Desktop Publishing
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This document outlines a lesson plan on desktop publishing for 5th grade students. It includes the goals of defining desktop publishing, understanding its features and uses. Students will learn about desktop publishing software like Microsoft Publisher. They will complete exercises to identify desktop publishing terms and do hands-on activities. The assessment involves activities from an answer key to demonstrate their understanding of desktop publishing definitions, processes, and applications.
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1. An agenda for a usability technical workshop that covers topics like UX testing, usability vs UX, usability metrics, test design, recruitment, running tests, and data analysis.
2. Guidelines for test design that include defining metrics, success rates, tasks, and subject profiles.
3. Methods for measuring usability like success rates, time on task, error rates, and satisfaction.
4. Best practices for running usability tests like making participants comfortable, remaining neutral, taking detailed notes, and measuring both performance and subjective feedback.
NTeQ Lesson
The document outlines the 10 step NTeQ Model for designing an integrated lesson that effectively uses computers in the classroom. The model includes steps for specifying objectives, identifying appropriate computer functions, specifying a problem for students to research and analyze, planning how students will present their results, and identifying activities and assessment.
GSC '24 Presentation.pptx
The document provides information about the Google Developer Student Clubs 2023 Solution Challenge. It outlines that the challenge mission is to solve one of the United Nations' 17 Sustainable Development Goals using Google technology. Eligible participants include university students who are members of a Google Developer Student Club. Teams of 1-4 students can register between December 1, 2023 and January 20, 2024. Submissions will be evaluated based on their solution's impact and use of technology. The top 100 teams will receive mentorship, and the top 3 winning teams will receive cash prizes up to $12,000.
Viewpoints Assessment and Feedback workshop 25th March 2011
The document summarizes a workshop about assessment and feedback using the Viewpoints process. The workshop aimed to: 1) introduce participants to Viewpoints resources and examples of their use; 2) have participants work in groups to apply the assessment and feedback tools to challenges at the module and course level; 3) share outputs and plans for improving assessment and feedback strategies. Participants engaged in tasks to analyze assessment methods, select principles, map strategies, and develop implementation plans to address assessment issues. The goals were to help educators strengthen assessment and feedback practices.
3 d modelling_task_sheet_2014_yr11
This document provides instructions for a 3D modeling assignment for Year 11 students. Students are tasked with creating an original 3D model using Blender that demonstrates the 3D modeling skills they have learned. They must submit draft and final versions of their model, as well as a design brief and written evaluation. The assignment will be assessed based on the modeling process, design and appeal of the final product, and the student's initiative and response to feedback.
1a revision
This document provides guidance on answering exam questions about media production work. It discusses the requirements for two questions - 1a and 1b. Question 1a requires reflection on all production work completed, focusing on skills and development in areas like creativity, technology, research and planning. Question 1b focuses reflection on one project and key concepts like genre and narrative. Tips are provided for question 1a, including planning, considering the mark scheme, and reflecting on learning. Students are also given homework to prepare terminology and notes on research and planning skills.
Assignment 6
This document provides guidance on completing Assignment 6 which involves individually testing and comparing two digital tools or apps. It outlines the steps to complete a usability test of the tools, including choosing two similar tools, performing tasks with each tool while taking notes, and writing a white paper summarizing the findings. The white paper should follow a specific format, including an introduction describing what was tested and why, a methods section detailing the tasks performed, a results section presenting the test findings and any issues encountered, and a recommendation section advising potential users on the tools. Examples of tool categories and specific tools that could be tested are also provided.
3 d modelling_task_sheet_2014_yr12
This document provides information and instructions for a 3D modeling assignment for Year 12 students at Hillcrest Christian College. It outlines the task of creating an original 3D model in Blender that demonstrates modeling skills learned. Students must submit draft and final models, as well as a design brief and evaluation. They will be assessed on planning, design, skill level, time management, and response to feedback. The "Tick & Flick" checklist outlines various Blender modeling techniques students should utilize in their work. The assignment aims to prepare students for upcoming game development studies in the next semester.
ADMSHS_Emp_Tech_Q1_M4_L1-Applied-productivity-tools-using-Word.pdf
1. The document discusses a module on applied productivity tools using a word processor. It covers inserting headers, footers, page numbers and creating a table of contents.
2. Key steps in the document include applying heading styles before creating a table of contents, inserting page numbers by clicking the insert ribbon and header and footer group, and editing page numbers in a table of contents by highlighting and updating the number.
3. Formatting discussed includes changing font style and size through the home ribbon, and applying double spacing by highlighting text and selecting it in the paragraph section of the home ribbon.
Computer Aided Design B.Sc Sem V.pdf
This document discusses computer aided design (CAD) and a CAD practical course. It provides an overview of the CAD design process, which involves recognizing needs, defining problems, synthesizing ideas, analyzing and optimizing solutions, and presenting results. The practical course covers image editing tools in Adobe Photoshop, including enhancing images, working with layers and text effects. Students will create an advertising brochure using gradients and filters to add rendering and 3D effects. Project deliverables are creating an advertising brochure on a fashion topic and providing before-and-after samples of image retouching.
Training design document - Template 1
A design document is like a training plan contract. A design document should be used as a tool to capture and refine your initial thoughts, align them with stakeholders and to get sign off on the plan in order to avoid unnecessary re-work. Use this template, customize it to your needs and good luck with your training initiative!
This template is beneficial for especially for trainers, instructional designers and anyone who needs to align a training plan with stakeholders.
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Front-End Analysis - Objective & Media Analysis.pdf
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UX and Usability Workshop Southampton Solent University
UX and Usability Workshop Southampton Solent University
Viewpoints Assessment and Feedback workshop 25th March 2011
Viewpoints Assessment and Feedback workshop 25th March 2011
ADMSHS_Emp_Tech_Q1_M4_L1-Applied-productivity-tools-using-Word.pdf
ADMSHS_Emp_Tech_Q1_M4_L1-Applied-productivity-tools-using-Word.pdf
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The document is a short story about different important jobs followed by comprehension questions. It states that doctors, police officers, firefighters, teachers, scientists, bus drivers, and cashiers are all important because they keep people healthy, safe, help people, help people learn, learn new things to help people, get people places safely, and let people buy necessities. Families are also important because they take care of people. The questions ask why firefighters are important, why teachers are important, and who the reader thinks is the most important.
Toot the Engine Story
The story introduces Toot the engine. Toot pulls a long train and carries people including men, women, boys, girls. Toot also carries bags, tins, sacks, sand, rocks, and boxes. Toot goes up hills, down hills, and listens for the whistle before going off. Toot's wheels go round and round on the tracks.
Tom's Parrot Story
Tom has a green parrot named Polly. Polly is sitting in a tree and does not come when Tom calls her. Tom gets a mango from his mother and uses it to call Polly. When Polly sees the mango, she flies down to Tom. Both Tom and Polly are happy.
Thin Tim Story
Tim is thin and visits his two friends Beth and Thelma. Beth was crying because she lost her house key and couldn't get inside. Tim comforted Beth while they waited for Thelma. Thelma arrived and had a spare key, allowing Beth to enter her home. The three friends then went inside for tea.
The Thunderstorm Story
The kids were outside playing catch when they heard thunder rumbling in the sky. They decided to go inside to play it safe rather than stay outside in the storm where it wasn't safe or risk getting wet. Inside, they played a board game and enjoyed listening to the thunder while playing. After the storm passed, the kids went back outside and saw a rainbow.
The Snail Story
Gail the snail felt plain so she decided to paint her shell. She got paint and started painting her shell but then it started to rain. The rain washed the paint off so Gail's shell was plain again.
The New Bicycle Story
The short story is about a girl named Emma who received a bright pink and shiny new bicycle as a gift from her uncle. Her uncle hid the bicycle behind a bush to surprise Emma. When Emma looked behind the bush and saw the bicycle, she jumped for joy because it was just what she wanted. She gave her uncle a big hug. Emma loves her new bicycle and she loves her uncle.
The Dog and the Bone Story
A greedy dog saw a big bone in a butcher's shop window. It went into the shop and stole the bone, prompting the butcher to chase it. The dog escaped and ran far away. While crossing a bridge, the dog saw another dog in the river below with an even bigger bone. When the greedy dog tried to take that bone, it dropped its own bone into the river, leaving it sad without a bone.
Sheila's Shoes Story
Sheila lives near a river and often goes there with her father, who is a fisherman. One day while sitting in her father's boat, Sheila says she wishes she had some shoes. Later when her father is leaving to go fishing, Sheila shouts that she wants him to bring back a shell, but he shouts back "no shells, just fish!". That evening, Sheila's father returns home and gives Sheila a box, which contains a pair of shiny black shoes that make her happy.
Roy's Toys Story
Roy has many toys but does not let his friends play with them. When some boys come over to play, Roy only wants to play hide and seek while the boys ask to play with his toys like his drum, cars, and truck. Roy refuses and cries when he cannot find the boys during hide and seek. Later, Roy learns to share his toys with his friends and they come over every day to play, making Roy happy.
Rima and Diya Story
Rima and Diya are in the garden on a hot, sunny day. They hear a croaking sound and look under trees, pots, bushes, and a car to find the source of the noise. Rima eventually finds a frog under a leaf in the pond, but there is no water in the pond. She calls for her dad, who comes and looks in the pond with Rima and Diya. Dad helps fill the pond with water from a bucket so the frog is no longer stranded.
A Cold Bear Story
The passage describes how a bear named prepares for winter. First, the bear eats a lot to gain weight. Then, he finds a den and fills it with leaves to keep warm. By eating much and having a cozy den, the bear is ready for the cold winter season. The questions ask about the character, what the bear needs to do, and how the bear gets ready for winter.
The Three Fish Story
The passage introduces three fish: Finny, who has beautiful long fins to help her swim fast; Tayla, whose big tail moves from side to side to help her go different directions; and Igor, who has great big eyes to help him see where he's going and see big scary fish. It includes questions about which fish has each feature and asks which fish the reader would most want as a pet and why.
Making Cookies Story
Greg helps his mom make chocolate chip cookies, which are his favorite. He adds chocolate chips to the batter, stirs them in, and forms the batter into balls that he places on a baking sheet. While the cookies bake, Greg licks the leftover batter from the mixing bowl.
Kitten's Choice Story
The story is about a kitten who has to choose between playing with her new toy or chasing a mouse she sees. If she chases the mouse, her brother will take her toy. But if she plays with the toy, the mouse will get away. She decides to chase the mouse instead of playing with the toy, since she doesn't see mice often and finds chasing them more fun, even though she doesn't catch it. She is happy with her choice.
Jen's Shop Story
The story is about a visit to Jen's small shop by Jack. Jen has a variety of items for sale including pens, nibs, books, bags, clocks, clips and buttons. When Jack asks if she has certain items, Jen always replies that she does and describes what kinds she has. At the end, when Jack says he wants nothing and was just checking, Jen chases him away from the shop.
Homework or Video Games Story
Brad loves playing video games, especially Disney games. One day after school, Brad's mom asked if he had homework, which he did, but he considered lying so he could play his games. However, he decided to tell the truth because he knew if he lied, he would not be allowed to play video games for a week. Brad finished his homework and had time to play two games before dinner.
Apples Story
The document is a short passage about apples that is followed by questions. It discusses that apples can be red, yellow, or green; each color tastes different. Apples finish growing in the fall and can be picked from trees by twisting and pulling them off. The passage notes there are five parts to an apple: the skin, flesh, seeds, stem, and sometimes leaves. The subsequent questions ask when apples finish growing, what the passage is about, how many parts an apple has, and what is wondered about apples after reading.
All About Bears
The document is a short story about bears that describes the different types of bears, where they live, their physical characteristics, and their hibernation behaviors. It then provides questions about the details in the story.
A Puzzle A Day Story
Anna and her family enjoy doing puzzles of different sizes. Anna is best at small puzzles with about 50 pieces that she tries to complete one per day. Anna and her brother work on medium puzzles together. When the whole family does a puzzle, they do very large ones with 500 pieces or more that can take them a week to finish. They glue their favorite completed puzzles together and frame them to display on the wall.
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- 1. Name: Subject/Unit: Topic/Lesson: Desktop Publishing Grade Level: Grade 5 Timeframe: _________________ Stage 1: Desired Results Established Goals/Standards: The students will name, describe, identify, and understand the definition of DP They will know the reason why we use Desktop Publishing and its features and capabilities. Understandings: The students will understand… Desktop Publishing Definition Reasons Why Use Desktop Publishing Desktop Publishing Brief List of Features and Capabilities Desktop Publishing Main Use and Purpose System Requirements of Desktop Publishing (Microsoft Publisher) Essential Questions: What is Desktop Publishing? Why we use DP for image editing and video editing? What are the features and capabilities of a Microsoft Publisher? Objectives: Students will know/be able to: Trace the definition works and process of using Desktop Publishing Apply the uses and purpose of the system to become more productive Stage 2: Assessment Evidence
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