Course Profile Communications Technology, Grade 11, Workplace Preparation, Catholic and Public

Unit 4: Interactive Media

Time: 27.5 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4

Unit Description

This unit gives students the opportunity to develop an understanding of interactive media. A variety of interactive computer software is used by students to develop practical workshops that investigate uses for interactive technology and employment opportunities in the field of communications technology. Emphasis is placed on the set-up, testing, and maintenance of the systems, (i.e., hardware, software, peripheral relationships, and connectivity), necessary to create their interactive projects. Students learn the intrinsic value of the support worker and realize their potential for dignity, self-respect, and success with respect to their essential roles as supporting team players.

Unit Synopsis Chart

Activity	Time	Expectations	Assessment	Focus
1: Community Service Presentation	5 hours	SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 TF1.02, TF2.03, SP1.01, SP1.02, SP2.01, SP2.02, SP3.03, SP3.04, SP4.02 CGE 2c, e; 3b, c, e; 4a, f; 5a, e, f; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Presentation software applications
2: Career Study – Research and Presentation	7.5 hours	TFV.01, TFV.02, SPV.01, SPV.02, SPV.03, ICV.03, ICV.04 SP1.01, SP1.02, SP2.01, SP2.02, SP3.03, SP4.02, IC1.01 CGE 2a, b, c; 3b, c; 4b, e, f; 5e, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Multimedia software applications
3: Co-curricular Activities Web Design	10 hours	TFV.01, TFV.02, TFV.03, SPV.01, SPV.02, ICV.03, ICV.04 TF1.02, TF2.01, TF2.02, TF2.03, TF3.01, SP1.02, SP2.01, SP2.02, SP3.03 CGE 2a, b, c, e; 3b, c, e; 4b, f; 5a, e, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Web-based applications
4: Interactive Portfolio/ Resume	5 hours	TFV.03, SPV.02, SPV.03, ICV.04 TF2.02, TF2.03, TF2.09, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06, SP2.01, SP2.02, SP3.01, SP3.03, SP4.02, IC3.01, IC3.02, IC3.03, IC3.04 CGE 2b, c, e; 3b, c, e; 4a, b, e, f; 5a, g; 7b, j	Knowledge/ Understanding Thinking/Inquiry Communication Application	Tying it all together - an interactive resume/ portfolio

Activity 1: Community Service Presentation

Time: 300 minutes

Description

Students use presentation software to develop a resource that can be used by a specific non-profit community service, social justice group, or charity organization. Working cooperatively with the community, students incorporate video, audio, graphics, photos, and text to create an effective presentation. Completed projects ultimately support the community as resources for group presentations or individual kiosk presentations. Students are encouraged to examine, evaluate, and apply knowledge (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

SPV.01 - function effectively as individuals and as members of a cooperative team to produce a product or service;

SPV.02 - produce, assemble, connect, and operate current equipment and components to perform specific functions related to communications technology;

SPV.03 - use appropriate equipment and techniques to communicate, describe, and market solutions to communications technology problems;

ICV.03 - describe the career opportunities available in the communications technology sector immediately on graduation from high school;

ICV.04 - identify the employability skills required to be successful in the workplace.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of simple communications technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce a drawing, model, or prototype of the best solution;

- evaluate the prototype and what is required to produce it;

- communicate the solution, using one or more of the following: final drawings, technical reports, electronic presentations, flow charts, storyboards, mock-ups, prototypes, and so on;

- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

TF2.03 - explain how digitization is used for print, audio, video, recording, and photographic media and in the transfer of data;

SP1.01 - demonstrate the interpersonal skills required for effective teamwork;

SP1.02 - develop the time management and problem-solving skills required to complete projects;

SP2.01 - use appropriate techniques to model and communicate project ideas, materials, and specifications;

SP2.02 - demonstrate the skills required to complete communications technology projects, both independently and in a group;

SP3.03 - use industry-standard guidelines, conventions, and rules for composition and design;

SP3.04 - use colour theory and colour standards to create presentations that adhere to industry standards;

SP4.02 - use appropriate language in reports and presentations.

Ontario Catholic School Graduate Expectations

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5f - exercises Christian leadership in the achievement of individual and group goals;

CGE7b - accepts accountability for one’s own actions;

CGE7j - contributes to the common good.

Prior Knowledge & Skills

· Students should be familiar with the operation of a computer and be able to save, import, export, and create files.

· understanding of the basic principles of design (from Unit 1).

Planning Notes

· Cross-curricular connections include Religion, Social Science, and English.

· Students may get involved in a small group to decide what might be included in the production.

· Provide teacher-generated handouts and worksheets.

· Review the principles of managing various audio, video, picture, and text files.

· Stress the correct and safe use of all equipment and materials throughout the activity.

· Make available resources that may be used in the activity and provide student exemplars or an industry standard in multimedia production.

· Provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions:

· Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers, whose careers are related to this activity, to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.

· Remind students to update the career research section of their Student Manual.

Teaching/Learning Strategies

· The teacher encourages attitudes and values, founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· The teacher introduces the project and initiates a discussion on the importance of interactive presentations in communicating information today.

· The teacher should discuss with students the variety of social issues that may be researched for this multimedia project.

· Students decide on a focus for their project and brainstorm a list of images and words that would help convey the message.

· Students, through discussion with other design team members, make final design decisions in light of Gospel values with an informed moral conscience.

· Establish design review group sessions aimed at creating a positive environment for sharing of ideas and concepts. Students should be encouraged to critique each other’s work. The aim of each session is to gather a variety of views on how to enhance the material being produced, to proofread work, and to ensure that ethical standards and policies of communications technology are met as well as Gospel values.

· Students conference with the teacher during the development of the project.

· Each student creates a storyboard that diagrams the project frame by frame.

· The teacher demonstrates the basic set-up and correct handling procedures for all equipment and software, through a series of small-group lessons as equipment is required (e.g., cameras and scanners at the start, a projector for the final output).

· Students complete a series of short exercises reinforcing the safe and correct use of all equipment, software, and the basic techniques and options that the equipment and software provide.

· Students research their topic, gathering and compiling all resource material.

· Students are now at the editing/authoring stage that includes constructing, collecting, and editing all raw materials (text, photos, sound, and video) to be used in the project. Using the materials and presentation software, students can create multimedia projects based on their storyboard guide.

· Students present their projects to the class and the group that the project was prepared for. A presentation to the larger school community (a school event – Arts Night or in the cafeteria during lunch) should be discussed by the class and left open as an option.

· Upon completion of the activity and after all student work has been presented, the overall project is discussed and the opportunity for all students to complete a self- and peer assessment is given.

Assessment & Evaluation of Student Achievement

Diagnostic assessment of definition of communication:

· skills inventory/checklist is given at the start of the activity.

Formative assessment of the student’s ability to work cooperatively in groups:

· students assess the contribution of the individual group members by completing daily log sheets;

· personal communication through teacher/student conferencing.

Summative assessment of finished multimedia presentation:

· performance assessment of finished product – project evaluation sheet.

Summative assessment of the concepts and techniques utilized in this activity:

· paper and pencil test.

Summative assessment of project presentation and class discussion of student work:

· performance assessment of finished presentation;

· personal communication through self-/peer assessment and critique;

· reflection through self-/peer assessment.

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEP) and their unique learning characteristics in order to make the necessary accommodations. Teachers should be aware of students who require modification to the mandated expectations for this course. Ontario Secondary Schools (p. 24) allows teachers to modify the learning expectations for exceptional students in order to support the contents of the student’s IEP. This applies also to students who have not been identified as exceptional but are receiving Special Education programs and services.

· Students with special artistic abilities may wish to add original drawings, music, or other media to the final animation.

· Students use AutoContent Wizard to design a presentation.

· The opportunity for peer tutoring is provided for students requiring extra help.

Resources

Teacher-developed resources including handouts, worksheets and activity sheets

Student exemplars

Software manuals and tutorial exercises

The school Library/Resource Centre

Books

Adams, Marianne. Teaching For Diversity and Social Justice. USA: Routledge, 1997. ISBN 0415910579

Bell, Lee, Marianne Adams, and Pat Griffin. Teaching For Diversity & Social Justice: A Sourcebook for Teachers & Trainers. USA: Routledge, Chapman & Hall Inc., 1997. ISBN 0415910560

Allen, JoBeth. Class Actions: Teaching Social Justice in Elementary and Middle Schools. USA: College Press, 1999. ISBN 0807738565

Ayers, William. Teaching for Social Justice: A Democracy & Education Reader. USA: New Press, 1998.
ISBN 1565844203

Brown, L. Allen. Power Pitches - How to Produce Winning Presentations Using Charts, Slides, Video & Multimedia. USA: Professional Publishing, 1997. ISBN 0786309725

Jasmine, Grace. Creating a Winning PowerPoint 2000 Presentation. USA: IDG Books Worldwide, 1999.
ISBN 0764585 665

Lehaman, Carol. Creating Dynamic Multimedia Presentations Using Microsoft Powerpoint. USA: Course Technology, 1999. ISBN 0324025378

Monsen, Laura. Easy Microsoft PowerPoint 2000. USA: Que Corporation, 1999. ISBN 0789718464

Rathbone, Andy. Multimedia & CD-ROMs for Dummies. Foster City, CA: IDG Books Worldwide, Inc., 1997. ISBN 1-5688-4225-2

Robbins, Jo. High Impact Presentations: A Multimedia Approach. USA: John Wiley & Sons, 1997.
ISBN 0471157813

Roman, Kenneth and Joel Paphaelson. Writing that Works: How to Write Effective Emails, Letters, Resumes, Presentations, Plans, Reports, and Other Business. USA: Harper Resource, 2000.
ISBN 0060956437

Sheridan, E.F. Do Justice: The Social Teaching of Canadian Catholic Bishops. Toronto: Mediapaul, 1999. ISBN 2890391132

Wolfgram, Douglas E. Creating Multimedia Presentations. USA: Que Corporation, 1994.
ISBN 1-5652-9667-2

Video

The Gospel is a Social Message. Richard Sparks, CSP (Available through the Catholic Office of Religious Studies - 1155 Yonge St. Toronto (416) 934-0606)

Marketplace Prophets: Voices for Justice in the 20th Century. (Available through the Catholic Office of Religious Studies)

Think Again - Challenging Attitudes to Poverty. (Available through American conference of Catholic Bishop’s 1-800-235-8722 or http://www.nccbuscc.org)

The Richest Dog in the World. (Available through the American conference of Catholic Bishops)

Websites

Aboriginal Rights Coalition (ARC) — http://home.istar.ca/~arc
This site works in partnership with Aboriginal peoples and regional activist groups to build solidarity in the struggle for Aboriginal justice.

Canadian Catholic Organization for Development of Peace — http://www.devp.org
This site provides a mandate for the development of peace and provides information on the causes of poverty and injustice especially among poor populations in countries in the south.

Ecumenical Coalition for Economic Justice — http://www.ecej.org
This site promotes economic justice in both Canada and the third world.

GreenPeace — http://www.greenpeacecanada.org
This site provides information about environmental degradation and injustice found in the world.

Inter-Church

· Action for Development, Relief and Justice (ICA) — http://www.web.net/~icact

· Coalition on Africa (ICCAF) — http://www.web.net/~iccaf

· Committee for Refugees (ICCR) — http://www.web.net/~iccr

· Committee for World Development Education — http://www.web.net/~tendays

· Committee on Human Rights Latin America (ICCHRLA) — http://www.web.apc.org/~icchrla

These sites all deal with social injustices around the world. The information provided ranges from refugee rights, human rights policies, relief from disasters, low-income self-help groups and the pursuit of economic justice.

Kodak: Digital Learning Centre — http://www.kodak.com/US/en/digital/dlc
This site provides a picture centre, photography tutorials, multimedia presentations on digital photography, and photographic equipment.

Macromedia — http://www.macromedia.com
This site provides multimedia tips, training resources, exchange groups, and products that can be incorporated in multimedia presentations.

MNSJ – Metro Network for Social Justice — http://www.mnsj.org
This site is a non-profit coalition of organizations and groups committed to promoting social justice in Toronto.

Project Ploughshares — http://www.ploughshares.ca
This site promotes disarmament and demilitarization with the peaceful resolution of political conflict and the pursuit of security based on equity and justice.

Task Force on the Churches and Corporate Responsibility — http://www.web.net/~tccr
This site deals with the social, ecological, and environmental responsibility of Canadian-based corporations and financial institutions.

Web Monkey — www.hotwired.com/webmonkey/design/graphics/
An interactive site that provides tutorials on image-editing software.

Activity 2: Career Study – Research and Presentation

Time: 450 minutes

Description

Throughout all units of study in this profile, students learn how to plan for participation in the working world of Communications Technology. Through ongoing discussion of careers in the field of Communications Technology, students are provided with the opportunity to do in-depth research on a specific career in each unit. Students are encouraged to gather career information in their student portfolio for use in this activity. Teachers should introduce the career research component of this activity at the start of the course, and then return to the activity near the completion of the course to allow for student presentations to occur.

Part 1 – Career Exploration

Students are introduced to the overall Career Exploration project using traditional and electronic research methods. Through this part of the activity (and the continuation of this activity throughout all units), students come to appreciate the scope of career opportunities in the field of Communications Technology. Students are provided with the opportunity to do in-depth research on a specific Communications Technology career. Students learn the intrinsic value of work and discover techniques to realize their potential for dignity, self-respect, and success.

Part 2 – Career Presentation

In the second part of the activity, students use the career information they have compiled throughout each unit to create a multimedia presentation on a career of their choice. Students use digital video and still images, record original narration, add musical clips, prepare graphic content, and assemble all resources using multimedia software. The finished product is presented to the class and archived for future class use. Output options for their final multimedia package are investigated (video, CD, web/Internet). Students are encouraged to examine and reflect on their personal values, abilities, and aspirations influencing life’s choices and opportunities.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to simple challenges or problems in electronic, live, recorded, or graphic communications;

TFV.02 - identify the mechanical and electronic characteristics of the components and processes required to produce a product or a service in communications technology;

SPV.01 - function effectively as individuals and as members of a cooperative team to produce a product or service;

SPV.02 - produce, assemble, connect, and operate current equipment and components to perform specific functions related to communications technology;

SPV.03 - use appropriate equipment and techniques to communicate, describe, and market solutions to communications technology problems;

ICV.03 - describe the career opportunities available in the communications technology sector immediately on graduation from high school;

ICV.04 - identify the employability skills required to be successful in the workplace.

Specific Expectations

SP1.01 - demonstrate the interpersonal skills required for effective teamwork;

SP1.02 - develop the time management and problem-solving skills required to complete projects;

SP2.01 - use appropriate techniques to model and communicate project ideas, materials, and specifications;

SP2.02 - demonstrate the skills required to complete communications technology projects, both independently and in a group;

SP3.03 - use industry-standard guidelines, conventions, and rules for composition and design;

SP4.02 - use appropriate language in reports and presentations;

IC1.01 - describe the social, environmental, and economic effects of technological advancements in the communications sector.

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE4b - demonstrates flexibility and adaptability;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accepts accountability for one’s own actions;

CGE7j - contributes to the common good.

Prior Knowledge & Skills

Career Exploration

· Students possess an understanding of Communications Technology and an awareness of various technologies and careers.

· An understanding of the services provided by the Student Services/Guidance Department.

Career Presentation

· Students possess a sound understanding of Communications Technology topics that have been covered throughout this profile and an awareness of various technologies and careers from research data.

· Students possess an understanding of presentation techniques and skills developed throughout each unit, including use of media equipment.

Planning Notes

· Students keep a log sheet, recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.

· The career exploration is run concurrently with the other four units in this profile and must be reinforced at the start of each unit.

· Students should also be reminded at the start of each unit that their Student Manuals should include career research information for the unit. The content is used to complete their career presentation at the completion of the course (see Appendix 4.2a). Consult with the Student Services/Guidance Department on existing school-based career planning initiatives.

· The teacher arranges access to various occupational research software programs available in the school: Choices, Career Explorer, Career Gateway, and MazeMaster.

Teaching/Learning Strategies

· The teacher encourages attitudes and values, founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

Career Exploration

· The teacher begins by discussing the need for students to plan their future academic and career endeavours. In this discussion, point out that there are tools to help them plan, such as Individual Education Plans, documentation of personal assessments regarding interests and skills, and a portfolio of their work to demonstrate particular skills.

· The teacher introduces the Career Exploration project and outlines how it is an ongoing project that culminates at the end of the course with a final presentation. Provide samples of past work.

· The teacher outlines how the research component of their Student Manuals must be kept up-to-date throughout the activities; (it is checked for completion at the end of each unit) (see Appendix 4.2a).

· Links to the student portfolio, which is created as each unit is completed, and the final career presentation should be addressed at this point.

· Exemplar work added to the portfolio helps demonstrate particular skills that students possess.

· The teacher administers aptitude/interest inventories that outline the student’s possible career areas. Consider inventories such as on-line programs (Career Gateway, The Edge), CD-delivered packages (Choices, Career Explorer), and paper-based traditional inventories (Strong-Campbell Jackson Vocational Inventory, Harrington-O’Shea Career Decision-Making System – available through Student Services/Guidance Department).

· Students complete the inventories and summarize possible career areas of interest. These inventories are an inquiry of students’ interests and skills. Forms are assessed for completion only. (Teachers may wish to comment on each student’s forms and have a follow-up discussion on the skills they have, skills they need to develop, and how to develop them.)

· Forms are returned to students and placed in Student Manuals for future reference.

· This exercise may be repeated at the end of the course. Differences between “before and after” can then be discussed.

· Throughout unit activities, students gather required career research data to include in Student Manuals. They access occupational research software (Choices, Bridges: Career Explorer, Career Gateway, and Mazemaster) for further research and visit and use the resource materials in the school Guidance/Career Education centre and Library/Resource Centre.

· Students create a list of available career/life-planning resources (human, print, technological) and research other sources of information (e.g., local youth employment centre, Human Resources Development Canada, Ontario Ministry of Education).

· Students collect exemplars from all activities for inclusion in their portfolio.

Career Presentation

· The teacher reviews with students the requirements of the Career Exploration project and presentation techniques and skills covered in previous units.

· Students, by this point, have developed detailed Student Manuals including self-assessments, results from inventories, and career information. They use the information from their Student Manuals to select a career area of interest.

· Students may once again access occupational research software (Choices, Bridges: Career Explorer, Career Gateway, and Mazemaster) to further research career options.

· Students may work with other students who have similar career interests.

· Students develop storyboards that diagram the project frame by frame.

· Basic set-up and correct handling procedures for equipment and software is demonstrated by the teacher through a series of small-group lessons as new equipment is required (e.g., cameras and scanners at the start, a projector or CD burner for the final output).

· Students complete a series of exercises reinforcing the safe and correct use of all equipment, software, and basic techniques and options that the equipment and software provides.

· Students are now at the editing/authoring stage, which includes constructing, collecting, and editing all raw materials (text, photos, sound, and video) to be used in the project. Using these materials and desktop video or presentation/multimedia software, students can create multimedia projects based on their storyboard guide.

· The teacher discusses the output options available for the completed work and students decide on the format best suited to their needs (traditional print to video and other means of electronic distribution – CDs/Internet).

· The teacher allows opportunities for students to practise their presentations.

· Students present their career topic to the class.

· Teachers facilitate the presentations and the marking with a rubric (Appendix 4.2b) and involve students in a related class discussion upon completion of each presentation (time permitting).

Assessment & Evaluation of Student Achievement

Diagnostic assessment:

· completion of personal interests and skills inventories (see Resources).

Formative assessment:

· roving conferences throughout each unit to discuss research progress with all students;

· career research checklists;

· personal interest and skills inventories and self-assessment exercises at the completion of the course (see Resources).

Summative assessment:

· career-based research paper;

· completed career presentation that combines teacher and student feedback using a class-created rubric or Appendix 4.2b;

· student portfolios.

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Portfolios should be individualized to reflect accommodations made throughout all units.

· Students may work in pairs when they complete the forms.

· Allow more time for students to fill out their forms.

· Modify the presentation format for students who require an alternate mode of presentation.

· Peer tutors assist students with special needs when handling equipment.

· Students with special needs can be given appropriate timelines for completion.

· Peer tutoring is given to those students who need extra help.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

College, university, and private institution course calendars

Government publications such as Horizons (available in the Student Services/Guidance Departments – many are moving to electronic versions)

School Student Services/Guidance Departments

The school Library/Resource Centre

Student exemplars

Software tutorials and manuals

CD-ROMs

Career Cruising. Licensed by the Ministry of Education from Anaca Technologies.

Choices 2000. Licensed by the Ministry of Education. Information Systems Management, 1998.

Books

Fleck, Tim, et al. HyperStudio for Terrified Teachers. Huntington Beach, CA: Teacher Created Materials, Inc., 1997. ISBN 1-5569-0180-7

Ministry of Education and Training. And Finally I Did Get a Job. Ontario: Queen’s Printer for Ontario, 1998.

Ministry of Education and Training. The Edge. Ontario: Queen’s Printer for Ontario, 1998.

Misener, J. and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1993.
ISBN 0-0755-1392-7

Misener, J. and S. Butler. Exploring Your Horizons. Toronto: McGraw-Hill Ryerson Limited, 1998.
ISBN 0-0755-2864-9

Rathbone, Andy. Multimedia & CD-ROMs for Dummies. Foster City, CA: IDG Books Worldwide, Inc., 1997. ISBN 1-5688-4225-2

Szeto, Gong, et al. Designing Interactive Websites. USA: Hayden Books, 1997. ISBN 1-5683-0311-4

Technical Learning Resources Editorial Staff. Get Going with PowerPoint 97 for Windows. New York: Technical Learning Resources Inc., 1997. ISBN 1-8873-9117-7

Wilhelm, Jeffery, et al. Hyperlearning: Where Projects, Inquiry, and Technology Meet. USA: Stenhouse Publishing, 1998. ISBN 1-5711-0054-7

Wolfgram, Douglas E. Creating Multimedia Presentations. USA: Que Corporation, 1994.
ISBN 1-5652-9667-2

Websites

Career Explorer — http://cdn.cx.bridges.com/explorer/student.htm
This website has self-assessments, interest inventories, a resume writing template, and career and postsecondary information.

Career Gateway — http://www.edu.gov.on.ca/eng/career/
This site provides a starting point for the exploration of many on-line career and employment options. It provides links to many career-based sites.

Human Resources Development Canada (HRDC) — http://www.hrdc-drhc.gc.ca/
This is the national site and home page. Numerous career options as well as links to related sites. Examples include: Work/Jobs, a listing of job and learning opportunities, work searches, etc. Learning Opportunities, including self-assessment links (Career Match Up, Career Directions, Job Futures,
The Edge – Youth Magazine), learning and training programs, and financial assistance programs.

Job Find 2000 — http://www.jobfind2000.com
Youth employment information

MazeMaster (Human Resources Development Canada) — http://www.mazemaster.com
This site offers a wide variety of access points to employment opportunities.

Ontario College Application Centre — http://www.ocas.on.ca/ocas/
Information on College applications

Ontario Universities Application Centre — http://www.ouac.on.ca/osca/
Information on University applications

The Edge — http://www.hrdc-drhc.gc.ca/career-carriere/edge/home.shtml
On-line youth magazine with career information. Job Trek game is a good source for choosing a career. Excellent links to youth-related career sites.

SchoolNet — http://www.schoolnet.ca
A lengthy list of websites related to the Internet and the teaching of Technology.

TV Ontario (uChoose Program) — http://www.uchoose.tvo.org or http://www2.tvo.org/uchoose/eduprog/
A site to help you choose the right college or university program. Complete listing of colleges and universities with links to related sites and program, admission, and housing information.

WebMonkey — http://www.webmonkey.com
An interactive site that provides tutorials, tips, and articles on authoring, multimedia, design, e-business, programming, backend, and jobs.

Young Canada Works — http://www.pch.gc.ca
Youth employment information

Youth Resource Network of Canada — http://www.youth.gc.ca/jobopps/summer_e.shtml
Youth employment information

Activity 3: Co-curricular Activities Web Design

Time: 600 minutes

Description

This unit gives students the opportunity to further develop their web design skills. In small groups, students choose a school co-curricular activity and create a multi-page, multimedia web design that utilizes a variety of linking techniques. Emphasis is placed on design principles, timing, and needs analysis of the end user. The web designs are uploaded as links to the school web page. Students present all information and ideas clearly and honestly with sensitivity to others.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.01 - apply the design process to develop solutions, products, processes, or services in response to simple challenges or problems in electronic, live, recorded, or graphic communications;

TFV.02 - identify the mechanical and electronic characteristics of the components and processes required to produce a product or a service in communications technology;

TFV.03 - demonstrate an understanding of electronic, live, recorded, and graphic communications systems;

SPV.01 - function effectively as individuals and as members of a cooperative team to produce a product or service;

SPV.02 - produce, assemble, connect, and operate current equipment and components to perform specific functions related to communications technology;

ICV.03 - describe the career opportunities available in the communications technology sector immediately on graduation from high school;

ICV.04 - identify the employability skills required to be successful in the workplace.

Specific Expectations

TF1.02 - apply the following steps of the design process to solve a variety of simple communications technology challenges or problems:

- identify what has to be accomplished (the problem);

- gather and record information, and establish a plan of procedures;

- brainstorm a list of as many solutions as possible;

- identify the resources required for each suggested solution, and compare each solution to the design criteria, refining and modifying it as required;

- evaluate the solutions (e.g., by testing, modelling, and documenting results) and choose the best one;

- produce a drawing, model, or prototype of the best solution;

- evaluate the prototype and what is required to produce it;

- communicate the solution, using one or more of the following: final drawings, technical reports, electronic presentations, flow charts, storyboards, mock-ups, prototypes, and so on;

- obtain feedback on the final solution and repeat the design process if necessary to refine or improve the solution;

TF2.01 - explain the processes and components (e.g., photography, desktop publishing, printing, web-page creation) used in current communications technology;

TF2.02 - explain different methods of storing and retrieving information and the advantages of each;

TF2.03 - explain how digitization is used for print, audio, video, recording, and photographic media and in the transfer of data;

TF3.01 - define the terminology used in the areas of electronic, live, recorded, and graphic communications;

SP1.02 - develop the time management and problem-solving skills required to complete projects;

SP2.01 - use appropriate techniques to model and communicate project ideas, materials, and specifications;

SP2.02 - demonstrate the skills required to complete communications technology projects, both independently and in a group;

SP3.03 - use industry-standard guidelines, conventions, and rules for composition and design.

Ontario Catholic School Graduate Expectations

CGE2a - listens actively and critically to understand and learn in light of gospel values;

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology, and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4b - demonstrates flexibility and adaptability;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5e - respects the rights, responsibilities, and contributions of self and others;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accepts accountability for one’s own actions;

CGE7j - contributes to the common good.

Prior Knowledge & Skills

· computer literacy skills

· understanding of composing and capturing still images (Unit 3)

· understanding of capturing and editing digital video (Unit 3)

· understanding of the principles of design and how they may be applied to the project (Unit 1)

· cooperative teamwork and organizational skills

Planning Notes

· Students keep a daily log sheet, recording brief notes of their accomplishments each day and outlining any future needs that this activity requires.

· Create an overhead, handout, or on-line resource on the Basics of Web Authoring and Design (HTML).

· Create an overhead, handout, or on-line resource with a list of all co-curricular activities offered at the school.

· Create a tutorial handout or on-line tutorial that demonstrate the basics of the web-authoring tools and methods for incorporating audio and motion graphics.

· Teacher moderators of individual co-curricular activities should be invited to participate in the process of collecting resources and critiquing student works.

· Provide the opportunity for students to focus on specific career options and provide insights into the skills required for related professions.

· Teaching/learning strategies that allow for career links should be investigated (e.g., job shadowing, career and education research, field trips, and guest speakers). Arrange for appropriate speakers, whose careers are related to the graphical display industry, to share their education and career paths with students. Members of the community may provide students with some insights into career opportunities and issues.

Teaching/Learning Strategies

· The teacher encourages attitudes and values, founded on Catholic social teachings, which promote social responsibility, human solidarity, and the common good.

· The teacher introduces the project by questioning the class on the meaning of “community”. The class discusses types of community and the importance of participation in a community. As the discussion moves to the concept of school as community, students may share their school co-curricular experiences with the class.

· The teacher hands out a list of co-curricular activities offered at the school.

· The teacher shows examples of good web pages, including the school web page, and discusses the importance of design principles, timing, motion graphics, audio, interaction, navigation, and the needs of the end user.

· Students create thumbnail sketches of their multi-page website, charting link relationships.

· Students select partners with common co-curricular interests and research, gather, and create resources needed to highlight their selected co-curricular activity.

· The teacher may use a computer projection system to demonstrate the basics of web-authoring tool and methods for incorporating audio and motion graphics. Students work through teacher-designed exercises designed to familiarize themselves with the process.

· The teacher provides students with a handout summarizing the features and steps of the software.

· On a need-to-know basis, the teacher reviews audio, video, graphic, animation, compression, and streaming software packages and the use of studio equipment.

· Students use a work log and portfolio throughout the development process and conference with the teacher to brainstorm suggestions for improving their site.

· Students upload their site and link it to the school web page.

· Teacher moderators of individual co-curricular activities should be invited for final critique sessions. Students are encouraged to conference with teacher moderators and activity participants/team players throughout the design process.

Assessment & Evaluation of Student Achievement

Diagnostic assessment of student’s research skills, log/journal, and portfolio:

· personal communication through teacher/student conferencing;

· performance assessment of checklists.

Summative assessment of worksheets:

· personal communication – teacher/student conferencing.

Summative assessment of finished project (website and website with audio/video):

· performance assessment of finished project.

Summative assessment of the concepts and techniques utilized in this activity:

· paper and pencil unit test.

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Students with special needs can be given appropriate timelines for completion.

· Peer tutoring is given to those students who need extra help.

· Student-to-student discussion and teacher-to-student conferencing should be given throughout the project.

· Peer tutors assist students with special needs when handling equipment.

· Students use AutoContent Wizard to design a presentation.

· For enrichment, students may design the framework for the school web page if one does not exist or redesign/upgrade/update the existing school web page.

· For enrichment, students may design the main co-curricular link/splash page.

Resources

General

Teacher-developed resources including handouts, worksheets, and activity sheets

Student exemplars

Manufacturer’s equipment manuals

Software manuals and tutorial exercises

Various samples of activity project work

The school Library/Resource Centre

Books

Aaland, Mikkel. Photoshop for the Web. USA: O’Reilly & Associates, 1999. ISBN 1565926412

Andres, Clay. Web Architecture Studio Secrets. USA: IDG Books Worldwide, 1999. ISBN 0764532464

Dean, Damon. FrontPage 2000 for Dummies Quick Reference. New York: IDG Books Worldwide, 1999.
ISBN 0-7645-0499-1

Gray, Daniel. Looking Good on the Web. USA: Coriolisopen Press, 1999. ISBN 1576105083

Hyman, Michael. Dynamic Html for Dummies, 2nd ed. Toronto: Harper Collins Canada, 1998.
ISBN 0-7645-0467-3

Levine-Young, Margaret, John Levine, and Carol Baroudi. The Internet for Dummies. New York: IDG Books Worldwide, 1998. ISBN 0-76450-506-8

Maran, Ruth. Creating Web Pages with HTML: Simplified. Foster City, CA: IDG Books Worldwide, Inc., 1999. ISBN: 0-7645-6067-0

McCanna, Laurie. Creating Great Web Graphics. USA: Henry Holt Company, 1997. ISBN 1558285504

Navarro, Ann. Effective Web Design, 2nd Edition. USA: Sybex Inc., 2000. ISBN 0782128491

Taylor, Dave. Creating Cool Web Pages with HTML. Foster City, CA: IDG Books Worldwide, Inc., 1995. ISBN 1-5688-4705-X

Weadock, Glenn. Intranet Publishing for Dummies. New York: IDG Books Worldwide, 1997.

ISBN 0-7645-0222-0

Websites

CNET Builder.com-Web Graphics — http://www.builder.com/Graphics/Graphics101/?tag=st.cn.sr1.dir
Tutorials on various technology skills as well as how to create classroom or school web pages.

Apple Web Page Construction Site — http://ali.apple.com/als/wpcs/
Tutorials on various technology skills as well as how to create classroom or school web pages.

How Stuff Works — http://www.howstuffworks.com
Information on the workings of the Internet, websites, etc.

Learning Space Foundation — http://www.learningspace.org/tech/tech.html
Tutorials on various technology skills as well as how to create classroom or school web pages.

SchoolNet — http://www.schoolnet.ca
A lengthy list of websites related to the Internet and the teaching of technology.

Web Developer — http://www.webdeveloper.com/design/
Tutorials on various technology skills as well as how to create classroom or school web pages.

Webmonkey — http://www.webmonkey.com
Tutorials, tips, and articles on authoring, multimedia, design, HTML, and Java Script.

Activity 4: Interactive Portfolio/Resume

Time: 300 minutes

Description

This independent unit allows students to apply their knowledge of multimedia and select appropriate software resources required to create an interactive portfolio/resume. Students are encouraged to include interactivity and a maximum number of media, (video, audio, animated graphics, photography, and text), while maintaining an elegant and sophisticated user interface. Throughout this activity, students reflect upon the need for self-promotion and their role as Christians outside of the school environment.

Strand(s) & Learning Expectations

Strand(s): Theory and Foundation, Skills and Processes, Impact and Consequences

Overall Expectations

TFV.03 - demonstrate an understanding of electronic, live, recorded, and graphic communications systems;

SPV.02 - produce, assemble, connect, and operate current equipment and components to perform specific functions related to communications technology;

SPV.03 - use appropriate equipment and techniques to communicate, describe, and market solutions to communications technology problems;

ICV.04 - identify the employability skills required to be successful in the workplace.

Specific Expectations

TF2.02 - explain different methods of storing and retrieving information and the advantages of each;

TF2.03 - explain how digitization is used for print, audio, video, recording, and photographic media and in the transfer of data;

TF2.09 - explain how different materials and components are converted or assembled to make finished products;

SP1.01 - demonstrate the interpersonal skills required for effective teamwork;

SP1.02 - develop the time management and problem-solving skills required to complete projects;

SP1.03 - accurately document planning and production processes;

SP1.04 - effectively apply a variety of planning tools (e.g., storyboards, flow charts, schematic diagrams);

SP1.05 - select and use appropriate software to manage the production process;

SP1.06 - use time management schemes to ensure that their productions meet client deadlines;

SP2.01 - use appropriate techniques to model and communicate project ideas, materials, and specifications;

SP2.02 - demonstrate the skills required to complete communications technology projects, both independently and in a group;

SP3.01 - use a variety of methods to document the planning and production processes;

SP3.03 - use industry-standard guidelines, conventions, and rules for composition and design;

SP4.02 - use appropriate language in reports and presentations;

IC3.01 - identify career opportunities in the communications sector;

IC3.02 - describe the prerequisites for employment in communications sector careers and assess their own aptitude for such careers;

IC3.03 - identify the employability skills that employers seek in potential employees;

IC3.04 - explain the importance of lifelong learning for individuals in the communications technology sector.

Ontario Catholic School Graduate Expectations

CGE2b - reads, understands, and uses written materials effectively;

CGE2c - presents information and ideas clearly and honestly and with sensitivity to others;

CGE2e - uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, and technology and information systems to enhance the quality of life;

CGE3b - creates, adapts, and evaluates new ideas in light of the common good;

CGE3c - thinks reflectively and creatively to evaluate situations and solve problems;

CGE3e - adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE4a - demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b - demonstrates flexibility and adaptability;

CGE4e - sets appropriate goals and priorities in school, work, and personal life;

CGE4f - applies effective communication, decision-making, problem-solving, time, and resource management skills;

CGE5a - works effectively as an interdependent team member;

CGE5g - achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE7b - accepts accountability for one’s own actions;

CGE7j - contributes to the common good.

Prior Knowledge & Skills

· familiarity with the operation of a computer

· basic understanding of presentation techniques

· use of media equipment for presentations

Planning Notes

· Assemble materials required for demonstrating how a portfolio and/or a resume should be assembled. Consult with the Student Services/Guidance Department on how to prepare a resume.

· Students should collect exemplars that they have done or items that are a permanent record of an accomplishment.

Teaching/Learning Strategies

· The teacher encourages attitudes and values, founded on Catholic social teachings, which promote social responsibility, human solidarity and the common good.

· Students should be made aware of items that should be included in their resume/portfolio.

· The teacher shows the different formats for resume writing and how they may be adapted to an interactive format.

· The teacher demonstrates how to take the students’ accomplishments and convert them to an electronic medium; they can then be used in an interactive presentation or a web display.

· Students should understand the various file types (e.g., tiff, gif, jpeg, bitmap, pict, targa, wav, midi, mp3, etc.) and how they may be used in the interactive presentation.

· The teacher demonstrates the process of scanning, storing, and converting files.

· The teacher provides samples of past work. Exemplar work, added to the portfolio, demonstrates particular skills that students possess. Students collect exemplars from all their work for inclusion in their portfolio as they progress through the course.

· Students participate in class discussion of the presentation material

· The teacher should list some of the things that a student might include in their portfolio:

· certificates and report cards;

· badges, letters of recommendation, and certificates;

· photographs, video or audio tapes, written reports, articles, and letters.

· Students present their interactive portfolio/resume to the class.

Assessment & Evaluation of Student Achievement

Formative assessment:

· roving conferences throughout each unit to discuss research progress with all students.

Summative assessment:

· Students are evaluated on their ability to present their information in a clear and organized manner.

· Student Portfolios are examined for content and organization.

Accommodations

· Teachers should be acquainted with Individual Education Plans (IEPs) and their unique learning characteristics in order to make the necessary accommodations.

· Portfolios should be individualized to reflect accommodations.

· Allow more time for students to collect and assemble their materials.

Resources

Teacher-developed resources including handouts, worksheets and activity sheets

College, university and private institution course calendars

School Guidance/Student Services Departments

The school Library/Resource Centre

Student exemplars

Books

Benford, Tom. Introducing Desktop Video. NY: MIS Press, 1995. ISBN 1-55828-415-X

Campbell, Judith, Kelly Hoey, and Anne Clifton. Careers 10. Toronto: Pearson Education Canada Inc., 2000. ISBN 0-13-031505-2

Greenberg, Adele and Seth Greenberg. Digital Images, A Practical Guide. USA: Osbourne McGraw-Hill, 1995. ISBN 0-07-882113-4

Misener, Judi and Susan Butler. Horizons 2000. Toronto: McGraw-Hill Ltd., 2000. ISBN 0-07-087411-5

Misener, Judi and S. Kearns. Expanding Your Horizons. Toronto: McGraw-Hill Ltd., 2000.
ISBN 0-07-088843-9

Plue, Leo, Warren Palmer, and Cheryl Karakokkinos. Careers Today and Tomorrow. Toronto: Irwin Publishing Ltd., 2000. ISBN 0-7725-2852-7

Magazines

Digital Imaging. New York: Cygnus Publishing.

Digital Video. USA: Miller Freeman Publications.

New Media.pro. Toronto: Southam Inc.

DigitalFoto. USA, CA: Image Media Inc.

Camcorder & ComputerVideo. USA, CA: Miller Magazines Inc.

PCMagazine. New York: PcMagazine Inc.

Websites

Canadian Careers — http://www.CanadianCareers.com
Career education, information, and resume writing. Links to other related sites.

Jobstar — http://jobstar.org/index.htm
Resume writing and career guides. Links to other related sites.

eResumes and Resources — http://www.eresumes.com/gallery.html
Portfolio and resume writing information. Links to other related sites.

Job Searching: Canada — http://jobsearchcanada.about.com/
Portfolio and resume writing information. Links to other related sites.

Appendix 4.1

Community Service Presentation Checklist

Categories	Needs Improvement	Fair	Good	Excellent
Content
Research/storyboard
Spelling/grammar
Technical design
Graphics
Animation
Digital images
Audio
Design/creativity
Effectiveness of the presentation

Suggestions for improvement:

Appendix 4.2a

Guidelines for Collecting Career Information

· Students are reminded that this process must be ongoing throughout the course. Research is checked for completion at the end of each unit.

· Use a variety of resources to investigate the careers related to the Communications Technology field in each of the activities studied.

· Use traditional sources (print material) and electronic sources (Internet/CD-ROMs) in your research.

· Each unit should have its own section of Careers Research.

· Place your research in your Student Manual.

· If storing your research electronically, make note of its location and filename for teacher access.

The following is a guide to use when collecting your research information. The teacher has both a paper copy for you to duplicate and an electronic version that you can add to on the computer.

Student Name: _________________________________________

Unit #: ____ Unit Title: ________________________________

1. Name of Career being investigated:

2. Description of Job:

3. Personal Qualities/Skills required for the job:

4. Working Conditions:

5. Educational Training/Requirements:

6. Income (to start and potential income):

7. Future Outlook for Career Field:

Please list the source of your research:

Appendix 4.2b

Career Rubric

Criteria	Level 1 (50-59%)	Level 2 (60-69%)	Level 3 (70-79%)	Level 4 (80-100%)
Knowledge/ Understanding ICV.03	- demonstrates limited ability to identify technology-based careers	- demonstrates some ability to identify technology-based careers	- demonstrates considerable ability to identify technology-based careers	- demonstrates exceptional ability to identify technology-based careers
ICV.03	- demonstrates limited ability to describe educational requirements of selected careers	- demonstrates some ability to describe educational requirements of selected careers	- demonstrates considerable ability to describe educational requirements of selected careers	- demonstrates exceptional ability to describe educational requirements of selected careers
TFV.04	- describes few technological activities supported by communications technology	- describes some technological activities supported by communications technology	- describes many technological activities supported by communications technology	- describes a thorough list of technological activities supported by communications technology
Thinking/Inquiry TFV.04	- demonstrates limited ability to investigate methods of communicating ideas	- demonstrates some ability to investigate methods of communicating ideas	- demonstrates considerable ability to investigate methods of communicating ideas	- demonstrates exceptional ability to investigate methods of communicating ideas
Communication ICV.03	- demonstrates limited ability to share information using media tools and a variety of technologies	- demonstrates some ability to share information using media tools and a variety of technologies	- demonstrates considerable ability to share information using media tools and a variety of technologies	- demonstrates exceptional ability to share information using media tools and a variety of technologies
Application IC3.03	- demonstrates limited understanding of how technology affects selected careers	- demonstrates some understanding of how technology affects selected careers	- demonstrates considerable understanding of how technology affects selected careers	- demonstrates thorough understanding of how technology affects selected careers
OCSGD CGE5b	- demonstrates limited ability to think critically about the meaning and purpose of work	- demonstrates some ability to think critically about the meaning and purpose of work	- demonstrates considerable ability to think critically about the meaning and purpose of work	- demonstrates exceptional ability to think critically about the meaning and purpose of work
OCSGD CGE2c	- demonstrates limited ability to present ideas clearly and honestly	- demonstrates some ability to present ideas clearly and honestly	- demonstrates considerable ability to present ideas clearly and honestly	- demonstrates exceptional ability to present ideas clearly and honestly

Note: A student whose achievement is below level 1 (50%) has not met the expectations for this assignment or activity.

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