Vicky Romano

490ASA Mini Project 2

Proposal, Background information, and Creation of an Assessment

Background and Objective: This is the first course I am teaching at Knox College. I taught for 10 years at the elementary level in first and second grade. I actually came up with the idea for this course last winter. It is NOT a class for credit but I have been pleased with my student attendance and enthusiasm. I want to provide a performance assessment for creating a website that will reflect the process and the design elements needed to create a navigable website. I have begun by using a checklist of skills and components, and want to develop a rubric after completing the assessment using the checklist. The checklist is important for having students incorporate all the required components of the assignment, but a rubric will better reflect their performance. Part of faculty development is developing new assessments. This rubric will help my future students understand their performance and will help me meet professional goals as an instructor. In addition, I want to increase the use of technology by using email and electronic transfer of documents for academic purposes such as commenting on projects and commenting on quizzes.

Integrating web design performance assessment and accompanying websites hosted by publishers: Creating a website with HTML is a skill that can be marketed to potential employers and graduate schools. In addition to understanding how to create websites, students will improve their ability to locate and access information on the World Wide Web after researching various resources to include in their websites. In addition to having an understanding of how websites are created, students can use these skills for creating web-based communication within different clubs and organizations on campus.

Another experience students have in some of their course work is taking quizzes on websites hosted by textbook publishers. I wanted to experience this as an instructor and be able to monitor students interacting with these sites.

Links to Outcomes: Just as the Knox College addresses technology standards for students in the college handbook, the State of Illinois addresses technology in the Illinois Profession Teaching Standards. “The Illinois Professional Teaching Standards should reflect the changing resources available for teaching, such as technology and community options and the new expectations for accountability and the accompanying need for an understanding of assessment strategies.” This understanding is important not only for teachers but for our future workforce. The World Wide Web is one resource available for teachers and increasing understanding of how it works will help increase an individual’s ability to work critically and effectively.

Other Illinois Professional Teaching standards addressed in creating a website are:

1M. Designs learning experiences and utilizes adaptive devices/technology to provide access to general curricular content to individuals with disabilities.

4E. Understands how to integrate technology into classroom instruction.

4H. Understands the uses of technology to address student needs.

5K. Uses strategies to create a smoothly functioning learning community in which students assume

responsibility for themselves and one another, participate in decision making, work collaboratively and independently, use appropriate technology, and engage in purposeful learning activities.

6N. Uses technology appropriately to accomplish instructional objectives.

8P. Uses technology appropriately in conducting assessments and interpreting results.

9C. Understands school and work-based learning environments and the need for collaboration with business organizations in the community.

Course Name: Communication Using Technology

Section: CMPC001

Semester: Fall 01

Description: Examine and develop effective communication skills through the use of computer hardware and software applications. Topics include email and newsgroups, HTML, Dreamweaver, Powerpoint, Pagemaker, On-Line library resources, Photoshop, and web site evaluation techniques.

All course documentation can be viewed at the following website

http://www.knox.edu/cmpc001

Requirements and checklist under review: The following are the guidelines I created for the final project for my student. I want to create a website developed by coding with HTML and hosted by the college webserver. I want to revise the checklist after grading the student projects to make it encompass the project and the other quiz related to web design. I would like to revise the checklist to be a rubric rather than a checklist.

Personal Web Pages--DUE NOVEMBER 6th by 1:00pm

Three types of text (bold, italic, different size, different types of fonts)

Two links-must work

Two or more pages-must link to each other

Three images which relate to your topic

One Javascript or Applet

Insert one sound clip and/or one video clip on at least one of your pages

Website Checklist-Each component is worth 5 points

Name: Grade: /60 possible

Preparation	Resources	Navigation	Media Use
Planned time wisely to assure access to server and software	Used 5 internet sites to gather information	Organized ideas in a meaningful way	Words and images easy to see-can be read in both browsers
Made storyboard to organize thoughts and ideas	Cited resources on separate page	Balanced design aspects with content	Colors and patterns compliment ideas and backgrounds
Emailed and or spoke with instructor with updates or questions	Used material in accordance with copyright	Sought input from instructor or classmates about design	Titles and heading are easy to distinguish from other text

I also retyped the following quiz from the textbook website to remove typographical errors and to send it as an email attachment instead of receiving the results directly from the publisher.

Read each statement. Use a drawing tool to Circle TRUE if the statement is true and circle FALSE if the statement is not true. Attach your answers in an email addressed to me by the due date and time. Be sure to name your attachment using your username.

1. As a result of the Internet, we now live in a global village.

TRUE

FALSE

2. Generally, Internet connectivity is free.

TRUE

FALSE

3. Communications over the Internet are built around the Transmission Protocol Control/Internet Communications (TPC/IC).

TRUE

FALSE

4. An e-mail Internet address consists of a user name and a host/network identifier.

TRUE

FALSE

5. The File Transfer Protocol (FTP) allows you to download and upload files on the Internet.

TRUE

FALSE

6. Anonymous FTP sites on the Internet have been outlawed.

TRUE

FALSE

7. An Internet service provider (ISP) is any company that provides individuals and organization with access to, or presence on, the Internet.

TRUE

FALSE

8. A user location service may be used to search URLs for specific information.

TRUE

FALSE

9. POP stands for both point-of-presence on the Internet and Post Office Protocol.

TRUE

FALSE

10. Gopher servers allow you to search by content rather than poking around a hierarchy of menus to find the information you need.

TRUE

FALSE

11. Hyperlinks encompass hypertext links and any multimedia object.

TRUE

FALSE

12. Compared to other productivity tools, browsers are difficult to use.

TRUE

FALSE

13. Searching and browsing on the Internet are the same thing.

TRUE

FALSE

14. Currently anyone wanting to register a domain name on the Internet must do so through a government agency called InterNIC.

TRUE

FALSE

15. Another name for listserv is USENET.

TRUE

FALSE

KWL

Questions	Knowledge	Want to learn	What I LEARNED
What are the technology standards expected to be met by graduation?	from the Knox catalog 2001-2001 (*see below)	What is the best way to meet these standards even though they are not required for graduation?	The standards in the handbook are only a guideline. All technology skills are integrated into coursework and computer center training workshops. Paper postings on department boards and email announcements of trainings were effective in increasing attendance for students and for faculty requesting training for classes. In addition, I have begun work with Residential Learning in order to integrate more email and network training into Orientation Week.
What software applications are often used by faculty to assess students?	Excel Pagemaker HTML coding SPSS Kaleidagraph Various on-line labs such as the Fly Lab	Charts-how to make data into various chart Pagemaker-good design HTML-music and video integration into web pages	I need additional work on converting checklists into rubrics. I can create guidelines and give effective feedback in a timely manner but need to pay attention to create effective rubrics. Another item is that Powerpoint is also used frequently in oral presentations on and off campus. The Sciences and the Anthropology/Sociology departments all have courses which require this software for reporting research findings. Next term, additional training sessions will be held on this application.
What type of hardware is available to students?	4 labs on campus-pcs and macs scanners, printers-color and bw, projection in 8 classrooms home accounts on server email accounts on server web accounts on server for individuals and students groups	Lab image and Windows 2000-what are the some of the new security features for lab sign in with Windows 2000	In addition to lab machines, students organizations may also purchase hardware for use in student offices. For example, the student newspaper has 5 computers, 3 scanners, and two digital cameras for their exclusive use. These machines have access to all college owned software and are serviced and maintained by the college computer center. There is an email quota of 5mb and home account quota of 15mb. Students will receive an email message from the Help Desk when they reach 90% of quota and the students can come in and get help or talk over the phone on how to delete items.
What technology support is available to students, staff, and faculty?	Help Desk-8-6 M-F Lab assistants Computer Center-User Services Specialists/technicians Faculty/department support staff members	Where will users go for their first help? Will they call the Help Desk or try to track down members of the computer center or ask a colleague?	Faculty and staff use the Help Desk 60% of the time and students phone 40% of the time. Many faculty and staff phone the computer center directly with requests for hardware, software, or training schedules. Students usually go to another students with questions and then to the lab assistants. The lab manager suggests this is because students usually work late at night and are their own best resources at that time.
Which software and hardware do I need training for improvement in troubleshooting skills?	Need experience with Filemaker Pro and iCal web-based calendar	Filemaker-how to create fields and create new layouts Calendar-how to import/export other calendar programs like Palm calendars and Outlook	Now able to Create Fields and Define Value Lists in Filemaker. Helped create an internship database for career services office. Tried but not successful with import of iCal calendar to Outlook Express. Will continue to try to find solutions to this integration but may have Outlook removed as option due to virus problems. Gave workshop to Admissions office on iCal calendar and had positive feedback and individuals are using the electronic, webbased calendars.
What fair use policies are in place?	New revision of document exists-find a copy and speak to Dean for clarification of any items.	What is my role with the distribution and adherence of users to this document.	Knox College Policy on Acceptable Use of Information Technology Resources-Written Version 28 September 2001. I am now aware that this document exists and was distributed to faculty and staff by the Dean of the College. The document includes Guidelines, Information Disclaimer, Privacy and Enforcement items. My role is to have a copy of the document to understand how it affects me as a staff member.

*Page 23 of the Knox College Catalog 2001-2001

Knox College students learn and apply computer-based information technologies as an integral part of their education. By developing these skills in all academic disciplines, students acquire the ability to adapt to continuously evolving technologies and information resources in various formats.

Essential skills include:

· familiarity with at least one of the standard operating systems (Windows and MAcintosh systems are commonly used and supported throughout the campus)

· work processing techniques, including document formatting and editing

· use of the campus network and e-mail system to store and transmit documents

· ability to effectively locate, assess, and use information resources on the World Wide Web

· ability to use the campus on-line library catalog, as well as digital indexes and full-text resources licensed by the library

The Computer Center and Seymour Library regularly provide assistance to students with basic skills.

In addition, some courses have specific information and educational technology needs, such as:

· presentation software

· spreadsheets

· statistical packages

· graphics design programs and packages

· mathematical programs

In cases in which specialized technology is used for a course, a combination or in-class instruction, library instruction, and Computer Center support enables students to develop the necessary skills.

Curriculum Map

	September 2001	October 2001	November 2001
Content	Readings: Long and Long Computers: Information Technology in Perspective/9e Chapter 1 How local and worldwide computer networks impact businesses and society. Chapter 2 The function and applications of word processing software, presentation software, spreadsheet software, and database software. Chapter 3 The function of and relationships between the internal components of a personal computer, including the motherboard, processor, RAM and other memories, ports, buses, expansion boards, and PC cards.	Readings: Long and Long Computers: Information Technology in Perspective/9e Chapter 6 How the application of the concept of connectivity is affecting your life. Chapter 7 How you can use Internet browsers to access a wealth of information on the Internet. Chapter 8 Approaches, considerations, and techniques associated with the design and publishing of Web sites.	Readings: Long and Long Computers: Information Technology in Perspective/9e Chapter 9 Considerations critical to evaluating important ethical questions in the use of information technology. Chapter 10 Essential concepts plus an overview of popular software in these areas: graphics and multimedia, personal information management, home and family, education and edutainment, reference, and business and management.
Skills	familiarity with at least one of the standard operating systems word processing techniques, including document formatting and editing *use of the campus network and e-mail system to store and transmit documents	ability to effectively locate, assess, and use information resources on the World Wide Web use of the campus network and e-mail system to store and transmit documents and publish personal or group website	locate, identify, and discuss issues related to ethics and technology becoming a savvy consumer-identify effective and affordable personal software
Assessment	Create own History of the computer item with text and graphic Chapter 1 vocabulary search puzzle or True/false test Drawing of back of the computer with items labeled multiple choice tests *Internet search activity for info on databases and spreadsheets	Code personal website using HTML coding and storing correctly on the campus network Chapter 6 multiple choice and true/false test Story board hard copy of personal website Chapter 7 online search-choosing an ISP and what is Netiquette *Chapter 8 online search for web development tools and websites with good design elements present	Chapter 9-short answer essay questions Chapter 10-Matching quiz
Illinois Professional Teacher Standards (See below for full description)	1M, 4E, 5K, 6N, 8P, 4H	1M,4E, 5K, 6N, 9C, 8P	4E, 5K, 9C, 1M, 8P, 6N, 4H, 5K