portfolio task outlines

AV / Ed Tech Tasks 2010

Fist Name: ______________

Last Name: ______________

Student No: ______________

Email Address: _____________

Twitter Username:__________

Blog URL:_________________

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Introduction

The AV / Ed Tech course is designed to assist you to join the ranks of ICT capable teachers. You will be learning about ICT, with ICT and, if you use some of the concepts covered in this course, you will start on the journey of learning through ICT. By the end of the year, you will hopefully know how to manage and create multimedia (audio, video and text), word processed worksheets, an electronic mark book and digital portfolio. We will be working on blogs, microblogs, wikis and other collaborative tools Please remember though, this is not a computer literacy course. The Education Faculties’ mandate is to teach teachers how to teach, and this course is intended to show you how ICT can be used to enhance your practice as an educator.

The course takes a “learning by doing” approach to developing your understanding of ICT. You will be required to use communications technologies (cameras, mobile phones, computers, the internet etc) to develop your own solutions within a real-world scenario. The majority of the tasks that have been set relate to some authentic problem or project that a classroom teacher might encounter in their teaching practice. Feel free to use the tasks to explore, discover, discuss, and meaningfully construct concepts that are relevant to your understanding as a student teacher. It is hoped that through this “learning by doing” approach, your learning will go beyond abstract concepts and become concrete, as if you were in an actual classroom or school.

Your background and experience with ICT might have an impact on your ability to complete the scenarios. To assist the “newbies” and to challenge the “geeks” in the class, I have created a set off differentiated tasks. You have thus been given an option of completing a task at a certain level.

Entry Level (Task 1 – 5)To complete a task at entry level, you will complete the 5 tasks. Simply follow the instructions and deliver a completed product as outlined in the rubric.

Adoption Level (Tasks 1 - 6)To complete the task at adoption level, you will have to follow instructions, deliver as outlines in the rubric and include discussion / comment from your network with each task, and in your portfolio.

Innovation Level (Tasks 1 - 7)To complete the task at innovation level, you will have to take things a step further and publish the work that you have completed on a public platform

Remember you have the option of deciding what level you wish to complete the task at.

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Task 1 – New Media Test and

Mobile Data Hunt

This task is intended to examine how competent you are with ICT and digital media. The task consists of three sections

Notice board photo An open Internet test A mobile scavenger hunt

Once you have completed all activities save them in your folder for your portfolio.

Notice board photoRotate and resize digital picture of yourself to

300 (wide) × 400 (height) px and save it.

Open Internet testIn the open Internet test, you are welcome to make use of any programmes, website or applications to complete the test. Please clearly indicate your name on the computer and on this sheet. Save your work and email it to your instructor / post it to your blog

Mobile scavenger hunt Mobile phones are (apart from phone calls) allow you to access applications, websites, people and data. To master the task, I suggest that you work together as a group.

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Task 1 - Assessment Rubric for photograph

Innovation Adoption EntryFile Manipulation

Able to import, copy, crop, rotate and resize digital images.

Able to import, copy, rotate and resize images

Able to copy images

Effects Able to use a range of digital effects appropriately to enhance an image

Able to apply a digital effect

Digital effects have not been used

File size and quality

Files have clearly been optimized, but the quality has not been adversely affected

Files that have been optimised but their quality has been adversely affected

Files are large and have not been optimised

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Task 2 – Troubleshooting Task

In this task you will be asked to think back on your photograph, test and your mobile worksheet, and consider a problem that you encountered. Below are some examples

You could not open the file that you downloaded You could not upload the photograph because the file

was too large You could not login because you forgot your password You could not save your work on a memory stick You could not print your poster from your computer

Describe, using a visualisation method (branching tree, concept fan, flow diagram etc), how many different ways you could have solved one of the issues.

Please note, you don’t have to select one of the above examples. Please pick one of the problems you encountered and then explain, using a diagram; what options you could have take to solve the problem.

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http://www.visual-literacy.org/periodic_table/periodic_table.html


Task 2 - Assessment Rubric

Innovation Adoption EntryProblem identification

Able to accurately identify the problem and suggest several possible solutions

Correctly identifies the problem and suggests a solution

Does not correctly identify problem

Diagnosis The diagnosis indicates a clear and accurate understanding of the possible causes of the problem

The diagnosis is an adequate fix.

The diagnosis does not work and indicates an understanding of the problem is absent

Information visualisation

The visualisation is attractively presented, neatly drawn, has a logical flow and appropriately labelled

The visualisation is neatly drawn and labelled

The visualisation is inadequately presented

Images Original Images have been included

Stock and found Images

Images have not been included

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Task 3 - Personal IntroductionUse a presentation application (PowerPoint would be fine) to create Pecha Kucha1 introduction to yourself. Please use a maximum of

20 pictures and 20 slides 20 secs of speaking per slide. Save a copy, attach the file and send it to your instructor via email (or upload your presentation to your blog). This presentation will be used in your portfolio task

1 A Pecha Kucha presentation is a presentation format introduced by Astrid Klein and Mark Dytham.

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http://www.weblearning.co.za/blog/index.php/2010/01/22/pucha-kucha/


Task 3 – Assessment RubricPresentation Innovation Adoption Entry

Information Architecture

The structure of the presentation demonstrates that a story board has been used arrange the information

The presentation follows a logical, interesting sequence

The presentation has no logical sequence

Content Contains all Pecha Kucha elements

Erratic attempt to apply the Pecha Kucha elements

None of the Pecha Kucha elements are included

Formatting The presentation is laid out professionally with an appropriate combination of images, sounds and text

The presentation was formatted and includes some audio/visual element

Few poorly formatted audio/visual elements

Mechanics The presentation has spelling and punctuation errors

There are a few spelling and punctuation errors in the presentation

Frequent spelling and punctuation errors in the presentation

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Task 4 – Batting FolderUse a word processing application to create a resource for your substitute teacher. These resources should include

Class Management - My classroom rules, class behaviour chart and seating plan

Class Work - A selection of emergency work sheets

Your worksheet will have to occupy a class for 40 minutes. Please include a header, footer, space for student name, instructions, clip art borders etc.

Save a copy, attach the file and send it to your instructor via email (or upload your presentation to your blog). Remember that these worksheets will be used in your portfolio

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http://www.weblearning.co.za/demo/ wordprocessing/


Task 4 – Rubric

Batting Folder

Innovation Adoption Entry

Formatting The batting folder is professional in terms of design, layout and neatness.

The batting folder consistently formatted

The batting folder is distractingly messy

Content The content of the worksheets presented in the batting folder reflect an exceptional degree of creativity.

The content in the worksheets have creative elements.

There is little evidence of creativity in the worksheets

Required Elements

The batting folder includes all required elements as well as additional information.

Most of the required elements are included in the batting folder.

Several required elements were missing.

Mechanics Capitalization, spelling and punctuation are used correctly.

There are a few errors in capitalization, spelling and punctuation

There are many errors in capitalization, spelling and punctuation

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Task 5 – Spreadsheet

Create a spreadsheet to record and calculate class marks. Your spreadsheet should

Display learners’ first and surname names Display results for three assessment Calculate learners’ final results

The spreadsheet should include: A title At least 5 columns and 20 rows. Appropriate column headings (e.g name,

surname, assessment name, total, average) Highlighted column & row headings Cell sizes that fit the data. Appropriately formatted page (fonts, size,

borders, shading) A formula to add the individuals marks,

work out his /her average A chart/ graph tracking class performance When printed it must appears on one page

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http://www.weblearning.co.za/demo/spreadsheet/


Task 5 - RubricMark Book Innovation Adoption EntryWorkbooks and worksheets

The workbook contains separate named worksheets

The workbook contains one named worksheets.

The workbook is unnamed

Formatting Worksheets have clear titles. Columns & rows are sorted and labeled. Conditional cell formatting is used to highlight important data

An attempt has been made to format the worksheet

Formatting has not been attempted or is incomplete

Data processing

Data has been processed and manipulated using suitable formula, functions or filters

Data may have been sorted and or processed with formula.

Little or no attempt has been made to manipulate the data.

Graphs and Charts

An graph or chart that is appropriately labelled is included

A graph or chart may have been included

No attempt has been made to visually represent the data

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Task 6 – Microblog (Adoption and Innovation Level)

Sign up to a microblogging service (such as Twitter) and start weaving your own educator network.

Your network should consist of local and international students, practicing teachers and other gurus appropriate to your field of interest.

In your microblogging, your content should go beyond “meforming” and catch your followers attention by linking to resources, reflecting on what you’ve seen / observed and “informing”

Remember to use and participate in Twitter when you are completing and reflecting on your tasks and save your conversations as artefacts for your portfolio.

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http://www.twitter.com/weblearning


Task 6 – Rubric

Innovation Adoption EntryPost

FrequencyPosts to the medium on a regular basis

Posts to the medium irregularly

One or two posts to the medium

Content Content resembles a conversation. A mix of personal observations and thoughts, links to sites, responses to others etc.

Content is repetitive and limited to certain topics

Content is only personal

Tone Tone adopted by the author is personal, constructive and appropriate for the audience

Tone is appropriate Tone is inappropriate, immature and/or negative

Network Demographics of the network are mixed and drawn from a variety of locations

The network is primarily local but filtered

Limited, spam or unfiltered network

Attribution Content that contains others peoples work are attributed to their sources

Content is not always cited to the source

No attempt at attribution

Mechanics Keeps to accepted spelling, grammar and punctuation conventions

Sometimes is inaccurate in spelling and punctuation but still communicates meaning

Meaning is lost due to poor use of language.

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Task 7 – (Innovation Level)

In this task you are going to take a brave step and start representing what you know publicly in a

blog. Use a blogging service like blogger or Wordpresss, and after naming it and selecting your layout, ensure that you allow comments and enable RSS feeds.

Then post your thoughts about what you are doing (or being asked to do) and reflections about what you’ve seen / experienced in the PGCE

As you become more experienced and comfortable with blogging, you may want to consider including images, podcasts or video in your blog.

Your blog should at least be e a space where you present your five AV / Ed tech tasks and reflect on the process that you went through. It would then act as your Portfolio, your exam task.

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Task 7 – Rubric

Innovation Adoption EntryPost

FrequencyMore than five substantial and reflective blog posts (at least one for each task) has been submitted as well as comments on other peoples blog posts

Five substantial and reflective posts (at least one for each task) have been made to the blog

Four or less insubstantial posts have been submitted to the blog

Content and comments

Blog demonstrates firsthand experience and understanding of ICT and Education

Blog content demonstrates a developing understanding of key ICT and Education issues

Primarily a personal diary

Tone Tone adopted by the author is personal, constructive and appropriate for the audience

Tone is appropriate for communicating with the audience

Tone is inappropriate, immature and/or negative

Attribution Content that contains others peoples work are attributed to their sources

Content is not always cited to the source

No attempt at attribution

Mechanics Keeps to accepted spelling, grammar and punctuation conventions

Sometimes is inaccurate in spelling and punctuation but still communicates meaning

Meaning is lost due to poor use of language.

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Exam Task

Instead of holding an exam, your formal assessment mark is going to be an electronic portfolio.

These portfolios will to contain 1. Information about yourself 2. Information about five of your Ed Tech class projects

Each project will containa. An introduction to the task, b. Examples of work that you produced during the taskc. Reflections (from yourself and others) on the way

that you performed the task and the final product that you handed in.

3. It is expected that the portfolio will a. contain artefacts that demonstrate learningb. contain thoughts and reflections about your workc. thoughtfully incorporate at least two (or more) forms

of mediad. be logically structured with a working navigation

structure, e. organise information in a visually appealing manner

What goes into a digital portfolio? A digital portfolio is made up of computer or multimedia files that you have created, your thoughts about what you have done and comments from other people.

What does a digital portfolio do? It captures “snapshots of your learning”

What software is used to collect and display a digital portfolio?Your digital portfolio is not tied to software. Learning artefacts can be collected and displayed with specialized portfolio software, hosted on the web, within a blog or created on a standard desktop application (like PowerPoint). Why digital portfolios?As technology becomes more common in the classroom and in students’ lives, learners will represent their thinking and learning digitally. Digital portfolios start to prepare students for the 21st century, as they encourage competence with technology, reflection and critical thinking.

Why is reflection important?When a students engages with their work and articulates how it meets the established criteria; when they analyse the effectiveness of their efforts, and plan for improvement., then they are expressing their learning to others

Why not a paper portfolios?Digital portfolios are more portable, they allow you to easily store and select saved work, and they are distributable without any of the deforestation issues associated with paper-based portfolios

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Criteria Innovation Adoption Entry

Selection of artefacts

The learning artefacts are supported by rich, engaging and/or pertinent details. Evidence of analysis, reflection, and insight in the selection.

The artefacts are supported by explanations and there is evidence of thought behind their selection

The portfolio lacks appropriate artifacts, thought, purpose and organization.

Reflections Reflections show that the student is able to effectively critique their own practice and offer constructive suggestions on improving their work.

Reflections show that the student is able to present their opinions about their practice and is able to offer a rationale for their work.

Reflections (if any) are very brief with reasoning that is difficult to follow.

Multi-media Multi-media elements are used to create interest, enhance the portfolios purposes and are professionally presented

Multi media elements are used to decorate rather than substantiate the portfolio’s purposes.

Multi-media elements detract from the portfolio purposes and are inappropriate / of poor quality

Navigation Non linear navigation within the portfolio connects to the correct page. All links connect to the correct media

Navigation within the portfolio is primarily linear. Most links connect to the correct media

There is no navigation structure to the portfolio and no links have been included

Layout Appropriate, clean, and/or suitable visual organization of information

Busy visual organization of information Weak visual organization of information

Communication Student work shows depth and complexity of ideas. Variety in sentence structure and length. Precise and/or rich language with no errors in grammar, punctuation or spelling.

Student work shows adequate idea development. Acceptable, effective language with few errors in grammar and/or format relative to length and complexity.

Student work shows limited or no idea development. Simplistic and/or awkward sentence structure. Errors in grammar and format (e.g., spelling, punctuation, capitalization, headings).

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portfolio task outlines

Education

entry level task

troubleshooting task

av ed tech tasks2010

innovation level tasks

adoption level tasks

av ed tech course

differentiated tasks

education tasks