The document provides instructions for using an ePortfolio system called LiveText. It includes contact information for support, an overview of the types of materials that can be included in an ePortfolio like resumes and artifacts, and directions for how to create, edit, and share documents and add attachments and media through the LiveText platform. It also references standards and evaluation rubrics within LiveText and describes how to create a visitor pass to share the ePortfolio with others.
NTAC 2016 Electives Principles and Practices Day 1 Slide DeckRhitt Growl
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
The document appears to be a template for an online portfolio or resume website, with sections for biography, philosophy, resume, transcripts, experiences, resources, books, downloads, and contact information. Each section contains a header but little other content, suggesting empty fields to be filled in by the user. The purpose is to collect and display a person's academic and professional information and materials online.
This document provides an overview of electronic portfolios (e-portfolios). It defines an e-portfolio as a digital collection of work and achievements that can be used for assessment, development and showcase purposes. The document outlines key features of e-portfolios like multimedia capabilities and the development of computer skills. It also discusses types of e-portfolios, components that should be included, benefits and potential drawbacks. The conclusion states that while promising, e-portfolios have not yet become mainstream but institutions are recognizing their value as assessment tools that encourage self-study.
Daria Levin is graduating with her BA in Psychology in a few months. Her immediate goals are to enter a Master's program in Professional Counseling and complete it within three years. Her long term career goals are to specialize in addiction counseling, marriage and family counseling, and open her own practice within five years. She has worked as an enrollment counselor for several universities and hopes to give back to her community at a higher level.
This document discusses creating an e-portfolio and provides guidance on the process. It outlines 6 steps to creating an e-portfolio: 1) determine the audience and purpose, 2) collect evidence and information, 3) upload files and create artifacts, 4) create views of the portfolio, 5) allow feedback, and 6) self and peer assessment with reflection. Examples of e-portfolio platforms like Mahara and blogs are provided. The purpose of e-portfolios is highlighted as demonstrating skills, reflective practice, resume/profile building, and personal or career planning. Resources for e-portfolio support are listed.
Stacy is a retail professional seeking a career in merchandising and trend analysis. She has a background from FIDM and 3 1/2 years of retail experience focused on forecasting, inventory, and the buying process. Her coursework provided training in merchandise buying strategies, trend forecasting, brand management, and business management. She is interested in furthering her career in retail operations and fashion forecasting.
This document introduces e-portfolios and provides guidance on creating an effective presentation e-portfolio. It explains that an e-portfolio is an online collection of one's work that can be used for career and educational planning purposes. It highlights key components to include such as personal characteristics, experiences, accomplishments, knowledge, and skills. Students are advised to select their best samples that support the purpose of demonstrating what they have learned and the qualities they can offer an employer or educational institution. Instructions are provided on setting up portfolio pages in Wikispace and including artifacts, research, and projects to showcase abilities.
NTAC 2016 Electives Principles and Practices Day 1 Slide DeckRhitt Growl
This slide deck was used during day one of the Electives Principles and Practices workshop at NTAC 2016. The three day workshop was lead by New Tech Network Coach, Matt Thompson, and Satellite Center Digital Media Facilitator, Rhitt Growl. The purpose of the workshop was to familiarize participants with the key components of project based learning and for them to begin developing a project idea that they can implement in their classrooms.
The document appears to be a template for an online portfolio or resume website, with sections for biography, philosophy, resume, transcripts, experiences, resources, books, downloads, and contact information. Each section contains a header but little other content, suggesting empty fields to be filled in by the user. The purpose is to collect and display a person's academic and professional information and materials online.
This document provides an overview of electronic portfolios (e-portfolios). It defines an e-portfolio as a digital collection of work and achievements that can be used for assessment, development and showcase purposes. The document outlines key features of e-portfolios like multimedia capabilities and the development of computer skills. It also discusses types of e-portfolios, components that should be included, benefits and potential drawbacks. The conclusion states that while promising, e-portfolios have not yet become mainstream but institutions are recognizing their value as assessment tools that encourage self-study.
Daria Levin is graduating with her BA in Psychology in a few months. Her immediate goals are to enter a Master's program in Professional Counseling and complete it within three years. Her long term career goals are to specialize in addiction counseling, marriage and family counseling, and open her own practice within five years. She has worked as an enrollment counselor for several universities and hopes to give back to her community at a higher level.
This document discusses creating an e-portfolio and provides guidance on the process. It outlines 6 steps to creating an e-portfolio: 1) determine the audience and purpose, 2) collect evidence and information, 3) upload files and create artifacts, 4) create views of the portfolio, 5) allow feedback, and 6) self and peer assessment with reflection. Examples of e-portfolio platforms like Mahara and blogs are provided. The purpose of e-portfolios is highlighted as demonstrating skills, reflective practice, resume/profile building, and personal or career planning. Resources for e-portfolio support are listed.
Stacy is a retail professional seeking a career in merchandising and trend analysis. She has a background from FIDM and 3 1/2 years of retail experience focused on forecasting, inventory, and the buying process. Her coursework provided training in merchandise buying strategies, trend forecasting, brand management, and business management. She is interested in furthering her career in retail operations and fashion forecasting.
This document introduces e-portfolios and provides guidance on creating an effective presentation e-portfolio. It explains that an e-portfolio is an online collection of one's work that can be used for career and educational planning purposes. It highlights key components to include such as personal characteristics, experiences, accomplishments, knowledge, and skills. Students are advised to select their best samples that support the purpose of demonstrating what they have learned and the qualities they can offer an employer or educational institution. Instructions are provided on setting up portfolio pages in Wikispace and including artifacts, research, and projects to showcase abilities.
Slides to our paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008)
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
This document discusses the ePortfolio and its role as a tool for individuals. An ePortfolio is a collection of an individual's work and achievements that can be used to demonstrate skills and competencies. ePortfolios provide tools and spaces for people to develop their work over time by overcoming obstacles, articulating their experiences, and engaging in dialogue. They also allow for collaboration and connection with others to support lifelong learning.
The document provides an overview of topics and activities from an Assessment of Learning course. It discusses different types of assessments including diagnostic, formative, and summative assessments. It also covers alternative assessments, rubrics, checklists, informal assessments like observations, interviews and self/peer evaluations. Performance tasks and developing criteria are explained. The importance of feedback and preparing a portfolio are emphasized.
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Fashion Design Portfolio By Pooja Chapparwal, B.Sc. Fashion Design dezyneecole
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Pooja Chapparwal
B.Sc. Fashion Design
The document outlines Ryan Stiles' career portfolio which details his educational and work experience goals of becoming a registered pharmacy technician. It includes sections on his resume, academic studies in the pharmacy technician program, and samples from his high school diploma and other certificates. The introduction expresses his determination to succeed in the pharmacy field through hard work and a calm demeanor.
This document contains sections summarizing Michelle L. Wells' education including a biography, demonstration of mastery, assessments, professional development experiences, and lessons and abstracts. Key sections include a biography, assessments using the Myers-Briggs test and a 360-evaluation, writing samples on topics like homelessness, and involvement in service projects and organizations in North Carolina.
Vincent J. Stella III is a student at Keystone College studying business with a minor in mathematics. He has worked for several years at Marworth-Geisinger as a chemical dependency specialist and previously worked in construction. He believes his analytical mind and problem-solving skills will serve him well in a career. References are available upon request.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
Matthew Waechter has worked at the Pro Football Hall of Fame since 2003, first as an Event Facilitator and now as an Information Services Specialist. He creates graphics and publishes content for the Hall of Fame website and marketing efforts. Waechter has a Bachelor's degree in History and Management Information Systems training. He has been published in several books and enhanced his skills in Adobe Photoshop during his tenure at the Hall of Fame.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
This document contains Ronda Wilson's professional portfolio, including personal details, education history, career goals, and samples of work. The personal section includes statements of authenticity for the portfolio contents and Ronda's career mission statement. The education section outlines Ronda's plan of study at DeVry University for a Bachelor's degree in Computer Information Systems, along with descriptions of relevant coursework. The professional section covers Ronda's resume, references, and career goals. The portfolio concludes with samples of Ronda's project work.
The document provides an overview of the TASH project, which aims to enhance students' academic skills through resources and tutoring. It discusses issues like student and tutor engagement, balancing generic and subject-specific skills, and avoiding deficit models. It then outlines the project team, ways to stay updated, and plans for the upcoming meeting, which will involve reviewing the "seven skills/hills" framework and identifying skills resources.
This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
This document provides guidance to honors students on starting their capstone research project or thesis. It explains that the capstone is a required and rewarding part of the honors experience. Students must choose between doing a project or thesis. A thesis involves extensive research and a lengthy paper, while a project incorporates hands-on work and a shorter written component. The document outlines the basic steps to completing a capstone, including finding a project director, submitting a proposal, and presenting the final work. It emphasizes starting early and provides resources for finding research opportunities on and off campus.
1 Davenport University MBA CAPS 799 Capstone Experience.docxmercysuttle
1
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
DONALD W. MAINE
SCHOOL OF BUSINESS
Sneden MBA Program
CAPS 799
MBA Capstone Experience
Guidebook
Revised October 2011
(Including Intent Form and Sample Intent Narrative)
2
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
About This Guidebook…
Dear Graduate Student,
Your MBA program will culminate with the completion of the Capstone Experience course
(CAPS799), which is taken during your last seven-week session. The course is designed to
provide an opportunity for you to apply and integrate the knowledge and skills that were gained
during the entire MBA program. Therefore, the Capstone topic must be related to business and
encompass material that was covered in the MBA curriculum.
The purpose of this guidebook is to explain details of the CAPS799 research project. During the
past year, the MBA staff has spent considerable time reviewing the capstone course. It was
determined that the Capstone course would continue as a research project, this is because the
research project provides the best option for students to merge their learning with real world
experience.
An understanding of the research project is very important because some preliminary work is to
be completed while enrolled in other MBA courses. An official Intent form and narrative must
be received and approved at least six weeks before enrolling in the course. The purpose of the
Intent form is to describe the nature of your research project.
We welcome any comments that would be helpful for the update of this guidebook. If we have
not answered all your questions, The Sneden MBA Program staff is eager to assist you. Feel free
to call or e-mail us.
3
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
FAQ About the Capstone Experience Course
Q: What is the Capstone Experience?
A: The culminating experience in the MBA Program at Davenport University is the
Capstone Experience course. It involves completing a research project. The Capstone
course is taken during your final session at DU. Planning for it takes place well before
the student’s last session.
Q: What is the purpose of the Capstone Experience?
A: The purpose of this course is to integrate the knowledge, skills, and abilities gained from
several courses in the MBA program.
Q: Can I choose any topic for my project?
A: The Capstone project topic must be related to business and encompass material that
was covered in the MBA curriculum.
Q: Who should I contact for more information about the course?
A: Your advisor can provide basic information. Questions regarding the academic content
of the course should be directed to staff listed in this guidebook.
Q: Can I take the Capstone course prior to finishing the re ...
The document provides an overview of academic support resources and strategies for academic success at the Northeast Center of Empire State College. It discusses the mission and services of the Office of Academic Support, including learning coaches, workshops, tutoring resources and time management tools. Key strategies for students include understanding learning styles, applying learning to experiences, asking questions, being self-directed, and understanding requirements and goals.
Writing Assignment Media Analysis You are required to submi.docxbillylewis37150
Writing Assignment: Media Analysis
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes if you want to improve your score.
For this media analysis, you will analyze how one part affects the whole media production.
Note that you should select only a single piece of media; you should not be discussing more
than one film, for example. You should choose one1 of the following parts to explore:
Genre: Explain how the production you chose fits into its genre.
Camera: Analyze how the camera’s use (camera angles, for instance) affects the
overall production.
Lighting: Describe how lighting is used to enhance or detract from the production.
Actors/Characters: Analyze how the actors OR the characters themselves enhance or
detract from the production.
Symbols: Explain what the symbols are and how their usage affects the overall
production.
Music: Describe how the music enhances or detracts from the media production.
Sound Effects: Analyze how the sound effects enhance or detract from the
production.
Special Effects: Explain what special effects are used and how they affect the viewing
experience.
Comparison to a Literary Work: (Note: This option may only be chosen if the film you
chose is also in print form.) How are the book and film similar? How are they
different? Which is better, and why?
Your purpose in this assignment is to explain how or why something works; therefore, you
should not include a full summary of the media production. Instead, you can provide context
where needed so the reader understands what is happening. The body of the essay must
1 Please review the rubric and note that you will not earn full credit if you analyze more than one of these
components.
focus on your analysis. You can use the ideas contained in the Media Analysis lesson
presentation and the Writer’s Handbook link to help you.
As with all college writing, your essay should have a strong thesis statement in addition to an
introduction, body, and conclusion.
Other than your chosen film, television show, and/or book, you are required to cite at least
one other credible2 source for this essay. This resource from the course will help you
understand more about evaluating sources. Moreover, if you use specific information from
the media production and/or print source, such as a quotations, you should include your
chosen media source on your Works Cited page, too. Use proper parenthetical citations or
signal phrases, and be sure to include MLA documentation and a Works Cited pag.
Students are assigned a presentation project on issues in Africa. They must create a dynamic, visually engaging presentation no longer than 6 minutes addressing the issue, outlook for the future, and key learnings. General guidelines include using minimal text and powerful images on each slide. Students will upload their presentation to a SlideShare account and add it to their class period group for sharing. Presentations will take place from December 11-14.
This document discusses resources for teaching computing and ways to improve them. It summarizes efforts to categorize existing resources on the CAS Community website. Volunteers helped categorize resources and some were recognized for categorizing many resources. The document discusses making resources more useful for teachers by ensuring all curriculum areas are covered and by creating "meta-resources" that consolidate several resources on a topic. It encourages members to provide feedback to improve resource categorization and coverage.
Slides to our paper: Bisovsky, Gerhard & Schaffert, Sandra (2008). Learning and teaching with E-Portfolios: Experiences in and Challenges for Adult Education. Full paper in the Proceedings of the Interactive Computer Aided Learning Conference (ICL) in Villach (24-26 September 2008)
This presentation provides an introductory, immersive workshop on the use of e-portfolios in education settings. It uses an activity-based learning model in which participants create "artefacts" - creating a "portfolio" for each group by the end of the session.
This document discusses the ePortfolio and its role as a tool for individuals. An ePortfolio is a collection of an individual's work and achievements that can be used to demonstrate skills and competencies. ePortfolios provide tools and spaces for people to develop their work over time by overcoming obstacles, articulating their experiences, and engaging in dialogue. They also allow for collaboration and connection with others to support lifelong learning.
The document provides an overview of topics and activities from an Assessment of Learning course. It discusses different types of assessments including diagnostic, formative, and summative assessments. It also covers alternative assessments, rubrics, checklists, informal assessments like observations, interviews and self/peer evaluations. Performance tasks and developing criteria are explained. The importance of feedback and preparing a portfolio are emphasized.
Portfolios are collections of student work that can be used to evaluate student abilities and improvement over time. They have several advantages, including improving cognitive abilities, enhancing awareness of thinking strategies, and promoting creativity. However, portfolios also have disadvantages, such as requiring significant time for planning, assessment, and storage. There are three main types of portfolios: documentation portfolios showcase the learning process; process portfolios emphasize reflection on the learning process; and product portfolios highlight a student's best work. Effective portfolios require planning stages where the purpose and criteria are communicated to students.
Fashion Design Portfolio By Pooja Chapparwal, B.Sc. Fashion Design dezyneecole
This is the Work Compiled by the Student of B.Sc.-Fashion Design of Dezyne E'cole College.The Portfolio of Fashion Design is Developed by the Student …
Pooja Chapparwal
B.Sc. Fashion Design
The document outlines Ryan Stiles' career portfolio which details his educational and work experience goals of becoming a registered pharmacy technician. It includes sections on his resume, academic studies in the pharmacy technician program, and samples from his high school diploma and other certificates. The introduction expresses his determination to succeed in the pharmacy field through hard work and a calm demeanor.
This document contains sections summarizing Michelle L. Wells' education including a biography, demonstration of mastery, assessments, professional development experiences, and lessons and abstracts. Key sections include a biography, assessments using the Myers-Briggs test and a 360-evaluation, writing samples on topics like homelessness, and involvement in service projects and organizations in North Carolina.
Vincent J. Stella III is a student at Keystone College studying business with a minor in mathematics. He has worked for several years at Marworth-Geisinger as a chemical dependency specialist and previously worked in construction. He believes his analytical mind and problem-solving skills will serve him well in a career. References are available upon request.
This document discusses portfolio assessment methods. It defines a portfolio as a collection of student work that shows their progress and achievements. An effective portfolio includes student input in selecting work, clear criteria for judging quality, and evidence of student self-reflection. The document then outlines the key elements and stages of implementing portfolio assessment, including specifying the portfolio contents and format, introducing the process to students, and providing guidelines for presentation. It also describes different types of portfolios like documentation, process, and showcase portfolios.
Matthew Waechter has worked at the Pro Football Hall of Fame since 2003, first as an Event Facilitator and now as an Information Services Specialist. He creates graphics and publishes content for the Hall of Fame website and marketing efforts. Waechter has a Bachelor's degree in History and Management Information Systems training. He has been published in several books and enhanced his skills in Adobe Photoshop during his tenure at the Hall of Fame.
Portfolios are purposeful collections of student work that exhibit their progress and achievement. They include student participation in selecting contents and self-reflection. Using portfolios for assessment matches real teaching and learning, has clear goals, and gives a profile of learner abilities and growth over time. It assesses a variety of skills and develops independent, active learners. Effective portfolios contain essential elements like a cover letter, table of contents, entries with dates and reflections, and criteria for assessing contents. Teachers guide students through the process, which involves identifying goals, introducing the concept, specifying content, and providing presentation guidelines. Students are supported through conferences and encouraged to engage in self-reflection and assessment.
This document contains Ronda Wilson's professional portfolio, including personal details, education history, career goals, and samples of work. The personal section includes statements of authenticity for the portfolio contents and Ronda's career mission statement. The education section outlines Ronda's plan of study at DeVry University for a Bachelor's degree in Computer Information Systems, along with descriptions of relevant coursework. The professional section covers Ronda's resume, references, and career goals. The portfolio concludes with samples of Ronda's project work.
The document provides an overview of the TASH project, which aims to enhance students' academic skills through resources and tutoring. It discusses issues like student and tutor engagement, balancing generic and subject-specific skills, and avoiding deficit models. It then outlines the project team, ways to stay updated, and plans for the upcoming meeting, which will involve reviewing the "seven skills/hills" framework and identifying skills resources.
This 3-sentence summary provides the high-level essential information about the document:
This document outlines the syllabus for the Spring 2017 semester of the IAKM 60370: Semantic Analysis Methods and Technologies course taught online at Kent State University. The 15-week course will introduce students to practical contexts, methods and tools for semantic analysis through weekly discussions, quizzes, evaluations of semantic analysis methods, and a final project modeling a semantic solution. Students will learn to critically evaluate semantic technologies and develop semantic architectures, profiles, and solutions for addressing business problems.
This document provides guidance to honors students on starting their capstone research project or thesis. It explains that the capstone is a required and rewarding part of the honors experience. Students must choose between doing a project or thesis. A thesis involves extensive research and a lengthy paper, while a project incorporates hands-on work and a shorter written component. The document outlines the basic steps to completing a capstone, including finding a project director, submitting a proposal, and presenting the final work. It emphasizes starting early and provides resources for finding research opportunities on and off campus.
1 Davenport University MBA CAPS 799 Capstone Experience.docxmercysuttle
1
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
DONALD W. MAINE
SCHOOL OF BUSINESS
Sneden MBA Program
CAPS 799
MBA Capstone Experience
Guidebook
Revised October 2011
(Including Intent Form and Sample Intent Narrative)
2
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
About This Guidebook…
Dear Graduate Student,
Your MBA program will culminate with the completion of the Capstone Experience course
(CAPS799), which is taken during your last seven-week session. The course is designed to
provide an opportunity for you to apply and integrate the knowledge and skills that were gained
during the entire MBA program. Therefore, the Capstone topic must be related to business and
encompass material that was covered in the MBA curriculum.
The purpose of this guidebook is to explain details of the CAPS799 research project. During the
past year, the MBA staff has spent considerable time reviewing the capstone course. It was
determined that the Capstone course would continue as a research project, this is because the
research project provides the best option for students to merge their learning with real world
experience.
An understanding of the research project is very important because some preliminary work is to
be completed while enrolled in other MBA courses. An official Intent form and narrative must
be received and approved at least six weeks before enrolling in the course. The purpose of the
Intent form is to describe the nature of your research project.
We welcome any comments that would be helpful for the update of this guidebook. If we have
not answered all your questions, The Sneden MBA Program staff is eager to assist you. Feel free
to call or e-mail us.
3
Davenport University: MBA CAPS 799 Capstone Experience p Guidebook (08/09 JL)
FAQ About the Capstone Experience Course
Q: What is the Capstone Experience?
A: The culminating experience in the MBA Program at Davenport University is the
Capstone Experience course. It involves completing a research project. The Capstone
course is taken during your final session at DU. Planning for it takes place well before
the student’s last session.
Q: What is the purpose of the Capstone Experience?
A: The purpose of this course is to integrate the knowledge, skills, and abilities gained from
several courses in the MBA program.
Q: Can I choose any topic for my project?
A: The Capstone project topic must be related to business and encompass material that
was covered in the MBA curriculum.
Q: Who should I contact for more information about the course?
A: Your advisor can provide basic information. Questions regarding the academic content
of the course should be directed to staff listed in this guidebook.
Q: Can I take the Capstone course prior to finishing the re ...
The document provides an overview of academic support resources and strategies for academic success at the Northeast Center of Empire State College. It discusses the mission and services of the Office of Academic Support, including learning coaches, workshops, tutoring resources and time management tools. Key strategies for students include understanding learning styles, applying learning to experiences, asking questions, being self-directed, and understanding requirements and goals.
Writing Assignment Media Analysis You are required to submi.docxbillylewis37150
Writing Assignment: Media Analysis
You are required to submit the FINAL copy of this assignment, but you may first submit an optional
DRAFT. This will allow you to receive qualitative feedback that can inform your revision. You should
always avoid focusing solely on the grader’s DRAFT feedback; use the feedback as a supplement to the
course lessons and your own revision ideas. Always expect to revise beyond what the DRAFT grader
specifically notes if you want to improve your score.
For this media analysis, you will analyze how one part affects the whole media production.
Note that you should select only a single piece of media; you should not be discussing more
than one film, for example. You should choose one1 of the following parts to explore:
Genre: Explain how the production you chose fits into its genre.
Camera: Analyze how the camera’s use (camera angles, for instance) affects the
overall production.
Lighting: Describe how lighting is used to enhance or detract from the production.
Actors/Characters: Analyze how the actors OR the characters themselves enhance or
detract from the production.
Symbols: Explain what the symbols are and how their usage affects the overall
production.
Music: Describe how the music enhances or detracts from the media production.
Sound Effects: Analyze how the sound effects enhance or detract from the
production.
Special Effects: Explain what special effects are used and how they affect the viewing
experience.
Comparison to a Literary Work: (Note: This option may only be chosen if the film you
chose is also in print form.) How are the book and film similar? How are they
different? Which is better, and why?
Your purpose in this assignment is to explain how or why something works; therefore, you
should not include a full summary of the media production. Instead, you can provide context
where needed so the reader understands what is happening. The body of the essay must
1 Please review the rubric and note that you will not earn full credit if you analyze more than one of these
components.
focus on your analysis. You can use the ideas contained in the Media Analysis lesson
presentation and the Writer’s Handbook link to help you.
As with all college writing, your essay should have a strong thesis statement in addition to an
introduction, body, and conclusion.
Other than your chosen film, television show, and/or book, you are required to cite at least
one other credible2 source for this essay. This resource from the course will help you
understand more about evaluating sources. Moreover, if you use specific information from
the media production and/or print source, such as a quotations, you should include your
chosen media source on your Works Cited page, too. Use proper parenthetical citations or
signal phrases, and be sure to include MLA documentation and a Works Cited pag.
Students are assigned a presentation project on issues in Africa. They must create a dynamic, visually engaging presentation no longer than 6 minutes addressing the issue, outlook for the future, and key learnings. General guidelines include using minimal text and powerful images on each slide. Students will upload their presentation to a SlideShare account and add it to their class period group for sharing. Presentations will take place from December 11-14.
This document discusses resources for teaching computing and ways to improve them. It summarizes efforts to categorize existing resources on the CAS Community website. Volunteers helped categorize resources and some were recognized for categorizing many resources. The document discusses making resources more useful for teachers by ensuring all curriculum areas are covered and by creating "meta-resources" that consolidate several resources on a topic. It encourages members to provide feedback to improve resource categorization and coverage.
Math OER Review 2015 - Northwest Mathematics ConferenceOSPI OER Project
Open Educational Resources (OER) are FREE teaching materials that may be distributed without restriction and modified without permission. OER are seeing a surge in interest as many districts consider their current instructional materials. For the past three years, the Washington state Office of Superintendent of Public Instruction (OSPI) facilitated a review for full-course OER, evaluating their alignment to the state learning standards. To date, reviewers from across the state have evaluated 24 full-course openly licensed curriculum for middle and secondary schools. Come learn more about OER and the review process.
The document summarizes Katharine Brumbaugh's presentation at the WE12 Conference on her experiences managing teams of undergraduate students. It discusses lessons she has learned about leading by example, recognizing good work, understanding student psychology and time constraints, and effectively managing meetings. The presentation focuses on providing guidance for managing and motivating undergraduate students on research projects and extracurricular activities.
30 3 10 Final Campus Workshop Bapp Wbs3835 Qual RPaula Nottingham
This document outlines the schedule and activities for Campus Session 4 of the BAPP WBS3835 module taking place on March 30th, 2010. The session will include introductions, presentations on data analysis and ethical dimensions of research, a discussion of draft proposals, and a question and answer session. Students are expected to submit draft proposals by April 9th and complete their final proposals by April 20th addressing topics like rationale, methodology, and feasibility. The document also provides links to the blogs of students in the BAPP network.
This document provides instructions for a final project assignment to create a PowerPoint presentation for parents on early childhood education. The presentation must include: an introduction to early learning standards; an overview of developmentally appropriate practices; examples of lesson plans for literacy, math, science and creative arts; details on the importance of play and socialization; assessment strategies; and resources used. It must be 10-15 slides long and follow APA style guidelines. At least 3 additional sources beyond the textbook must be cited. The presentation aims to educate parents and advocate for the value of well-planned curriculum and activities in young children's learning.
The document provides an overview and training for the CAPS STEM Team, outlining the program's mission and vision to encourage students' academic advocacy, the team structure and roles, tutoring services offered in various locations and subjects, resources available to tutors, techniques for effective tutoring interactions, and expectations for tutors. Trainees will learn content and communication skills, participate in mock tutoring sessions, and understand their role in supporting UNM's diverse student population.
The document discusses Wordle, a word cloud generator tool. It provides an agenda for a workshop on using Wordle in the classroom. Some key ideas covered include using Wordle for writing self-assessment, coming up with 6-word memoirs, and sharing Wordle examples in an online community discussion. Teachers are encouraged to explore additional Wordle resources and ask questions.
This orientation presentation provides information about academic support services available at the Northeast Center of Empire State College. It discusses the mission of the academic support office, the pieces of academic success including rationale, essay writing and academic research. It outlines the services and resources available to students including learning coaches, online tutoring, and academic support websites. Time management strategies and an understanding of learning styles are also covered to help students maximize their success.
CAPS STEM Team Training Module Spring 17 part 1capsunm
This document provides an overview and training for the CAPS STEM Team. It discusses the purpose and outline of the module training, the STEM program mission and vision, team structure, services provided, resources available, typical tutoring interactions, and the tutor toolbox. The goal is to give tutors the tools to understand their role in supporting UNM's diverse student population and providing an encouraging environment where students can ask questions and take ownership of their education.
presented at the Promoting Pedagogical Approaches to Robust Learning in Undergraduate STEM Workshop
A Mountain View College Workshop in Collaboration with PKAL
April 7-9, 2011
Mountain View College
Dallas, TX
Research Proposal Assignment Research Proposals exist for tw.docxaudeleypearl
Research Proposal Assignment
Research Proposals exist for two reasons: One, as a guide for you to examine the overall shape and scope of your project, and two, to elicit funding from sponsors for said project (usually). As I can pay you only in joy and index cards, this proposal focuses more on the former intended outcome and as practice for future proposals in your career. For our purposes, you will generate a three-paragraph long proposal for your final research paper. Remember that this is a proposal – i.e. a suggestion for what you would like to write about within the confines of your discourse community. Essentially, you’re going to take something you love and identify an exigence affecting the discourse community around that thing you love.
Tip – Your interests/passions will lead you to a subject – such as “global warming”
Your proposal will investigate a topic related to that subject – such as “the effects of global warming on the breeding methods of the Canadian Goose.” (NOTE: the proposal is simply to start investigating the topic. That investigation will lead to your research question and a more formalized inquiry, but don’t try to get to that point just yet).
“HAY GIIIIRRRRLLLLLLLLLL”
Don’t concern yourself with writing an introduction or a conclusion or with presenting the proposal as a concept that is written in stone. You are proposing an investigation, NOT to find a solution.
Paragraph 1: In the first paragraph of your proposal, introduce your research paper topic and describe what you think at this point the main focus of the paper might be. Include a tentative thesis in this paragraph – but think of it more as a hypothesis. The beauty of research is that it is always fluid and informs itself. Therefore, starting out with an axe to grind (so, something you intend to prove) is a recipe for failure. Let the research guide you as you move toward your final paper, but having a preliminary thesis helps your investigation stay focused. What interests you about the topic you have chosen? Why should this exigence be addressed? What value will it provide to the further research of your discourse community?
Paragraph 2: In the second paragraph, discuss the sources that you intend to use. What will be the most useful in investigating your topic? If it will be a literature review, what journals look promising as sites for article collection, and why? If you intend to do a full research project, what methods do you foresee yourself using, and why? Who might the participants be, or will you use a data set instead? (Such as surveying moviegoers vs analyzing 20 movie posters)
Paragraph 3: In the third paragraph, speculate on what obstacles you foresee in this project and/or what you anticipate to be the most difficult part of the assignment. Why? What can you do ahead of time to try and avoid these sorts of roadblocks?
Me on my way to steal your girl research funding
500-750 words
Answered all questions in-depth (prov ...
Understanding Media Studies Introductory PresentationShannon Mattern
This document provides an overview of the Understanding Media Studies course, including information about lectures, discussion sections, course requirements and assignments. Some key details:
- Lectures will be recorded and posted online. Students are expected to attend lectures live or watch recordings.
- Discussion sections will take place online where students are expected to post comments responding to readings and lectures.
- Assignments include creating a professional website, an intellectual autobiography, abstracts, a literature/media review, and an academic plan.
- Students should use their TA as a first point of contact for course-related questions or issues.
21. 06/28/09 Pamela Haskins - Capstone Project The teacher is a reflective practitioner who continually evaluates the effects of his/her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally
28. 06/28/09 Pamela Haskins - Capstone Project Type Description Text & Image Graphics, text and file attachments Standards Provided by LiveText. Cannot be edited Resources Commonly used for unitedstreaming videos Rubric Must be built within LiveText Form Viewer Responses to forms you submit
42. 06/28/09 Pamela Haskins - Capstone Project (4) Outstanding (3) Very Good (2) Good (1) Needs Work Organization Very well organized and presented Well organized and presented Organized and orderly Poorly organized and presented Presentation framework Very clearly aligned with and demonstrates competence in the presentation’s stated focus Clearly aligned with and demonstrates competence in the presentation’s stated focus Aligned with and demonstrates competence in the presentation’s focus Not clearly aligned with and does not demonstrate competence in the presentation’s stated focus
43. 06/28/09 Pamela Haskins - Capstone Project (4) Outstanding (3) Very Good (2) Good (1) Needs Work Design Keen attention to design issues (alignment, contrast, proximity, repetition) Attention to design issues (alignment, contrast, proximity, repetition) Some attention to design issues (alignment, contrast, proximity, repetition) No attention to design issues (alignment, contrast, proximity, repetition) Very easy to understand Easy to understand Understandable Difficult to understand Looks very professional Looks professional Somewhat professional Looks unprofessional Addresses key points very clearly Addresses key points clearly Addresses most key points clearly Key points are not clear
44. 06/28/09 Pamela Haskins - Capstone Project (4) Outstanding (3) Very Good (2) Good (1) Needs Work Mechanics (spelling, grammar, syntax) No spelling, grammar or syntax errors Few spelling, grammar or syntax errors Some spelling, grammar and syntax errors Many spelling, grammar and syntax errors Contents Very carefully selected content Carefully selected content Somewhat carefully selected content Content was not selected carefully Very comprehensive Comprehensive Somewhat comprehensive Not at all comprehensive Not at all confusing Not confusing Moments of confusion Confusing Total Points (40) (30) (20) (10)
45.
Editor's Notes
Hello everyone! Welcome to our class on creating an ePortfolio. No groans allowed – this is going to be fun and educational!
If this is your first online class, welcome to learning of the future! You might as well be prepared to have some questions because most of us do at some point. I am available via email, instant messenger or by phone/text message. There is also a place on the Blackboard under Communications called the Café where you can post questions and anyone that knows the answer can post it. So there is lots of support for “newbies.” Everyone else who has experienced online learning before will find this class challenging but fun and rewarding. Or at least I hope you will! That reminds me – at the end of this presentation there is an assessment everyone must complete. It is completely anonymous; please be honest with your answers. Without reliable feedback the class and my ability to teach cannot improve. As soon as I get notice that you have started creating your ePortfolio, I will email you the name and email address of one of your fellow students. For this project, this person is your buddy. Use each other for questions, to bounce ideas off of, to get help or to simply chat. Learning online can be a lonesome experience but it doesn’t have to be. You may become friends or remain distant peers; the extent of your relationship is up to the two of you. At the end of this class I expect to receive emails from each student giving a short synopsis of the ways you and your buddy worked together.
I know that for some of you, it may have been awhile since you have been in school. Technology may have changed, your personal situation may have changed, but one thing hasn’t changed. In order to learn, you have to be involved in the material. So let’s get started with learning how to create an ePortfolio and becoming involved with this class. I want everyone to log on to www.livetext.com and follow along. One of the cool things about this PowerPoint presentation is that you can open it up on your desktop and have LiveText open at the same time. Those of you with wide screen monitors can even have both applications open in a side-by-side configuration. Working in this fashion will enable you to view the presentation, hit pause, look at LiveText and proceed on to the next step once you have mastered the concept being taught. You also have the luxury of stopping whenever you want, taking breaks, looking ahead – basically you can learn how to create an ePortfolio in your own space and time.
How many of you actually know what an ePortfolio is? That’s okay, I didn’t know what it was either. But once you see one completed, you can envision all sorts of uses for it. In today’s class, we are going to learn how to create an ePortfolio and also how to make it our own by including attachments that you have written, or that you feel is important to your career. In fact, let’s stop there for a second and talk about the uses of an ePortfolio. Originally designed to be used in an academic job search, these portfolios can also be beneficial in any job search. Think of a resume gone modern! The ePortfolio not only highlights your past work experiences and education, it goes way beyond that. In the academic world, it shows how a teacher understands teaching standards and offers examples of work done to support these standards. (We will talk more about them later) The ePorfolio can be designed to highlight any type of experience, however, not just academic. It can also be used for lesson plans, assessments and other projects. So what are you going to know by the end of class? Well, you will know how to create a document in LiveText, import clipart and other graphics, upload attachments, edit what you entered and choose colors, styles and fonts that make it your own. Once you have it the way you want it, you will be able to share it with others by creating a Visitor’s Pass. Sounds like fun, doesn’t it?
Before we get into the “nitty gritty” of working with a Live Text document, it is important to note that there is help with just about any question or concern you have. Remember “Back in the Good Old Days” when all you had to do is raise your hand if you had a question? Well, think of the “Help” button as your hand. When you first log in, the button is in the upper right hand corner of the page, right next to the “Logout” button. Clicking on it brings you to a page much like this one where all sorts of help is located. Try clicking on the Quick Start Guide above to get a feel for the extent of information available to you.
A meaningful ePortfolio will include certain features. These features include: an introduction video which can be as simple or elaborate as you care to make it; a resume; lots of graphics, including clip art, personal photos, charts, etc. for purposes of this class we will be using the INTASC Standards, so a solid understanding of these Standards and how they relate to your teaching is important and finally, you will need to gather artifacts that support each of the 10 INTASC standards. Remember, this ePortfolio is a reflection of who you are, so make it your own with colors, graphics, sounds, and the artifacts you choose to include. There is no right or wrong way for your ePortfolio to look, but a general rule of thumb is that graphics heighten interest – at least to a point.
Okay, first on the list is the introduction video. If you have never created a video before, this can sound overwhelming. Luckily, there are many tools on the internet that you can use to create a video and some of them are free. My favorite is the Windows Movie Maker. It is simple to use and does a really nice job of creating a video from something as simple as a handful of snapshots. If you have Windows, you probably have Movie Maker. Check it out!
This is a little movie I made just to show you how easy it can be. I gathered some pictures together from my graduation ceremony, imported them into Movie Maker, followed the steps for making a movie and wa la, I have a movie! It certainly isn’t going to break any records at the box office, especially when you figure out my husband is not a world class photographer!, but the point is it took very little time and was fun to do. If this is your first time working with media software start off slow, and progress to bigger and better movies as you become more confident in your abilities. As you can tell I still have lots to learn about Movie Maker and making movies, but each time I use it I get a little better and it is a little bit easier and quicker.
The next item on the list is your resume. The resume you include is a lot like the ePortfolio itself in that it should be designed to show off you. In this case, you want it to highlight your work experience, especially that which is applicable to your current position or the position you are hoping to land; your education, your achievements and anything else you think is important to tell prospective employers and other readers. Your resume format depends somewhat on your profession but there are a few things that are common to all. The first is that you need to make it attractive and it needs to grab the reader’s attention. That can be accomplished with the use of fonts and varying their size, by using bold, underline and occasionally color. Bullet points make the reader see what is important quickly. The goal of a resume is not to fill up an entire page with type, either. You need to leave lots of white space or the reader will be overwhelmed before reading the first word. And all resumes should list education and work experience in a reverse chronological order.
Remember learning about KSDs? In case you don’t remember, or in case you never learned about them, KSD stands for knowledge, skills and dispositions. This is the time to show off your knowledge about them and how your materials support them. A rationale should be written for each item included in your portfolio. They should be short statements (usually one paragraph) that explain why that example of a course handout, test, guide, or other material was used. The rationale should meet the following criteria: It describes the audience for the material. In other words, for whom is this artifact designed? It explains why the material was used and what it did. It relates how the material was used. It discusses the observed effects (e.g., did the material help your students learn?).
This is my favorite piece. Clip art, graphics, animations – all of these can be found on the internet and again many are free. These sites are a couple of my favorites. In order to upload graphics into LiveText, you will have to download them into a file somewhere on your computer. I recommend you keep a folder on your desktop just for your ePortfolio because everything will be together and easy to find. Spreadsheets, charts and other illustrations can also be included as documents that support the Standards and as items that boost the “eye appeal” of your ePortfolio.
The Standards are the meat and potatoes of the ePortfolio we are creating for this class. You need to choose which ones apply to your situation – for this presentation we are using the INTASC standards. Everything you put in your ePortfolio has to relate to these Standards, so get to know them, understand them and be able to identify what you have done that represents your understanding of them. LiveText is invaluable in this task – click on the link above and you will see what I mean.
INTASC = Interstate New Teacher Assessment and Support Consortium = and for all intents and purposes it is the rule book for teachers. Going over each Standard in detail would make this a very long presentation; it will be your responsibility to review them and grasp their meaning. I have listed all ten just to give you an idea of what they are.
As you read through the Standards, remember each one must have evidence attached in LiveText as an Artifact (more about them later). As already mentioned, the job of the rationale statement is to explain to the reader exactly how each artifact relates to your leadership knowledge, skills, and dispositions (KSDs).
This slide reminds me to suggest to you that you keep your ePortfolio up to date as you go through the rest of your courses. That way, when you are almost done and have a terrible case of “senioritis” you won’t have to be scrambling around to find artifacts to include.
Remember to use your buddy while developing your portfolio. Two sets of eyes are always better than one!
Remember, too, that if you are having difficulties I am available for help. And don’t forget all the help that is available in LiveText.
Now that you have had a chance to review the Standards, lets talk about the Artifacts you are going to upload into you ePortfolio. Remember, the goal of each artifact is to show that you understand the Standard and can support its meaning. These documents will be gathered from work you have already done either in former classes or in your workplace. They can include things like: a course syllabi, course handouts, course packets, course lesson plans, class participation guidelines, midcourse feedback instruments, tests/quizzes, assignments, grading rubrics, journal prompts, problem sets, reading lists/reading prompts, tutorials, transparencies/slides, software.
Designing your portfolio is not unlike writing an document – you have to plan ahead. When you begin a paper, you start with an outline. When you begin your portfolio, you should start with a table of contents. Does that mean that whatever you put in your table of contents has to be in your finished product? Absolutely not! But use it like a map – it helps you stay on the right path until you get to your final destination.
Okay, you now have a good idea of what you are going to need to develop a successful ePortfolio. If you haven’t already logged in to LiveText, please do so now. Take a look around – this page has valuable links which we will discuss later. You can return to this spot at any time by clicking on the “My Desk” tab in the upper left hand corner of every page. If you create more than one document they will all show up here giving you the ability to choose which one you want to open. Before going any further, please notice the menu on the far left, the tabs across the top under Materials: My Work and the “help” and “logout” buttons on the far right. Immediately below these buttons you should see a “Hi, Your Name” and the date.
Ready to begin? Click on the Create button which will take you to this page. It is here that the magic begins. The first thing you have to do is decide what type of ePortfolio you want to create – for this lesson we will choose the Portfolio under Ashford University. The next decision you have to make is what template to use, and again we will choose the Ashford University MATLT template. This will bring up a sample outline. It is now time to choose a Title and enter a description (if you wish). I have named this ePortfolio – in my typical creative style – Capstone Project. When ready, click on “Create Document.” The document you see here is from the LiveText help (https://www.livetext.com/help/index.html) so it will look a little different than yours.
As you can see, we are at the first page of what will be your personal ePortfolio. There are some great tips on this page – please take the time to read them and think about them when creating your document. Let’s take a minute to study this page. On the left is the title of your project and your name. Under that are the standards and other sections that will be a part of your document. At the top of this page you see “next page” Edit Document | Submit for Review | Share | More Actions.. I told you this wasn’t as difficult as you thought it would be!
Before we go any further, there are a few more things you need to know about creating documents in LiveText. First, since you have a document, you will only be editing from now on. There are five areas, or Section Types, in LiveText that can be edited and each one contains different information. The section we are concerned with today is “Text & Image.”
At the top of the page you should see an “Edit Document” tab. When you click on that tab you will be taken to a page that lists all the default titles , their order within your document and on the far left is the word “edit.” Clicking on it will take you to the “Edit Page: Introduction” (or whatever page you decided to edit.)
Click on “edit” one more time and you now have a page on which you can type, upload an image, add a caption to the image, change its size and placement and add attachments (up to ten are allowed on each page). Notice again that each time you do something in LiveText for the first time you get helpful hints and suggestions as to how to make your document work for you.
Adding an image is really pretty simple. Click on “edit” next to the Image block and a pop-up will appear that includes three steps. You browse for the image you want to include – they have to be either .jpg, .gif or .prg. Be aware that you can only add one graphic to each section and that you must disable your pop-up blocker before attempting to do this. (A quick way to disable your pop-up blocker is to hold down the Control key on a PC or the Command key on a Mac while clicking on the edit icon.) Attach the image you identified in Step 1. If you decide later on that you don’t want this image you can easily remove by following these same steps but clicking on the remove button. When you get a message that your image has been attached, click on the Finish button. The Image pop-up will automatically disappear.
Uploading attachments is just as easy. Click on edit, the Attachments pop-up will appear and the same three steps will be required. You need to Browse to locate your file, attach it and finally click on Finish. Again, the pop-up window will automatically disappear. Take some time now to begin creating your Introduction page. Don’t worry, you can always edit what you enter, change your image or add or delete your attachments. It is important to become familiar with everything you can do here – change your font, spell check your text, change your background color and more. Once you are done, click on the “Save” button on the bottom of the page. If you think you have done everything you want to do at this time, click on “Finish” at the top right hand corner.
Remember way back in the beginning of the slide show I said we would talk about the links on the Materials page later? Well, guess what – it’s later! Starting at the top, click on My Work. If you have already created anything in LiveText such as an ePortfolio, it will show up here. To access it, simply click on its title. This page will become very familiar to you! The inbox is similar to an email inbox – if someone sends you a portfolio, lesson plan or other document it will appear here. To access these documents, again click on their title. The Sent button shows you what documents you have Sent and the All button will show you all of the documents available to you. Just like in email, the Trash button shows whatever documents, graphics, etc. you deleted and sent to Trash. Working a little differently is the Labels button which takes you to a page where you can see the labels you created, put them in the order you want them to be, edit titles or delete them. The best way to learn what you can do with labels is to read the help documentation provided by LiveText and then play with them.
Because there is so much information in this presentation and because we won’t be using them during this course, I am going to skip over Reviews and Groups. The Visitors section is important, however, and will be handled separately later on. For now, all you need to know is that this is where you create Visitor Passes and see who has visited your work.
The third section under materials is the tools section. It is here that you can create reports and take forms. We won’t be using the features in the near future, but if you want additional information about how to use these functions, please visit the LiveText help. Also in this section is the area where you can edit your account information including your personal information such as your name, email address and password. Additionally, you can change the color of your entire site by clicking on edit in the Site Preferences. The Document Styles section is an area where you can truly personalize your portfolio if you wish. Many people find that they can infuse their personality into their documents using clipart, color choice, etc., but if you are more adventurous poke around this Document Styles area. Complete step by step directions are included in this section for each type of customization, including previews of what your changes will look like.
The References section is going to become your “best friend” while you are working on your artifacts for your standards. The Standards area when clicked on take you to a page that enables you to search on 23 different sets. By using the drop down menu and clicking on INTASC, all ten standards and their substandards appear. Whenever you are in doubt as to what a standard is, this is the area to check. It also has a spot for you to enter keywords and search that way in case you are looking for the particular standard that deals with something specific. Clicking on the Resources button leads you to a page that searches LiveText Resources such as CD-ROM, Software, Worksheets, etc. Use the drop down menu to choose the type of resource you want, narrow search by grade and add keywords if applicable. My suggestion is that until you get a feel for what resources are available, make your search as general as possible. For example, if you click on Lab Activity and use grades P through 12, five resources are found all for grades 6 – 8. They include audio broadcasting, engineering bridges, flight technology, lights and lasers and research and design. If you are a science teacher looking for artifacts for your portfolio (or lab modules for your class) this could be a gold mine! Finally, there is the Library section. In this area there are over 40,000 documents for your perusal. These documents include projects, lesson plans, courses, assessments and portfolios. It is a great place to go to find ideas for your portfolio and to find information for your classes.
One of the coolest things about LiveText is that others can view your work without the ability to make changes. If you have ever shared a Word document with someone who took it upon themselves to make changes that you didn’t approve, you will definitely appreciate this feature. Of course, if you decide you want to share with someone and give them the ability to edit your document, you can do that, too. More information about Viewing and Editing can be found in the LiveText Help. There are two steps to creating a shared document – first you create a Visitor’s Pass, then you Share it.
Creating a Visitor’s Pass is relatively simple. While at “MyDesk,” click on Visitors on the left hand side of the page. This will take you to the My Visitors page where you can create a Visitor’s pass, delete one you have already created and see the list of passes you created. Additionally, on the far right side is a button labeled “visits.” Clicking on this gives you a list of the documents visited and when they were visited. To create a pass, click on the Create button at the top of the page under My Visitors. Give your pass a title and a description and then click Save. You are now back at the My Visitors page and your Visitor’s Pass is completed.
Once you have created the visitor’s pass, you need to share it. Either right down the Visitor’s Pass number or highlight it, right click and copy it. Then go to back to the My Work page and click on your ePortfolio. Once inside your document, click on the Share button which is on the top left, in between Submit for Review and More Actions. A little box will open – put the pass number you saved in the Share with Viewers box. Livetext will search your portfolio, find your pass and attach it to this document. Click on the Share button at the bottom of this little box and LiveText will give you the message that the document has been shared successfully. Now when you give someone your pass number they can view your portfolio by going to www.livetext.com and entering it in the Visitor’s Pass section which is right below the login area. I always recommend checking that your pass works by entering it in the visitor’s pass box and following the process through. That way, you know for sure everything is correct and working.
Now that you have the basics down of how to create an ePortfolio, I thought it might be advantageous for you to see one that is complete. This document includes all the required features for the MATLT course. When you look at it, remember this is my document and therefore it reflects my personality, skills, experiences and abilities. Yours may look entirely different and that is great because it means you have designed yours to show off your talents, etc. Once you have reviewed my ePortfolio, please email me at pam.haskins@gmail.com and let me know your thoughts. I am open to all suggestions for improvement – that is not to say I will follow all of them, but I certainly will consider them all!
That pretty much wraps up this presentation. I hope you have enjoyed learning how to create an ePortfolio and I hope you find the process interesting, educational and challenging - but not overwhelming or frustrating. I ask you now to please take a few minutes and complete the following assessment. Without feedback, classes and teachers cannot improve. It is important to understand the weaknesses as well as the strengths of the curriculum and we can only know that by listening to what you, the students, tell us.
This assessment rubric is easy to follow. Pick the column that best describes your reaction to each area of the presentation. Keep track of what number you give each area.
The design section is divided into subparts, but it still works the same. Just remember what number you assign to each part.
The total possible points are in parenthesis at the bottom of the assessment. For example, if you thought everything was perfect the most you can score the presentation is 40. If you thought it was a total waste of time, the minimum score would be 10. Once you have graded this presentation, please log in to Blackboard and put the score and any comments you have in the Assessment assignment of this weeks Learning Blocks. Thank you.
And finally, besides the assessment, I would also like you to answer the Critical Incident Questionnaire, or CIQ. Benefits of the Critical Incident Questionnaire are many even though there are only five short questions. For example, it helps me take informed actions; it builds a case for using multiple methods and techniques with students, it allows me to catch problems, it addresses any confusions & misunderstandings early in the class, it builds trust and it models critical thinking. So tell me when were you the most engaged? Was it when you first logged on to LiveText? Or maybe when you clicked Finish and saw your first completed page? 2) Was there a time when you felt distanced? Maybe LiveText was frustrating, or you couldn’t find an artifact. 3) and 4) What was the most helpful action in creating your ePortfolio and conversely, what confused you or frustrated you. Finally, what surprised you the most? Thank you for all your time. Happy ePortfolio-ing!!!