employers are looking for in a Multimedia Portfolio? A personal sense of style, command of software and quality work 4. How do you feel Multimedia Portfolios should be presented? Best served personally, but since that is not possible, I favor web over DVD/CDs 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: --Keep it updated, continue working (if possible) after classes --Be prepared to specifically describe how you generated effects/work...the world is full of people who borrow other people's works. --A small, complete project is much better than an almost finished project --All elements will be reviewed as a part of human nature...if your skill is graphics and you include sound in an animation...you better be able to do quality sound work and the sound better be good. Multi-media IS multi-media after all. Scripting, writing, editing and directing will all play a huge role in multi-media...not just the graphics.
  15. 15. Name: Aimee Murch Title: (Financial Aid Admin at ITT Tech in Getzville, NY) 1. Your validation (relation to Multimedia or Portfolios): My exposure to Multimedia Portfolios occurs very early in the student’s school entrance process. As an extension to the admissions process, I familiarize myself with the program elements. In this way I am able to share these elements with new, prospective students. The Multimedia Portfolio is a showcase for the student’s accomplishments and a source of pride for ITT Technical Institute. 2. What elements do you feel should be included in a Multimedia Portfolio? The Multimedia Portfolio should feature work the student is most proud of. This work doesn’t have to be limited to pieces that earned the highest grades, but should include inspirational, thought provoking, and conversation inducing works, as well. 3. What do you feel employers are looking for in a Multimedia Portfolio? Employers are looking for styles to compliment the structure already in place within their organization. 4. How do you feel Multimedia Portfolios should be presented? The Portfolio should be a place for the student to highlight their creativity. The portfolio should not be limited to a simple carrying case, but should include some Internet accessible options, as well. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: The Multimedia Portfolio is a culmination of the student’s work. The student should be familiar with the need for a Portfolio as early in their college curriculum as possible. Feedback in a constructive format from peers and students should be encouraged to give the student an idea about how their work will be perceived by others, including future, would-be employers.
  16. 16. Name: Joey Buczek Title: Photographer/Visual Artist 1. Your validation (relation to Multimedia or Portfolios): I work extensively with portfolio-building and creation. 2. What elements do you feel should be included in a Multimedia Portfolio? All the strong points of the artist. 3. What do you feel employers are looking for in a Multimedia Portfolio? Diversity and consistency in the prospective artist. Diversity when it comes to the various areas that the artist excels at, but consistency in each individual project's scope and design. Also, the artist should display only their best and/or latest works. 4. How do you feel Multimedia Portfolios should be presented? In the format that they were created. For example, if the portfolio is mostly video work, then snapshots of the videos aren't enough; it should be the video itself or various clips of it if the length is an issue time-wise. The portfolio should also be clean and neat/sharp. Do not go overboard with extra trimmings and fancy typeface or graphics if they are not part of the artwork. Remember, your portfolio is not a piece of art itself, it is a professional presentation OF your artwork. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: Always show your best/latest works. If you have something kicking around from a few years back that you like but don't feel is your best, don't include it. Don't use sub-par work as "filler". ever. Even if you only have three best works, just show those. Other work can be viewed upon request if necessary.
  17. 17. Name: Kelly L. Leeper Title: Student 1. Your validation (relation to Multimedia or Portfolios): Multimedia Student 2. What elements do you feel should be included in a Multimedia Portfolio? Environmental Design, Graphic Design, Print Design, Web Design, 3D Modeling and Rigging, and Instructional Design. 3. What do you feel employers are looking for in a Multimedia Portfolio? Creativity, User Friendly, Different styles abstract, contemporary, and typography. 4. How do you feel Multimedia Portfolios should be presented? Digitally and Cased and Online. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: I don’t know. PLEASE HELP MEEEEEE. MAKE A GREAT ONE!!!
  18. 18. Name: Tim Herzog Title: President Flying Bison Brewing Company 1. Your validation (relation to Multimedia or Portfolios): Job applicants for design or website positions usually bring multi media to show the breadth of their work. 2. What elements do you feel should be included in a Multimedia Portfolio? For our needs, web experience is a must. A disc containing web design, or computer graphics that could be uploaded to website is helpful. Also some demonstration of advanced print (label, carrier, billboard) applications helps. 3. What do you feel employers are looking for in a Multimedia Portfolio? Solid understanding of the basics of design as well as ability to use latest technology to achieve results. 4. How do you feel Multimedia Portfolios should be presented? Generally a disc that contains the electronically generated pieces, and a standard 2D presentation of print designs will show me the capabilities of each applicant. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: If I have to assist in setting up presentation, it’s over. The presenter had better be more computer literate than I am, or they are not going to help me advance. The presentation should not look or feel like a video game. Only the creative director at a video game company wants to see that.
  19. 19. Name:___Mark A. Onesi___ Title:__Dean of Academic Affairs (ITT Tech Getzville, NY) 1. Your validation (relation to Multimedia or Portfolios): Have taught non-multimedia portfolio classes in the past 2. What elements do you feel should be included in a Multimedia Portfolio? Evidence of creativity and knowledge of the multimedia field. But, the included elements should be tasteful and geared towards the needs of an employer, not just games or the likes of the student themselves. 3. What do you feel employers are looking for in a Multimedia Portfolio? Evidence that the prospective employee can do things that the employer needs. They are looking for breadth of abilities. Limiting the portfolio only to the elements most liked by the student doesn’t show flexibility and/or in-depth knowledge of the field. 4. How do you feel Multimedia Portfolios should be presented? On video or disk. Hard copy is a back-up, but the bulk of employers would like to see the automated version. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: Too often, multimedia students are focused on one area of the field. They enjoy a certain type of multimedia course and they excel in that area. But, they fail to see the need for a more well-rounded presentation of their skills and abilities. Most employers are looking for employees who can fill their needs and be flexible enough to branch out into additional areas of the field. This flexibility and well-rounded ability should be displayed.
  20. 20. Name:__Kristan Lambert Title:_Career Services Specialist (ITT Tech Getzville, NY) 1. Your validation (relation to Multimedia or Portfolios): I assist the students with gaining employment in their field once they graduate from the school, their portfolios are a very important aspect of their job search and thus I deem Multimedia Portfolios very necessary. 2. What elements do you feel should be included in a Multimedia Portfolio? Hand drawings, advertising aspects, logo, company website, etc. a product concept and design, 3D modeling examples, animation examples, utilization of photoshop and illustrator, html experience, css and dreamweaver as well, a final project and also their resume- prefer to see a creative watermarked resume. 3. What do you feel employers are looking for in a Multimedia Portfolio? Diversity and flexibility, skills and the usage of those skills and how those skills are essentially being “sold” 4. How do you feel Multimedia Portfolios should be presented? Website or CD, but would prefer a website 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: I think it should be a mandatory effort by all Multimedia students, it is to assist them in their professional future and should be considered as that when creating it.
  21. 21. Name: Christopher Martone Title: Multimedia Student 1. Your validation (relation to Multimedia or Portfolios): ITT Tech Multimedia Student 2. What elements do you feel should be included in a Multimedia Portfolio? Past works including websites, 3D renders, brochures, pamphlets, drawings etc. 3. What do you feel employers are looking for in a Multimedia Portfolio? All of the above. Well designed products, and product suites that show you are capable of good quality work and that shows you are right for the job 4. How do you feel Multimedia Portfolios should be presented? CD preferably a CD-RW so that you can constantly update it. Of course some tangible works should also be included in a folder. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: It should tie in with your resume and should carry on any images or styling from it.
  22. 22. Name: Jonathan Bauer Title: Multimedia student (graphic designer) 1. Your validation (relation to Multimedia or Portfolios): I am a 7th quarter multimedia student that is carrying a 4.0 GPA, I have done photo editing work outside of school and also ad design at my current job. 2. What elements do you feel should be included in a Multimedia Portfolio? A digital portfolio of your work, free hand drawings and computer generated samples. These samples should be put into the digital portfolio and also a snapshot of the images of the computer work should be put into the hard copy of the portfolio. 3. What do you feel employers are looking for in a Multimedia Portfolio? They want to see a solid understanding of the programs and the talent of the person submitting it has. The way the portfolio is laid out will also show the organization and project management. 4. How do you feel Multimedia Portfolios should be presented? I believe a person should be ready to present it in one of two ways. The first should be done in hard format where all of the samples are in a leather type bounded portfolio so the employer can flip themselves. A second one should be done on a CD or as a website so an employer can look it up at anytime. 5. General comments, concerns or feelings towards students creating a Multimedia Portfolios: An organized portfolio is a must and also the preparation of and little details are what will set it apart. The portfolio needs to be diverse and span all of your different talents. For multimedia students we need to make more steps than other industry portfolios because I feel multimedia students are judged more on a visual portfolio than what is written.
  23. 23. Personal Educational Philosophy Based on Education for Adult and Alternative Learners in Multimedia Programs Leah Sciabarrasi Purpose of Education I am currently going for a Masters in Educational Computing. I graduated with a BFA from the University at Buffalo. My concentration was in Photography. At the time, I was unsure in pursuing my education any further because I didn’t feel a Masters in Fine Art would aid me in any great way. I formed my own business and continued to get seasonal or odd jobs to make up for a consistent income. I took an interest in everything multimedia, but I could never find the right job that would allow me to utilize all my knowledge and skills. I then got an opportunity of a lifetime, teaching at a local Institute in the Multimedia and CAD departments. This position allowed me to share my knowledge with the faculty and students and also allowed me to progress in my comprehension of various programs. I realized that since this was something I wanted to do, I would have to continue my education in order to move on to the University level. After scouting different programs at various local schools, I decided on Buffalo State’s Educational Computing program. Personal Beliefs and Reflections Concerning Education “Education is the most powerful weapon which you can use to change the world.” Nelson Mandela
  24. 24. 1. Education should always be relevant to one’s life and should always aid to their present or future in some way. 2. Education should reach all the senses. 3. Education is different for each individual. The different path each student takes should be recognized and celebrated. 4. It should always be considered that each individual has different talents and abilities and within reason they should perhaps be graded within their own abilities. 5. Academic success should be recognized and celebrated. 6. Each student should be treated equally and recognized individually. Everyone has the right to pursue being successful. 7. Everyone should work together to promote environment and universe awareness. 8. Each person is responsible for themselves and how their actions affect others and themselves. 9. A desire for knowledge and the awareness of this desire directly affects one’s life. If a student has not realized or does not have this desire, it can not be forced upon them. 10. It is the job of the student to react to the instruction and it is the role of the educator to always be persistent in their instruction. 11. Eye contact makes everyone feel like a human being. 12. Communication should happen freely among all parties. 13. Success breeds success and it becomes addictive. 14. Knowledge of geography, current events, spelling and grammar are crucial. Reading helps the knowledge of all four and more.
  25. 25. 15. Technology should be integrated but never overused. 16. The classroom is full of students. It is up to the educator to identify each individual. 17. Time must be spent outside of class researching, meeting with and reaching out to each student. 18. Instructors should always have a hand out. It is up to the student to reach back. 19. Students should develop an appreciation and awareness for social skills in and out of the classroom. 20. Students should develop a global awareness of all the events and happenings of our world. Learning Environment and Learning Process 1. Student participation is interactive. 2. Students learn through their own exploration. 3. Assessment is based on student’s performances of tasks that cover the objectives. 4. Fair and consistent school and behavior policies should always be maintained. 5. Create a positive learning environment for questions and feedback. Students’ Role in Education 1. Students are expected to act appropriately, respectfully and come to class ready to learn. 2. Students have the responsibility to behave in a way that does not disrupt the learning or instruction process.
  26. 26. 3. Students are expected to willingly participate. 4. Students are expected to come to class on time and prepared. 5. Students are expected to pay attention at all times. 6. Students are to always avoid disruptive behavior during class time (cell phones, talking, noise, tardiness, etc.) Teaching Methods and Classroom Organization 1. There should be a consistent underlining structure to each class day so that students know what to expect. 2. Instructors should teach a well put together lesson in a cohesive manner. 3. Various learning procedures are encouraged and include demonstrations, brainstorming, group activities, group discussions, handouts, field trips and guest speakers facilitated by the instructor. 4. It is up to the instructor to demonstrate the daily lesson for the students. 5. It is up to the student to make sure that they are on task. 6. The instructor should attempt to reach every student by the end of the class day. Educational School of Thought I believe a simplified Bloom’s Taxonomy is the most effective in learning for Multimedia Students. Knowledge: Knowledge defines the actual instruction of the material usually through means of lecture or guided interpretation by the instructor. The instruction should touch
  27. 27. base on the facts (who, what, where, when, how) and should cover not only the basics, but the needed details to help students retain the information. The student’s role in knowledge is to take notes and gather the information. Comprehension: Comprehension defines understanding the information. Various means of interpretation and translation should be conducted by the instructor. The means may include but are not limited to discussions and demonstrations. The student’s role in comprehension is to understand and interpret the information. Application: Application describes the use of the information. The instructor should facilitate an assignment that allows the student to apply their knowledge learned such as a lab assignment, group activity or handout. The student’s role in application is participation. Analysis: Analysis describes being able to identify the components. The instructor should reach out to each student and review their work done in class. The student’s role in Analysis is to analyze the work they produced and identify where they applied the knowledge in the day’s lesson. Synthesis: Synthesis describes drawing conclusions and ideas on one’s own. The instructor should assign a vague homework assignment that allows the students to connect the dots between assignment and final project. The student’s role in synthesis is to formulate a project of one’s own based on the knowledge of the day’s lesson. Evaluation: Evaluation is assessing the project developed during synthesis. The instructor should grade the project developed during the synthesis phase based on the objectives
  28. 28. taught for the day providing feedback. The student’s role in Evaluation is to understand the critique. Lifelong Learning “Who dares to teach must never cease to learn." John Cotton Dana I believe it is up to every educator to continue their education in their particular area of study as a way to further relate to the students and better prepare them for employment. I believe it is up to every student to understand the idea of lifelong learning in their particular chosen field and to identify updated resources. My education is not only continued by further schooling but also through various online and offline resources such as books, tutorials and lectures. Self Realization My knowledge of my true self began a long time ago and is still continuing today. I believe self evaluation is the most human thing a person can do and it should never stop. I have not only realized the person I am, but the person I want to be. My goals include always continuing to further my education, to help others at all costs and to try my hardest to do my best at any task. Career Goals I have never thought of myself as a ‘teacher’ though I have always loved the instruction
  29. 29. process and the feeling I get when someone thanks me for teaching them something. I don’t think I am the best at technology, and I don’t believe the best in technology can be an educator. I take pride in finding a happy medium to the two and continuing to explore and understand that there will always be someone that I can learn from. My career goals include exploring different avenues of education, advancing the worldly concept of preparation for employment for multimedia students and helping to progress the concept of the multimedia art and career portfolios. Basic Objectives Needed To Be Met Before Entrance Into Society "Education's purpose is to replace an empty mind with an open one." -- Malcolm Forbes - 1. Goals for oneself 2. An understanding and performance of acceptable and respectable behavior including social skills 3. A desire to continue their education and better themselves 4. Basic reading, writing and grammar use 5. Completion and understanding of the objectives met during education Some of these views were borrowed from: Vestavia Hills Elementary East Educational Beliefs http://www.vestavia.k12.al.us/east/old_9_17/Educational%20Beliefs.htm 2008 Barry J http://home.att.net/~barryj/Educational_Beliefs.htm 2008 The Educational Beliefs of Dr. Michael Mitchell http://www.angelfire.com/mo/drmtch/Number5.html 2008
  30. 30. Engaging Learning Environments http://www.ncrel.org/engauge/framewk/efp/environ/efpenvin.htm 2008 Stephen Gareau’s EDC601Syllabus Our Mission Statement The ITT Technical Institute is an institution of higher learning that is committed to offering quality undergraduate and continuing education locally, nationally and worldwide to students of diverse backgrounds, interests and abilities. The institution offers educational programs that integrate life-long learning with knowledge and skills to help students: ○ pursue their personal interests and objectives; ○ develop intellectual, analytical and critical thinking abilities; and ○ provide service to their communities. The programs employ traditional, applied and adult-learning pedagogies and are delivered through traditional, accelerated and distance methodologies in a learner-centered environment of mutual respect.
  31. 31. General Goals for Student and Teachers Goals for Students: 1. Analyze the portfolio ideas and present work creatively. 2. Analyze the deficiencies and needs for improvement. 3. Design an effective portfolio to fit to one’s needs and showcase one’s work. 4. Develop a portfolio that will appeal to one’s potential audience. 5. Implement one’s portfolio in mock interviews and a class presentation. 5. Evaluate one’s portfolio. Goals for Teachers 1. Present material using a variety of techniques and concepts. 2. Prepare students for presenting their portfolio. 3. Make students active participants in portfolio development. 4. Create lessons that involve storytelling and advice based on an instructor’s knowledge, guest speakers and student involvement. 5. Encourage self-awareness and self-analysis.
  32. 32. Instructional Materials Not Found on Lesson Plans Teaching Strategies 1. Think about implementing mentors for each team arranged. This person can be a faculty member from the department, an employer recruited by career services or a member of the career services department. The mentor can help develop student progress outside of class. 2. The instructor should work closely with the Director of Career Services to help students develop the techniques and tools required to implement their specific strategies. Evaluation and Grading 1. Attendance and Participation Regular attendance and participation are essential for satisfactory progress in this course. 2. Completed Assignments Each student is responsible for participating in team assignments and for completing delegated tasks. Each of the ream members must honestly evaluate the contributions by all the members of their respective teams.
  33. 33. Evaluation Criteria Table The final grade will be based on the following weighted categories: Categories Weights Participation 15% Writing 20% Assignments Project 45% Exercises 20% Total 100%
  34. 34. International Society for Technology Education National Education Technology Standards for Students 1. Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: a. apply existing knowledge to generate new ideas, products, or processes. b. create original works as a means of personal or group expression. 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. Students: 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. c. develop cultural understanding and global awareness by engaging with learners of other cultures. d. contribute to project teams to produce original works or solve problems. 3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources and digital tools based on the appropriateness to specific tasks. d. process data and report results. 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. Students: a. identify and define authentic problems and significant questions for investigation. b. plan and manage activities to develop a solution or complete a project. c. collect and analyze data to identify solutions and/or make informed decisions. 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. Students: a. advocate and practice safe, legal, and responsible use of information and technology.
  35. 35. 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. Students: 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. Lesson Plan Outline Unit CONCEPT OBJECTIVES REFERENCES METHODOLOGY Unit Resources for this Unit Activity Type of Resource Resource KEY CONCEPTS TO BE COVERED IN CLASS TEACHING TIPS FOR THIS UNIT
  36. 36. SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES GRADED ASSIGNMENTS SUMMARY RUBRIC FOR GRADING STUDENTS Unit 1 Participation: Attendance Exercise: Writing Assignment: and Participation 1/4 2/4 3/4 4/4 ITSE STANDARDS ADDRESSED HOMEWORK
  37. 37. Introduction: Multimedia Portfolio Design for Students Introduction: Welcome to Multimedia Portfolio Design for Students. This is one of the most important classes you will take. It will help your develop your portfolio, a reflection of your hard work and dedication to your profession. It will continue to serve you throughout your career. Class and Lab Rules: Clean up after yourself in the lab. Save your work in multiple locations. Respect the people around you. Bring head phones and use them for audio in the labs. No cell phones or cell use is permitted. No eating or drinking in the labs. Practice good work ethic at all times. Homework is mandatory regardless of attendance. Attendance is very important in this class. Grading and evaluation is based upon Labs, Homework, Effort, Attendance, Participation and your Final Portfolio. Plagiarism is never acceptable. Supplies Needed: One flash or external hard drive A large body of work containing various mediums Internet Use Policy: Students are required to follow all lab rules and should only use the internet for school- related search purposes. Let’s get started!
  38. 38. Unit 1: An Introduction to the Multimedia Portfolio CONCEPT There are many different types of portfolios. This unit is intended to teach the students about these different types and what each is used for. This is also an introduction to the student’s Multimedia Portfolio and clarifying their true goals. OBJECTIVES 1. Class Overview 1.1. Schedule 2. Discuss the wide range of portfolios. 2.1. Distinguish the difference between career and ‘art’ portfolios. 2.2. Identify the characteristics of electronic and hardcopy portfolios. 2.3. Compare various sample portfolios. 2.4. Categorize the content in portfolios. 2.5. Indentify the audience and purpose. 3. Brainstorm works that a student may possibly want to include. 4. Conduct self-assessment of knowledge, skills and abilities. 4.1 Prepare a list of own skills and talents using self-assessment exercises from the ITT Tech Virtual Library. 4.2 Based on the synthesis of self- assessment and current employment opportunities create a self-marketing profile and plan. 4.3 Develop an effective and efficient networking strategy. REFERENCES ○ITT Tech Virtual Library>Reference Resources>Job Listings ○ITT Tech Virtual Library>Reference Resources>Career ○ITT Tech Virtual Library>Program Links>General Education/Technical Basics>Link Library>TB332 Professional Procedures and Portfolio Development >Self-Assessment >Marketing Tools and Strategies ○ITT Tech Virtual Library>Program Links>Multimedia>Recommended Links ○ITT Tech Virtual Library>Program Links>Multimedia>Professional Organizations
  39. 39. Also encourage them to explore the electronic books available. To enable them, discuss key words that should be used. METHODOLOGY Unit 1: An Introduction to the Multimedia Portfolio Resources for this Unit Activity Type of Resource Resource 1.1 Worksheet Lab 1.1. Critique of an E-portfolio. 3.1 Worksheet Activity 3.1 Individual Brainstorm Worksheet 4.2 Worksheet Lab 4.2 Self-Branding Worksheet KEY CONCEPTS TO BE COVERED IN CLASS A. Introduction to the Multimedia Portfolio Design course B. Discuss the wide range of portfolios. C. Brainstorm student work. D. Conduct self-assessment of knowledge, skills and abilities. TEACHING TIPS FOR THIS UNIT The teaching tips are provided for your reference. Please choose carefully according to your teaching style. 1. Consider showing students many examples of electronic portfolios. Review the following websites for examples of e-portfolios. Felix Sockwell Inc. http://www.felixsockwell.com/ Patricio Sarzosa http://www.psarzosa.com/ 2. Portfolios produced are often generated with a certain audience in mind, who they are and how they can be reached. On the whiteboard, list two similar artists, designers or companies such as Hewlett Packard and Apple. Ask the students to list attributes associated with the customers who would purchase either of these two brands and the target market they feel the advertising campaigns are geared towards. Discuss how a student would want to tailor their portfolio to communicate directly to a certain audience. 3. The design process in marketing and visual communication is not limited to logo or product design. This process involves analyzation, design, development and evaluation. Divide the class into small groups of three or four and have each one pick a popular clothing company. The students should write down a list of adjectives that describe the company. Ask the students to sketch a series of new company logos in black and white only. They should strive to make the new logos emblematic of the adjectives they came up
  40. 40. with. They should now analyze and select a logo to present to the class. 4. Critique is also an integral part of the design and development process. Throughout this course as well as other student courses within the Multimedia program and their Multimedia career, critique will be utilized to reinforce good composition or make suggestions for improvement. Students should be instructed not to use phrases that begin with “I like…” or “I do not like…” and replace them with statements that begin with terms like “The repetition of form leads to…” and “The first form we notice is…” Information on properly critiquing can be found at http://artsedge.kennedy-center.org/content/3338/. 5. Team work is also highly encouraged. You may want to implement “Teams” and start each class out with a team building activity. This allows the students to get to know each other better and have individuals to turn to for small critiques and formative evaluations. 6. Panel discussion with Career Services, Department Chairs, The Dean, The Director, Financial Aid and other helpful personnel. The personnel should introduce themselves and advise students to reply on the Department as an effective resource to obtain employment. Also there is an introduction to the ITT Tech Career Bank and other resources that would be helpful to the students in the job search. Panel members may want to share their stories and past experiences. Everyone should try to offer their expertise in effective Multimedia portfolios in the professional environment. 7. You may want to think of starting each class day off with a team building or ice breaker activity. Visit http://www.group-games.com/ for examples. 8. Self-marketing and Self-branding are two concepts today that are often used in conjunction with portfolio development and job searching. They are especially huge issues with multimedia professionals and students. It is very important to touch base on how these topics relate to multimedia students that will soon be entry level professionals. Students should be encouraged to begin self-branding as a means to capture an employer’s attention. It should also be discussed that one should have a self-marketing plan, even if a small one. They should know where to job shop and should be encouraged to expand their horizons. i.e. They may want a graphic design position, but they may want to also include Instructional Designer in their search. For more information about the topics, please visit http://www.lealea.net/blog/comments/the-art-of-self-branding-part-one/. 9. The topic of networking should be brought up. Effective networking techniques such as business cards, clubs, events and community organizations should be discussed. Chances are many students in the class will have a story to share at this point and these stories should be encouraged. Internships are also a great way to network and get your name out there. You may want to have career services mention the available Multimedia Internships or bring in internship opportunities offered on the Career Bank or on websites such as http://www.elance.com or http://www.craigslist.com.
  41. 41. SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES Lab 1.1. Critique of an E-portfolio. Students should fill out the worksheet that accompanies this activity. This can be done as a group activity or an individual activity. Afterward, there should be a discussion about their results. You may want to have each group or individual present their results. Time: 1 hour Activity 3.1 Individual Brainstorm Worksheet Have students fill in the worksheet and detail each work they might like to include. This will aid them in choosing pieces for next week as well as focus on a particular audience. It will also help them to realize the areas in which they are lacking. You may want to go over the different categories with them and provide examples of each category. Time: ½ hour Lab 4.2 Self-Branding Worksheet This lab should take place after a discussion on self-assessment, self-branding and self- marketing. Students should fill out the Self-Branding Worksheet to help them get a clear, exact perspective of who they are and think of a self-marketing plan for the future. Students then should put their answers into a self-reflective 2 page essay about themselves. They should gear it towards an employer and cover all of the topics brought up in the Self- branding worksheet and Self-marketing Plan. Time: 1 hour GRADED ASSIGNMENTS Lab 3.1 Individual Brainstorm Worksheet Lab 4.2 Self-assessment and Self-marketing Plan Writing Assignment SUMMARY The unit’s lesson can be wrapped up at the end of class. Students should also be reminded of their homework. RUBRIC FOR GRADING STUDENTS Unit 1 Participation: Attendance Exercise: Critique of an Writing Assignment: Self- and Participation E-Portfolio Branding Worksheet 1/4 Extremely tardy or left early, Did not do the worksheet Did not do the worksheet Barely any participation, and no feedback during or the essay Lacked any attention discussion 2/4 Less than timely attendance Worksheet half Worksheet half completed to and from class, General completed and provided and half completed essay participation with all some feedback during with poor spelling and
  42. 42. activities and interaction with discussion grammar. Essay has little other students (did what they focus and drive. had to do to get the job done, no extra effort), Lacked full attention 3/4 Generally timely attendance Worksheet mostly or fully Worksheet mostly to and from class, Average completed and provided completed and a mostly participation with all some feedback during complete essay with good activities and interaction with discussion spelling and grammar. other students, full attention Essay had some focus and for the most part drive. 4/4 Timely attendance to and Worksheet thoroughly Worksheet fully complete from class, Full participation completed and provided a and fully complete essay with all activities and lot of good, constructive with excellent spelling and interaction with other feedback during grammar. Essay was fully students, full attention discussion thought out and had a good concept. ITSE STANDARDS ADDRESSED 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making HOMEWORK Students are to select their best works and bring in to the next class.
  43. 43. Unit 1: Lab 1.1 Self-Evaluate
  44. 44. Unit 1: Activity 3.1 Individual Brainstorm Worksheet Concept: You will now brainstorm works that you would like to include in your portfolio. This will help your form your portfolio later on. Tasks: 1. Question: What are the top five pieces of evidence that you would use to help demonstrate, describe, represent who you are? Why did you select those five as representative? 1. 2. 3. 4. 5. 2. List 3 items that you have for each category: Fine Art 3D Modeling Web Design/Development Animation Broadcast Graphics A/V Instructional Design Graphic Design Identity Design
  45. 45. 3. Study your list above. What are your strong points? What are your weaknesses? What area are you not proud of the work you have produced? 4. List all of the programs you have experience in. 5. Gather all of the pieces you have listed and bring them in next week. You may want to think about producing a product for an area you are lacking in.
  46. 46. Unit 1: Lab 4.2 Self-Branding-Worksheet
  47. 47. Unit 2: The Multimedia Portfolio Process CONCEPT This unit is intended to get students to formulate their main resume components and start to build their collection for their portfolio. Students will also be initially discovering and discussing career choices for Multimedia professionals. OBJECTIVES 1. Class Overview 1.1. Schedule 2. Discuss the wide range of career choices. 2.1. Discuss the different Multimedia careers. 2.2. Discuss potential employers in the area. 2.3. Discuss national hotspots for Multimedia jobs. 2.4. Discuss what requirements employers are asking for. 3. Discussion and activities about resumes and resume goals. 3.1. Create a Curriculum Vitae 3.2. List your job history. 3.3. Come up with a list of one’s own professional goals. 3.4. Describe and give examples of own skills, personal abilities and documents to be included in one’s career specific portfolio version. 4. Organizing and arranging work 4.1. Compare the work brought in against the Unit 1 Brainstorm List 4.2. Discussion on work inclusion 4.3. Discussion on possible presentation methods 4.4. Worksheet and discussion about possible career portfolio options 5. Brief Design Recap I REFERENCES ○ITT Tech Virtual Library>Reference Resources>Books<Ebrary “Creating Your Skills Portfolio: A Fifty Minute Book” by Carrie Straub is an excellent resource that you may refer to. (ISBN Number 1-56052-394-8) ○ITT Tech Virtual Library>Program Links>General Education/Technical Basics>Link Library>TB332 Professional Procedures and Portfolio Development >Self-Assessment ○ITT Tech Virtual Library>Program Links>Multimedia>Recommended Links
  48. 48. ○ITT Tech Virtual Library>Program Links>Multimedia>Professional Organizations Also encourage them to explore the electronic books available. To enable them, discuss key words that should be used. METHODOLOGY Unit 2: The Multimedia Portfolio Process Resources for this Unit Activity Type of Resource Resource 3.1 Worksheet Your Career History Worksheet 3.4 Worksheet Targeting Your Portfolio Worksheet 4.2 Assignment Sheet Project Part I: List of Components KEY CONCEPTS TO BE COVERED IN CLASS A. Welcome to Brand You B. The Portfolio- A Tool for Effective Job Search C. Targeting Your Portfolio D. Conduct self-assessment of knowledge, skills and abilities. E. Organizing and arranging work F. Brief Design Recap I TEACHING TIPS FOR THIS UNIT Unit 2 guides the students in identifying values, skills and personality traits that would affect their “brand marketing”. Guide the students to perform the in class activities outlined for this unit. This unit also introduces the concept of what a portfolio can achieve for the job hunter. The team activity on “Targeting Your Portfolio” would enable the students to think about not only “what makes a portfolio” but also “what does a portfolio related to Multimedia consist of.” Encourage students to share ideas and learn from others. The teaching tips are provided for your reference. Please choose carefully according to your teaching style. 1. You may want to begin class with a brief recap of last week and refer to the schedule when explaining the objectives. This is a good exercise to start out each week and is a good example for organization. This also gives students a chance to see how far they have come and how far they have to go. 2. Provide an introduction to the concept of promoting oneself similar to a brand and how it relates to an effective job search. 3. Provide an overview of what a portfolio is and what it can achieve for the multimedia
  49. 49. job hunter. Explain that the use of portfolios by savvy job candidates is increasing. Stress that employers are interested in seeing first hand how well candidates can demonstrate their skills. 4. This may also be a good point to bring in a guest speaker to talk about the qualities they look for when hiring an employee. This will give students a chance to ask any questions about interviews, the process or the program knowledge employers are looking for. 5. It should also be discussed that there are two distinct portfolios: Content and Presentations. ‘Content’ is concerned with ‘what’ needs to be included to complete a career relevant portfolio. ‘Presentation’ is concerned with the portfolio format/layout that should be used for maximum impact. It should be stressed that most Multimedia professionals are looking at ‘Presentation’ as equally as ‘Content’ driven portfolios. They want to see that you can utilize all of your multimedia skills into a cohesive product. This will introduce the students to the concept of a portfolio by explaining its meaning and importance. It will also help them realize the significance of a Multimedia program appropriate and career relevant portfolio in their individual job searches. 6. When it comes to Multimedia, there is a wide range of career choices. Students going through the ITT Multimedia program are exposed to graphic design, web design, instructional design, animation, 3D modeling, broadcast graphics, A/V and many other career choices. You may want to ask students what areas they are looking into focusing in. Stress that their education never ends at school and they will always have to do educational and professional development to keep up with the growing trends and technologies. This is especially true in Multimedia. 7. You may also want to touch base on the major Multimedia employers in the area as well as outside the area. From having asked students where their focus is in the last exercise, you may want to gear a specific employer towards them. You may also want to start a discussion about the requirements these employers are asking for and bring in a few job postings they have put out. 8. Initiate a discussion with students about the definition of a curriculum vitae, the importance of reliance and past jobs, professional goals and not being bashful about their own abilities. You may want to give a list of your own experiences. 9. Consider projecting a close-up of a bitmap image. Be sure to use a zoom factor that is large enough to create extreme pixelization. Ask the students to identify what the image represents. Then zoom out till the image is clearly identifiable. Explain to the students that bitmap images make use of individual pixels on the computer screen in order to create representations. Also explain that small bitmaps are often used on the web for their small file sizes but are limited due to pixelization. They may want to keep this in mind while thinking about their portfolio presentation.
  50. 50. SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES Activity 2.4. Welcome to Brand You Activity This should be a group, follow up activity to a discussion on branding. Students should be placed in teams to work on this activity. The activity includes and in-class competition to promote collaboration, involve and excite the students. It also will help students grasp the concepts of traditional marketing strategies with respect to products and services. It will lay a foundation for the application of the marketing strategy that they will create for themselves as the “product”. In teams, students should think of themselves as a design firm in competition for a job. This job includes various aspects of Multimedia including web design, graphic design and instructional design among many other things. The students will also be responsible for all of the marketing that has to do with the company. Students should build a list of strengths and weaknesses. Where there are weaknesses on the team, they may be able to find another individual who could fit that roll. They should also come up with a list of past experiences in dealing with clients, exceptional work produced or producing work in a time crunched environment. They then have to come up with a 5 minute pitch. Everyone in the group has to speak about their strengths and how they add to the group. Students should also come up with a name that reflects their group’s talents. You may want to select a few faculty members or students in other classes to come in and decide which team they would pick to make it a more competitive environment. Time: ½ hour Lab 3.1. Your Career History Worksheet After having a discussion with students about the definition of a curriculum vitae, the importance of reliance and past jobs, professional goals and not being bashful about their own abilities, have students fill out the ‘Career History’ worksheet. Their resume will be due Unit 4. Not graded, for personal use towards their resume. Time: 20 minutes Lab 3.4. Targeting Your Portfolio Worksheet After discussing and providing the students with an overview of their portfolio, break them into teams and have them participate in a group discussion and research on creating a portfolio that meets employer expectations for their chosen career. Use the ‘Targeting Your Portfolio’ worksheet to facilitate this in-class activity. Students should research jobs on the career bank and other job search web sites. Each student should choose a job posting in their area of choice, i.e. web design, graphic design. Ask the students to present to the class an overview of the position, the skills requested for and how they would showcase these skills in a portfolio. Students should be encouraged to share their ideas and learn from others. Time: 1 hour
  51. 51. Lab 4.2. Project Part I: List of Components This is the stage where students begin to assemble their portfolio. At this point, the final project should be reviewed and Part I should be discussed in depth. It is due Unit 5. Time: 1 hour GRADED ASSIGNMENTS Activity 2.4. Welcome to Brand You Activity Lab 3.4. Targeting Your Portfolio Worksheet SUMMARY The unit’s lesson can be wrapped up at the end of class. Students should also be reminded of their homework. RUBRIC FOR GRADING STUDENTS Unit 1 Participation: Attendance Activity: Welcome to Worksheet and Activity: and Participation Brand You Targeting Your Portfolio Worksheet 1/4 Extremely tardy or left early, Did not do the worksheet Did not do the worksheet Barely any participation, and no feedback during and did not present Lacked any attention discussion 2/4 Less than timely attendance Worksheet half Student utilized some job to and from class, General completed and provided search site, Student listed participation with all some feedback during the skills that the employer activities and interaction with discussion was looking for other students (did what they had to do to get the job done, no extra effort), Lacked full attention 3/4 Generally timely attendance Worksheet mostly or fully Student utilized the ITT to and from class, Average completed and provided Career Bank or other job participation with all some feedback during search site if not available, activities and interaction with discussion Student analyzed a job other students, full attention posting, Student listed the for the most part skills that the employer was looking for 4/4 Timely attendance to and Worksheet thoroughly Student utilized the ITT from class, Full participation completed and provided a Career Bank or other job with all activities and lot of good, constructive search site if not available, interaction with other feedback during Student analyzed an students, full attention discussion appropriate job posting, Student listed the skills that the employer was looking
  52. 52. for, Student effectively portrayed these skills in specific terms or format, Student shared thoughts on how portfolios can vary, Student worked well with their team mates ITSE STANDARDS ADDRESSED 2. Communication and Collaboration 4. Critical Thinking, Problem Solving, and Decision Making HOMEWORK Students are to finalize and digitize work for use in the Multimedia Portfolio.
  53. 53. Unit 2: Activity 3.1 Your Career History Concept: You will now compile a list of your career history. This will help your formulate your resume later on. Tasks: 1. Create a Curriculum Vitae, a list of important, relevant classes you have taken in your Multimedia career. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 2. List your job history with your most recent jobs first.
  54. 54. 3. Come up with a list of 10 professional goals. This can be anything from creating a professional resume to practicing your interviewing skills. 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 4. Describe and give examples of own skills, personal abilities and documents
  55. 55. Unit 2: Activity 3.4 Targeting Your Portfolio Concept: While working withy our team mates, utilize the ITT Tech Career Bank and local job search sites and research a job related to each of your target areas of concentration. While one student might want to look up Web Design, another student may want to look up a Graphic Design position. Each student should have their own posting answers to present, although everyone in the group will be discussing the answers. Procedure: 1. Analyze the job posting and list the skills that the employer is seeking. 2. Brainstorm within the group and create a list of skills that you must showcase for this employer including skills that you think may be helpful but are not listed in the posting. 3. Ideate on the components, examples of work, storyboards, project overviews, overviews of related lab assignments, pictures of your finished work and anything else you think that your portfolio must contain to showcase your related skills. You may want to include sections such as an overview of the position, employer requirements or skills requested for, and how you will demonstrate these skills. 4. Present your findings to the class and take note of the queries/concerns expressed and feedback provided. Rationale of the Assessment: This team exercise pushes you to think about not only ‘what makes a portfolio’ but also ‘what a portfolio related to Multimedia consists of’. You will also learn and share ideas with your classmates.
  56. 56. Unit 2: Course Project Part I: List of Components Introduction: Your career relevant portfolio is a vital tool for your job search as it narrates a story through the use of ‘proof’ and relevance to your career. Therefore, your portfolio must meet your industry’s expectations and should be ‘made to impress’ your potential employer. In this assignment, your will kick start the assembly of your career-relevant portfolio. Group activities in class will provide a context for the formulation of what elements will provide you with a strategically targeted portfolio. TASKS: 1. Define the role of your Multimedia portfolio in your career strategy based on: Who is the target audience of your portfolio? What does your portfolio need to say about you? 2. Create a list of components that details what you intend to include in your Multimedia portfolio and justify why each of them should be included. 3. List the portfolio deliverable you wish to use. i.e. Will you create a e-portfolio, a hardcopy portfolio in a binder or maybe a Flash presentation. Your portfolio deliverable should reflect your strong points. 4. List the general outline for your portfolio including a career materials option. Your portfolio should include the following three elements: a. Front Matter includes an introduction and table, acknowledgment, and a table of contents. The table of contents must reflect some kind of organizational scheme. Many people simply organize items chronologically. Others will prefer to group the samples by type of skill or experience. Still others will organize items by common threads of experience or themes in their life. The introduction tells the reader something about the author and gives a brief overview highlighting for the reader the most important things to be found in the portfolio. b. Middle Part contains from 5 to 15 samples or artifacts. Each page should include a title, the actual sample or artifact, and some commentary or caption which gives additional detail. If you don't have room on each page for all of this, just put a title by each sample. Then place a title page and background or introductory material before each group of similar samples. c. Back matter summarizes the portfolio experience. It often tells what you learned about yourself in the process of creating the portfolio. This piece is optional in Professional Portfolios.
  57. 57. 5. State the Design Process you wish to use and your general timeline. Note: This progress will not always be checked and it is up to you to keep up with your timeline in order to produce a final outcome. Deliverable: Your assignment is to prepare a three-page (approximately 750 words) report on the above- mentioned tasks. This report should also have a cover page with your name, instructor, class and date. When mentioning the above statements, remember that your portfolio must meet Multimedia expectations and ‘impress’ your potential Multimedia employer. It must demonstrate specific skills and experiences that you have. Be sure to define what elements will be required for your individual portfolio. Submit the report to your instructor by the end of Unit 5.
  58. 58. Unit 3: The Product Overview CONCEPT Unit 3 begins the portfolio arrangement thought process as well as helps the student come up with an effective self-marketing strategy. The concept of self-branding is reinforced and students begin their ideation of their personal career search strategy. OBJECTIVES 1. Class Overview 1.1. Schedule 2. Conducting a Career Search. 2.1. Compiling a list of resources 2.2. Conducting an effective job search 3. Coming up with a Self-Marketing Strategy. 3.1. Create a self-marketing strategy. 3.2. Discuss networking. 3.3. Come up with a list of one’s own professional goals. 3.4. Describe and give examples of own skills, personal abilities and documents to be included in one’s career specific portfolio version. 4. Discuss Portfolio Diversity 4.1. Discuss arrangement of portfolios 4.2. List reasons why selected works will be included 4.3. Possible solutions to common problems 4.4. Create a brief timeline detailing your future progress. 4.5. Begin the creation of the resume 5. Brief Design Recap II REFERENCES ○ITT Tech Virtual Library>Program Links>General Education/Technical Basics>TB332 Professional Procedures and Professional Development>Link Library>Marketing Tools and Strategies ○ITT Tech Virtual Library>Reference Resources>Careers >Career OneStop >Employment Projections >Job-Hunt.Org >NACE Job Outook 2005:Student Version >Occupational Outlook Handbook
  59. 59. >WetFeet.com Career Information Also encourage them to explore the electronic books available. To enable them, discuss key words that should be used. METHODOLOGY Unit 3: The Product Overview Resources for this Unit Activity Type of Resource Resource 2.2 Guest Speaker Ask a Multimedia professional to come in and talk about their company, what they look for when hiring individuals and their weekly workload. 3.2 Worksheet Activity 3.2 Your Professional Network Log 4.1 Handout Handout 4.1 The Digital Portfolio Process KEY CONCEPTS TO BE COVERED IN CLASS A. Job Search Resources B. Topics for an Effective Job Search C. Coming up with a Self-Marketing Strategy D. Discuss Portfolio Diversity E. Brief Design Recap II TEACHING TIPS FOR THIS UNIT Resources like The Career Service Job Bank has a robust feature that allows students to research companies through the portal. This feature should be strongly merchandised as it adds value to the over-all Career-Bank experience. Encourage exploration and collaboration among students on services they found most helpful. The teaching tips are provided for your reference. Please choose carefully according to your teaching style. 1. You may want to begin class with a brief recap of last week and refer to the schedule when explaining the objectives. This is a good exercise to start out each week and is a good example for organization. This also gives students a chance to see how far they have come and how far they have to go. 2. Prior to the start of class, write the following items on the board: ITT Tech Career Bank Career Services Networking Professional Organizations Classmates Online Job Boards
  60. 60. Local Newspapers Ask the class “What do these items have in common?” Students must answer that these are some of the key resources that they will utilize in their job search planning. Keep this warm-up activity brief and explain that the class will discuss these elements later during this session. This is an overview of the major tools they can utilize during their job search. 3. This is a great time to invite a guest speaker from a company or recruiting agency to come in to speak on the subject of job searching. 4. Share with the students some tips that will assist them in planning their job search. Remind then that this is a competition and the most effective competitor will be the best competitor. Visit http://www2.jobtrak.com/help_manuals/jobmanual/ for more information on Conducting an Effective Job Search. 5. Remind the students that their prospective employers are the “buyers”. They need to make the employers aware that they are available and convince them that they are the best choice to fit their needs. Whether students want to be freelance designers or work for a design firm, it is important that they know their own value and have a marketing plan. This lecture should focus on the many aspects of self-marketing, such as: 1) Develop a persuasive business offer Learn how to implement a successful marketing strategy. Tips include: How to find a profitable niche How to lay out your portfolio for maximum impact How to structure your website 2) See your best ever results from prospecting Learn effective techniques for contacting new clients. Tips include: How to identify the most lucrative clients How to approach telephone prospecting How to pitch your services in meetings 3) Get the most from your website Learn how to promote your services online and boost your enquiry rate. Tips include: How to increase your search engine ranking How to set up an email campaign How to write your emails 4) Get your story in the newspapers Learn how to raise your profile so new clients actively seek you out. Tips include: How to write and send a press release
  61. 61. How to write an advertisement How to target the right newspapers 5) Build your reputation as 'designer of choice' Learn how to keep your service client-focused and build barriers to your competition. Tips include: How to stay visible How to stay valuable How to expand your business services 6. Networking: Start this activity by stating that almost 70% of the jobs are never advertised. In such a scenario, career networking is crucial. Explain that Networking refers to Exchanging Information and Services among individuals and groups having a common interest. Ask students what would be their network? Wait for a few responses and then tell students that their class is their network. As they graduate and move out of college, their respective networks will expand to include their workplaces, colleagues etc. You may get some ideas about networking from the article found here: http://entrepreneurs.about.com/cs/networking/a/networking4busy.htm 7. Items 7-10 are meant to be a discussion with students referencing Handout 4.1 The Digital Portfolio Process. A Portfolio is an organized collection of materials that demonstrate a person’s expansion of knowledge and skills over time. The contents, organization and presentation of materials in portfolios vary and depend on their audience. Discuss the advantages of Digital Portfolios vs. Hardcopy Portfolios. This is especially important in Multimedia as it allows for the students to display their moving animations rather than simply stills. 1. Digital technology facilitates the reproduction of portfolio content. 2. Digital portfolios are relatively inexpensive to duplicate. 3. Digital portfolios support greater creativity. 4. Digital portfolios can communicate one’s capabilities in using technology. 8. There are many challenges associated with digital portfolios. 1. They often times require a great level of knowledge and a wider variety of skills. 2. They often times require professional support. 3. They can require expensive equipment. 4. They require more time and energy. 5. They may require the viewers to have technology skills and proper equipment. 6. If not done properly, the digital format can detract from the original content. 9. Discuss Framing Their Portfolio by setting up a set of structures that fit various works
  62. 62. together and creating continuity among all the components. Continuity might be communicated through a theme or a set of recurring ideas, values or metaphors. Framing Your Portfolio Around a Theme promotes continuity while illustrating their artistry. It often times expresses talent and creativity just as much as the artifacts contained within it. Themes might reflect a certain philosophy, professional concerns or even an era. To develop a portfolio around a theme ask yourself these questions: 1. Is there any metaphor, idea, concept or image that recurs in my life or sums up who I am as a multimedia student? 2. How could I demonstrate my professional talents by illustrating them through this theme? 3. What artifacts might I include to do this? 4. How might I use the help of others to make sure my theme is consistent and understandable by others? You may want to add further explanations to these questions also ask students for examples. Students may also want to think about framing their portfolio around a question or around a set of standards or requirements. 10. Have students take out the digital copy of their portfolio items. Have them fully examine all of its contents and then determine which artifacts support their theme. Selections can be made by asking themselves these questions: 1. Does this artifact meet the criteria for which I am framing my portfolio? How? 2. Is this artifact the best example I can use for demonstrating my criteria? If so, why? 3. Should I include this artifact in my portfolio? Why? Then have students create a log sheet of the artifacts they wish to include. Remind them they must be selective and remain focused, keeping the audience in mind. SUGGESTED ACTIVITES, ASSIGNMENTS & DELIVERABLES Activity 3.2: Your Professional Network Log Handout the worksheet and ask students to complete their professional network log. This Excel workbook should be turned in when the time is up. Time: 1 hour Lab 4.1. The Digital Portfolio Process Go over Handout 4.1: The Digital Portfolio Process with the students. Have them look at their items they gathered for possible inclusion in their portfolio. Have them create a list of the works they wish to include and list the reasons why. This will later be an addition to Project 1 that is due next week. If they have already started on this list, then have them compare it to the handout. Time: 1/2 hour
  63. 63. Activity 4.5. Resume Checklist Students are to use this resume checklist to compare against their resume in progress that is due Unit 5. It is recommended that you talk about each item in order to answer any questions that may arise. You may also wish to offer some further explanation about each item. Time: 1/2 hour GRADED ASSIGNMENTS Activity 3.2 Your Professional Network Log SUMMARY The unit’s lesson can be wrapped up at the end of class. Students should also be reminded of their homework. RUBRIC FOR GRADING STUDENTS Unit 1 Participation: Attendance Worksheet: Activity 3.2 and Participation Your Professional Network Log 1/4 Extremely tardy or left early, Did not do the workbook. Barely any participation, Lacked any attention 2/4 Less than timely attendance Student gathered some to and from class, General data, Student listed =come participation with all personal details activities and interaction with other students (did what they had to do to get the job done, no extra effort), Lacked full attention 3/4 Generally timely attendance Student gathered most of to and from class, Average the data, Student listed a participation with all few network members, activities and interaction with student had a few personal other students, full attention details for the most part 4/4 Timely attendance to and Student thoroughly from class, Full participation completed the assignment, with all activities and they listed a lot of tools interaction with other discussed in class for their students, full attention job search area, they came up with at least 6 contacts,
  64. 64. They include at least 2 personal details ITSE STANDARDS ADDRESSED 2. Communication and Collaboration 3. Research and Information Fluency 4. Critical Thinking, Problem Solving, and Decision Making 5. Digital Citizenship 6. Technology Operations and concepts HOMEWORK Students should finalize their Resume, due next week, and Project 1, due Unit 5.
  65. 65. Unit 3: Activity 3.2: Your Professional Network Log Concept: You have the tools ready and are ready to start running down the path of employment success. At the end of this assignment, you will create a strategy to put various job search tools to use. Using Microsoft Excel, create a workbook with three sheets: Tools for my Job search, My Network and My Personal Details. Format these sheets such that they can be utilized to capture the information detailed below. Your logs should be complete and functional. Sheet 1: Tools for my Job Search. ○ Tools that you will use to research jobs. ○ Frequency at which you will refer to these tools. ○ Benefit of each particular job search tool. Sheet 2: My Network ○ Your professional contacts that may assist you in your job search ○ For each contact include: Name Job Title Company Details Contact Information Sheet 3: My Personal Details ○ Details of companies you have applied to and the materials submitted (i.e. resume, cover letter, and work samples) ○ Whether you followed up after initial submission. ○ Whether you received an interview call and the result.
  66. 66. Unit 3: Handout 4.1: The Digital Portfolio Process Concept: There is no right way to create a portfolio, though there should be a systematic procedure involved. There can be five basic steps in the development of a portfolio. Each of these stages consists of several distinct processes or steps and they are: 1. Planning the portfolio- In this stage you focus the goals of your portfolio and frame its objectives. 2. Considering portfolio contents- In this stage you collect, select and reflect on the materials you will include in your portfolio. 3. Designing the portfolio- In this stage, you organize the materials you have selected and assemble them into digital pieces that make up your portfolio. 4. Evaluating the portfolio- In this stage you conduct formative evaluation to improve your portfolio-in-progress and summative evaluation to determine the quality of your portfolio. 5. Publishing the portfolio- in this stage, you perform the activities necessary to present your portfolio materials in a format that others can view. Stage 1: Planning Your Portfolio Answer the following questions: 1. Why am I creating this portfolio in the first place? 2. What kind of portfolio do I want to create? 3. Who am I creating a portfolio for? 4. What are my goals for creating a digital portfolio? 5. Did you hold a formative evaluation about your progress? Stage 2: Considering Portfolio Contents Answer the following questions: 1. Is there any metaphor, idea or image that recurs in my life or sums up who I am? 2. How could I demonstrate my professional talents by illustrating them through a theme? 3. What artifacts might I include to do this? 4. How might I use the help of others to make sure that my theme is consistent and understandable to others? 5. Organization makes the process of collecting materials for possible inclusion in your portfolio less tedious and nerve wracking. Have you gathered as many artifacts as possible and then sorted out only the best representations of your work? 6. Have you drawn up a ‘Rationale Statement’ and a proper ‘Resume’ to include? 7. Have your reviewed your log sheet? 8. Did you hold a formative evaluation about your progress? Stage 3: Designing the Portfolio
  67. 67. 1. Is everything included in your portfolio tied together or unified in some way? 2. Have you organized your portfolio in a presentable Table of Contents and placed each item into appropriate categories? 3. Have you storyboarded each change of scene in your electronic portfolio? 4. Have you created a cohesive navigation system, whether linear or non-linear? 5. Did you make an appropriate decision about software use? 6. Are all your documents in appropriate digital format that is compatible with the software program you chose? 7. Have you tested a template version of your portfolio? 8. Did you thoroughly plan out the production stages? 9. Did you complete all the stages of production? 10. Did you hold a formative evaluation about your progress? Stage 4: Evaluating the Portfolio 1. Have you consistently held formative evaluations all the way through the process? 2. Did you create a summative evaluation? 3. Did you measure the growth of the portfolio, its start to finish? 4. Was the level of technology skills up to par? 5. Did you product match your steps? Stage 5: Publish your portfolio 1. Did you upload your portfolio, burn it to many disks or print hardcopies? 2. Did you fully test and have other people test your portfolio? 3. Did you come up with a self-marketing plan for your portfolio?
  68. 68. Unit 3: Activity 4.5: Resume Checklist Concept: The following checklist has been designed to assist you in writing your resume. This checklist reflects the expertise of the Career Center staff developed through critiquing thousands of resumes, discussing selection criteria with numerous employers, and gathering input from a wide range of career professionals.. APPEARANCE • is inviting and easy to read; not too much information • uses appropriate font styles and font sizes (10-14 pts.) • incorporates enough white space between sections to facilitate skimming • centers text; adequate margins • creates visual impact using bullets, boldface, underlining, italics, and font sizes to emphasize key words (for scannable resumes, use boldface only) • printed on high quality (16-25 lb.) bond paper • print is letter quality ORGANIZATION AND FORMAT • appropriate format includes keyword phrases of profession • presents strongest qualifications first • appropriate length: l page for every 6-10 years of work experience WRITING STYLE • begins sentences or phrases with powerful action verbs • short paragraphs mostly under five lines; short sentences • brief, succinct language; no unnecessary words • absolutely free from grammatical, spelling, punctuation, usage, and typographical errors CONTENT Contact Information • address, current and permanent (if necessary) • telephone number(s) where you can be reached 9-5 Objective (Optional for chronological resume. Required for functional resume.) • briefly indicates the sort of position, title, and possible area of specialization sought • for management or supervisory positions, indicates level of responsibility sought • language is specific, employer centered not self-centered; avoids broad or vague statements

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