Course Profile Communications
Technology (TGJ4E), Grade
12, Workplace Preparation, Combined
Unit 1: Establishing a Communications Technology
Enterprise
Time: 20 hours
Activity
1.1 | Activity 2 | Activity
3 | Activity 4
Unit
Description
In this unit, students investigate the functions and operations of
businesses in communications technology through the development of a business
plan for their own student-run venture. They study operating and start-up
procedures, such as marketing and product research. This unit emphasizes the
importance of verbal and written communications skills, and provides an
opportunity to practise the personal presentation skills necessary to gain
employment and to successfully develop a career in the communications industry.
Students conduct research into apprenticeships or other training programs
available in the communications sector, and assess their aptitude for such programs.
They investigate the Occupational Health and Safety Act (OHSA) and identify its
implications for the school communications facility and for their chosen
career.
|
Activity |
Learning Expectations |
Assessment Categories |
Focus |
|
1.1 |
TFV.02, TF1.01, SP1.01, SP1.02, SP4.01, ICV.01, ICV.02, ICV.03,
ICV.04, ICV.05, IC1.01, IC1.02, IC1.03, IC2.02, IC2.07, IC3.01, IC3.02 |
Thinking/Inquiry Knowledge/ Understanding |
Awareness of types of business ventures and relevant environmental
impacts, safety, and legislation |
|
1.2 |
TFV.01, TFV.02, SPV.05, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05,
SP1.06, SP4.02 |
Thinking/Inquiry Knowledge/ Understanding Communication Application |
Using marketing strategies to determine need within the school for
communications, products, and services such as newsletters, webpages, and A/V
repair |
|
1.3 |
SPV.01, SPV.05, SP1.05, ICV.06, IC3.03 |
Thinking/Inquiry Knowledge/ Understanding Communication Application |
Developing a workplace presence – speaking, listening, body language,
and written communication skills |
|
1.4 |
TFV.04, SPV.01, SPV.05, SP1.01, SP1.02, SP1.03, SP1.04, SP1.05, SP1.06,
SP1.08, SP4.01, SP4.02, ICV.04, ICV.05, ICV.06, IC3.01, IC3.02, IC3.03 |
Thinking/Inquiry Knowledge/ Understanding Communication Application |
Presenting an individualized business plan for a communications
technology company |
Time: 4 hours
Students begin the process of developing their own communication
technology venture by examining how companies are organized, how they function,
and the types of employment opportunities within various enterprises. From
their research and understanding, students develop a business plan for a
communications business operating from the school’s communications technology
facility. They research the training required to work within the communication
sector, and assess their aptitude for available school and apprenticeship
programs. The relevance of the Occupational Health and Safety Act (OHSA) is
also discussed.
Strand(s): Theory
and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.02 - identify the processes, concepts, materials, and components
used in the development of a product or service;
ICV.01 - evaluate negative environmental impacts of specific products
and processes and recommend alternative methods and materials to reduce these
impacts;
ICV.02 - develop and conduct safety audits and inspections of the school
communications technology facility and implement a plan to address any
deficiencies;
ICV.03 - describe the Occupational Health and Safety Act (OHSA) and
identify its implications for the school communications facility and for the
workplace;
ICV.04 - identify the career opportunities and apprenticeships or other
training programs available in the communications sector, and assess their
aptitude for such opportunities;
ICV.05 - describe the entrepreneurial and management roles in a business
or operation incorporating communications technology and assess their own
potential for such roles.
Specific Expectations
TF1.01 - explain how a human need or want can be met through a new or
improved product;
SP1.01 - explain the activities associated with research and
development: discovering a need, developing a product, and establishing
specifications for improvement;
SP1.02 - describe the activities associated with marketing: identifying
the potential market, promoting the product, selling and distributing the
product;
SP1.04 - describe how a company conducts its financial affairs (how it
raises and controls its money);
IC1.01 - evaluate any negative impacts on the environment of processes
used in communications technology and substitute environmentally friendly
alternatives;
IC2.02 - develop comprehensive safety checklists for equipment and
operations;
IC3.01 - identify the career opportunities available in the
communications sector;
IC3.02 - identify the training required for careers in the
communications sector;
IC2.07 - identify and adhere to those aspects of the Occupational Health
and Safety Act (OHSA) and the Workplace Hazardous Materials Information System
(WHMIS) that relate to procedures and operations used in the school
communications technology facility.
· Familiarity with the
operation of a computer and the ability to save, import, export, and create
files
· Internet research
skills and the ability to download information from the Internet
·
It is expected that all student work contain positive images of race,
gender, and religion. Stereotypes, acts of violence, sexual themes, or use of
profanity in student work is unacceptable.
·
Cross-curricular connections include Business, Co-op, and Career Studies
(Guidance).
·
The teacher collects exemplary student work to illustrate successful
completion of the assigned tasks.
·
The teacher addresses safety/censorship on the Internet at the start of
the course by implementing their board’s policies on appropriate student use
and access to Internet services.
·
Ideally the teacher coordinates with business and co-op teachers to
develop instructional tools that describe and illustrate the variety of
business structures possible within the field of communications technology. For
example, the teacher can organize case studies of businesses ranging in size
from basement operations to multinational organizations, and have students
report to the class on their findings.
·
The teacher describes workplace culture with respect to employee
behaviour and responsibilities.
·
The teacher investigates teaching/learning strategies that allow for
career links, e.g., job shadowing, career and education research, field trips,
and guest speakers. Teachers 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 regarding starting and maintaining a company.
·
The teacher provides students with access to the Occupational Health and
Safety Act (OHSA) and Workplace Hazardous Materials Information System
Legislation (WHMIS).
·
The teacher provides students with a list of equipment that might be
required in their company venture plan.
·
The teacher provides word lists, glossaries, definition of terms, and
visuals where available.
1. The teacher introduces the
goals and objectives of the unit and initiates a discussion on the variety of
products and services that make up the communications industry.
2. Students brainstorm ideas
about what is required to start up a company.
3. The teacher discusses with
students the variety of social issues, impacts and consequences that must also
be considered when starting a company.
4. Students explore the function
and structure of a variety of communication technology businesses.
5. Students find partners (if
desired) and brainstorm the types of authentic goods and services that can be
offered using the school communications technology facility.
6. Students examine the
Occupational Health and Safety Act (OHSA) and Workplace Hazardous Materials
Information System Legislation (WHMIS) for articles related to the goods and
services identified.
7. Students use available
research facilities to attach job descriptions to the products/services that
can be offered using school facilities, and to prepare a summary of the
training paths related to the jobs.
8. Students write a simple
declaration of purpose and intent for their business, describing the goods and
services they intend to offer.
|
Task/Product |
Tool |
Purpose |
Achievement
Chart Categories |
|
Written summary and oral presentation of case
study - e.g., local electronic repair shop |
Rubric |
Formative |
Knowledge/Understanding Thinking/Inquiry |
|
List of possible goods and services; identification of OHSA and WHMIS
issues |
Checklist |
Formative |
Thinking/Inquiry |
|
Statement of purpose and intent |
Checklist |
Formative |
Knowledge/Understanding Thinking/Inquiry |
· The teacher should be
acquainted with Individual Education Plans (IEPs) for exceptional students in
order to make the necessary accommodations for individuals.
· Provide peer tutoring
for those students who may need extra help.
· Provide flexible
timelines for those who require them.
· Provide students with
opportunities for enrichment.
General
Teacher-developed resources including handouts, worksheets, and activity
sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Berrisford, Nigel. How to Start a Small Business for Canadians. Toronto:
Coles Publishing, 2000.
ISBN 0-7740-0592-0
Easto, Larry. The Complete Small Business Guide for Canadians.
Toronto: Prentice Hall Canada, 2000.
ISBN 0-13-090078-8
Fattal, Tony. Managing a Successful Business in Canada. Toronto:
Self Counsel Press, 2001.
ISBN 1-55180-322-4
Gallander, Benjamin. The Canadian Small Business Survival Guide: How
to Start & Operate Your Own Successful Business. USA: Trade Paperback,
1999. ISBN 0888820941
Jensen, Marlene. Everything Business Planning Book. USA: Adams
Media Corp, 2001.
ISBN 1-58062-491-X
Kew, Hollee. Barefoot in the Grass: A Fresh Approach to Starting a
Small Business in Canada. Toronto: Kudo Publishing, 2000. ISBN 0968481906
Live Safe! Work Smart! Health and Safety Resources for
Ontario Secondary School Teachers. Queen’s Printer for Ontario, 2000. ISBN
0-7794-0226-X. Ministry of Labour Publications Department,
phone: 1-416-326-7731
Occupational Health and Safety Act, January 2001. Queen’s Printer for
Ontario, 2001.
ISBN 0779404270.
A Guide to the Occupational Health and Safety Act,
November 2000. Queen’s Printer for Ontario, 2000.
ISBN 0779404289
Tyson, Eric. Starting & Running a Small Business for Dummies.
USA: IDG Books Worldwide. 1998.
ISBN 0764550942
Sullivan, Robert The Small Business Start-Up Guide: Practical Advice
on Starting & Operating a Small Business. USA: Information
International, 1998. ISBN 1882480058
Workplace Hazardous Materials Information System (WHMIS): Guide to the
Legislation, May 1989 (Reprinted February 2001). Queen’s Printer for
Ontario, 2001. ISBN 0772956545
Websites
Business Gateway Canada – http://businessgateway.ca/
Government of Canada site for Information on starting a company in Canada.
Business Advisory Services – http://strategis.ic.gc.ca/SSG/mi01532e.html
Government of Canada site for business planning and feasibility to ensure
efficient and profitable start-up and operation for all levels of business.
Business Development Bank of Canada – http://www.bdc.ca/bdc/home/
Information on starting a company in Canada.
Canadian Center for Occupational Health and Safety (CCOHS) –
http://www.ccohs.ca
Canada’s National Center for Occupational Health and Safety Information.
Career Explorer – http://cdn.cx.bridges.com/explorer/student.htm
This website has self-assessments, interest inventories, a résumé writing
template, and career and postsecondary information.
Career Gateway – http://www.edu.gov.on.ca/eng/career/
The site provides a starting point for the exploration of many online career
and employment options. It provides links to many career-based sites.
Education Safety Association of Ontario (ESAO) – http://www.esao.on.ca
The ESAO’s mandate is to support prevention and reduction of workplace injuries
in the broad education sector in Ontario.
Entrepreneurship – http://www.edu.gov.on.ca/eng/career/entrepre.html
Government of Ontario site for information on Entrepreneurship. Links to many
other good sources.
Government of Ontario – Business –
http://www.gov.on.ca/MBS/english/government/business.html
Government of Ontario site for information on starting a company in Ontario.
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.
More Business – http://www.morebusiness.com/
Tips and tricks to starting and maintaining venture project.
Ontario Ministry of Labour (MOL) –
http://www.gov.on.ca/LAB/ohs/ohse.html
Source of occupational health and safety, employment rights and
responsibilities and other workplace information.
Small Business Administration – http://www.sba.gov/starting/
Tips on starting a venture plan.
Small Business Canada – http://sbinfocanada.about.com
Helpful resources for starting a small business.
Small Business Development Center – http://www.bizcoach.org/start.htm
A site to answer questions about a small business.
Workplace Safety and Insurance Board (WSIB) – http://www.wsib.on.ca
Formerly the Workers’ Compensation Board oversees Ontario’s workplace safety
education and training systems.
Young Entrepreneurs –
http://www.2.ontario-canada.com/English/business/yes/young_entrepreneurs.htm
Government of Ontario site for information on the Young Entrepreneurs program.
Time: 5 hours
Students define the scope and viability of their communications business
by conducting research within the school to identify potential markets for
their products and/or services. Students prepare and distribute a questionnaire
that includes a checklist of the products and services they will offer within
the school. The identity and scope of the proposed business is formalized by
the preparation of a Venture Plan.
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 challenges or problems in electronic,
live, recorded, or graphic communications;
TFV.02 - identify the processes, concepts, materials, and components
used in the development of a product or service.
Specific Expectations
SP1.01 - explain the activities associated with research and development:
discovering a need, developing a product, and establishing specifications for
improvement;
SP1.02 - describe the activities associated with marketing: identifying
the potential market, promoting the product, selling and distributing the
product;
SP1.05 - demonstrate communication, conflict resolution, time
management, and goal-setting skills, as well as the ability to accept
responsibility and to delegate tasks when appropriate;
SP1.06 - plan with team members to establish the order of operations;
the availability of tools, parts, and equipment; scheduling requirements; and
other information required to plan and prepare for the production process;
SP4.01 - use language effectively in presentations related to
communications projects.
·
Familiarity with the operation of a computer and ability to save,
import, export, and create files
·
Internet research skills and the ability to download information from
the Internet
·
Understanding of the following concepts and processes acquired in Grade
11, Communications Technology, TGJ3E – Workplace Preparation:
·
the principles of
design
·
the proper and
safe use of audio/video equipment
·
a basic
understanding of the correct use of both the multimedia and presentation
software as well as the related equipment
· It is expected that all
student work contain positive images of race, gender, and religion.
Stereotypes, acts of violence, sexual themes, or use of profanity in student
work is unacceptable.
·
The teacher collects and distributes examples of effective
questionnaires and Venture Plans.
·
The teacher prepares a list of the possible products and services that
can be offered within the school, and makes preliminary contact with clients
(custodial and office staff, for example).
·
The teacher informs school administration and affected colleagues about
the activity.
1. The teacher describes the
stages and objectives of the activity.
2. Students use their statement
of intent (Activity 1) and preliminary list of possible products/services to
create a final checklist. This should be completed with the students’ own
interests and strengths in mind.
3. Students consult with the
teacher in order to prepare and distribute an effective questionnaire. The
teacher should be prepared with ideas and information about possible clients.
4. Using the information gathered
from their marketing research, students prepare their Venture Plan in the
prescribed form.
5. Students and the teacher
review the questionnaire; students incorporate necessary revisions.
6. Students determine how and
when they will collect the questionnaire from their participants.
7. Students distribute the
questionnaire, discussing how and when the questionnaire will be returned.
Note: The teacher instructs students to
accept “no comment” as a valid answer to any question, and to respect that
people may choose not to respond at all.
|
Task/Product |
Tool |
Purpose |
Achievement Chart
Categories |
|
Questionnaire and evidence of its distribution and collection |
Checklist |
Formative |
Communication |
|
Completed Venture Plan |
Rubric |
Summative |
Knowledge/Understanding Thinking/Inquiry |
·
Provision of alternative assignment topics and choice of assignment
formats where possible.
·
Offer peer tutoring to students.
·
Provide provision of more detailed notes or instructions.
·
Reinforce written instructions with verbal instructions.
Teacher-developed resources including handouts, worksheets, and activity
sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Broekhuizen, Richard.
Graphic Communications. USA: Glencoe Macmillan/McGraw-Hill, 1995.
ISBN 0-02-676305-2
Foote, Cameron. The Business Side of Creativity. USA: W.W.
Norton, 2000. ISBN 0393-73009-3
Green, Chuck. Design It Yourself: Logos, Letterheads, & Business
Cards. USA: Rockport Publishers, 2001. ISBN 1-56496-768-9
Green, Chuck. The Desktop Publisher’s Idea Book, 2nd Edition.
USA: Random House, 2000.
ISBN 0679-78006-8
Hitchcock, Peter. Videography: The Guide to Making Videos.
Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. ISBN
0-9696-2610-X
Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and
Producing Video. Toronto: Globe/Modern Curriculum Press, 1992. ISBN
0-8899-6344-4
Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and
Producing Video, Teacher’s Guide. Toronto: Globe/Modern Curriculum Press,
1992. ISBN 0-8899-6281-2
Porozny, George. Desktop Publishing: Design Basics and Applications.
Toronto: Copp Clark Pitman Ltd., 1993. ISBN 0-7730-5218-6
Street, Rita. Computer Animation: A Whole New World. USA:
Rockport Publishers, 1998.
ISBN 0-1564-9377-2
Swann, Alan. How to Understand and Use Design and Layout.
Cincinnati, Ohio: North Light Books, 1999. ISBN 0-8913-4358-X
Williams, Robin. The Non-Designer’s Design Book. USA: Peachpit
Press, 1995. ISBN: 1-56609159-4
Woodward, Cheryl. Starting and Running a Successful Newsletter or
Magazine. USA: Nolo Press, 1998.
ISBN 0-8733-7461-4
Zettl, Herbert. Video Basics. Toronto: Nelson Canada, 1995. ISBN
0-5342-4786-5
Zettl, Herbert. Video Basics Workbook. Toronto: Nelson Canada,
1995. ISBN 0-5342-4787-X
Non-print Materials
Elements and Principles of Design, Tony Couch, Crystal Video Productions.
September, 1990. VHS Tape. Run Time: 43 minutes. ASIN 0924509058
Websites
The Design & Publishing Center – http://www.graphic-design.com/
A site for design, typography, graphics, illustration, writing,
printing, publishing, advertising, signs, displays, and information for graphic
communicators.
Graphic Designers Paradise – http://desktoppublishing.com/design.html
Source of design information with links to other Graphic design sites.
Idea Book – http://www.ideabook.com/
Step-by-step design ideas, sources, and production tips.
Time: 4 hours
Students explore and then practise the basic communications skills
necessary to gain employment and to successfully develop a career in the
communications sector. Using video equipment to record role-playing activities
and practical interviewing exercises, students gain insight into the acceptable
communication practices found in a business environment. Students are
encouraged to become effective communicators in the workplace.
Strand(s): Theory
and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
SPV.01 - work as an effective member of a team;
SPV.05 - use language skills and artistic concepts effectively and apply
scientific principles to develop solutions to communications problems;
ICV.06 - demonstrate the employability skills required for success in
the workplace.
Specific Expectations
IC3.03 - describe the employability skills identified by the Conference
Board of Canada.
·
Familiarity with the operation of a computer and ability to save,
import, export, and create files
·
Internet research skills and the ability to download information from
the Internet
·
Understanding of the proper and safe use of audio/video equipment
· It is expected that all
student work contain positive images of race, gender, and religion.
Stereotypes, acts of violence, sexual themes, or the use of profanity in their
work is not acceptable.
· Cross-curricular
connections include Business, Co-op, Career Studies (Guidance), etc.
·
The teacher develops a list of acceptable methods used in industry for
the areas of speaking, listening, writing, and body language.
·
The teacher organizes the required audio/video equipment for videotaping
the mock interviews.
·
The teacher plans a review of the proper and safe use of audio/video
equipment.
1. The teacher describes the
stages and objectives of the activity, beginning with a discussion of
communication skills in the workplace.
2. The teacher describes the
purposes of a job interview and outlines the strategies and behaviours
conducive to a successful interview, e.g., proper dress, body language, and
methods of response.
3. The teacher prepares students
for the mock interview by providing a number of possible questions (Appendix
1.3.1).
4. Students complete mock
interview role-playing exercises:
·
The teacher
reviews correct camera set-up with the students before videotaping of the
interview begins.
·
Working in groups
of three, students complete the mock interview exercises. Each student has an
opportunity to play the role of the interviewer, the person being interviewed,
and cameraperson.
5. Taped interviews are reviewed
and critiqued by the class and teacher.
6. Students complete the Personal
Communications Skills Rating Scale (Appendix 1.3.2).
|
Task/Product |
Tool |
Purpose |
Achievement Chart
Categories |
|
Performance during interview |
Rubric |
Summative |
Communication |
|
Performance in secondary roles: interviewer, camera-person |
Personal Communications Skills Rating Scale |
Summative Formative |
Knowledge/Understanding Thinking/Inquiry |
· Provide peer tutoring
for those students who may need the extra help.
·
Allow flexible timelines for those who require them.
·
Provide students with opportunities for enrichment purposes.
Teacher-developed resources including handouts, worksheets, and activity
sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment manuals
Computer Software user
guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Dancyger, Ken. The Technique of Film and Video Editing: Theory &
Practice, 2nd Edition. USA: Focal Press, 1997. ISBN 0240802551
Gottesman, Deb. The Interview Rehearsal Book. USA: Berkley
Publisher Group, 1999.
ISBN 0-42516686-4
Hitchcock, Peter. Videography: The Guide to Making Videos.
Toronto: Peter Hitchcock Productions Inc. and TV Ontario, 1992. ISBN
0-9696-2610-X
Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and
Producing Video. Toronto: Globe/Modern Curriculum Press, 1992. ISBN
0-8899-6344-4
Hone, Rick and Liz Flynn. Video in Focus: A Guide to Viewing and
Producing Video, Teacher’s Guide. Toronto: Globe/Modern Curriculum Press,
1992. ISBN 0-8899-6281-2
Jack, Keith. Video Demystified, 3rd Edition. USA: Lih Technology
Pub, 2001. ISBN 1-87870756-6
Still, Del J. High Impact Hiring: How to Interview and Select
Outstanding Employees. USA: Management Development Systems, 2001. ISBN
0-96546598-5
Utz, Peter. Today’s Video, Equipment, Setup and Production. USA:
Prentice-Hall, 1992.
ISBN 0-13925033-6
Zettl, Herbert. Video Basics. Toronto: Nelson Canada, 1995. ISBN
0-5342-4786-5
Zettl, Herbert. Video Basics Workbook. Toronto: Nelson Canada,
1995. ISBN 0-5342-4787-X
Non-print Materials
No-Brainers - The Career Combo (Resumes & Cover Letters,
Interviewing), No-Brainers et al, Cerebellum Corp. December 7, 1999. VHS Tape. Run
Time: 90 minutes. ASIN 6305216339
Websites
Career Gateway – http://www.edu.gov.on.ca/eng/career/jsearch.html
Ministry of Education site for career information and job search skills
(résumés, interviews, etc.).
Job Searching – http://jobsearch.about.com/msubinterv.htm
Tips and techniques for successful interviewing.
Videomaker Magazine – http://www.videomaker.com
A source of video/editing online articles, links to user groups, and equipment
information.
Videonics Systems – http://www.videonics.com
Articles on video/editing, links to user groups, industry information, and
equipment information.
Time: 7 hours
Students create a multimedia presentation of their completed Venture
Plan. Using their knowledge of multimedia development tools and techniques,
students prepare a class presentation based on the choices and information
gathered in the previous activities. Students are required to include a variety
of media in their presentation (video, audio, animated graphics, photography).
Strand(s): Theory
and Foundation, Skills and Processes, Impact and Consequences
Overall Expectations
TFV.04 - demonstrate an in-depth understanding of industry standards and
regulations related to electronic, live, recorded, or graphic communications
technology;
SPV.05 - use language skills and artistic concepts effectively and apply
scientific principles to develop solutions to communications problems;
ICV.04 - identify the career opportunities and apprenticeships or other
training programs available in the communications sector, and assess their
aptitude for such opportunities;
ICV.05 - describe the entrepreneurial and management roles in a business
or operation incorporating communications technology and assess their own
potential for such roles;
ICV.06 - demonstrate the employability skills required for success in
the workplace.
Specific Expectations
SP1.01 - explain the activities associated with research and
development: discovering a need, developing a product, and establishing
specifications for improvement;
SP1.02 - describe the activities associated with marketing: identifying
the potential market, promoting the product, selling and distributing the
product;
SP1.03 - explain the activities associated with industrial relations:
recruiting, selecting, and training the work force;
SP1.04 - describe how a company conducts its financial affairs (how it
raises and controls its money);
SP1.05 - demonstrate communication, conflict resolution, time
management, and goal-setting skills, as well as the ability to accept
responsibility and to delegate tasks when appropriate;
SP1.08 - prepare a business plan for a venture related to communications
technology;
SP4.01 - use language effectively in presentations related to communications
projects;
SP4.02 - apply artistic and aesthetic principles to designs related to
communications projects;
IC3.01 - identify the career opportunities available in the
communications sector;
IC3.02 - identify the training required for careers in the communications
sector;
IC3.03 - describe the employability skills identified by the Conference
Board of Canada.
·
Understanding of the correct use of multimedia and presentation software
as well as the related equipment used with such software
·
Understanding of the principles of design
·
Understanding of the various formats and file types used in the
multimedia presentation
·
The teacher prepares the equipment and materials needed to review
aspects of multimedia content development and authoring techniques.
·
The teacher prepares a presentation schedule to be handed out at the
beginning of the assignment.
·
The teacher provides students with some exemplary multimedia projects.
1. The teacher describes the
stages and objectives of the activity, stressing the need to exercise time
management.
2. The teacher describes the
different purposes of the Venture Plan and its presentation, e.g., the
presentation is designed to introduce the Plan’s concept, summarize its main
features, generate interest and optimism in the audience.
3. The teacher describes how
different media can be used to create impact in the presentation, e.g., the use
of animated text to provide emphasis and visual interest.
4. The teacher describes how
completed forms can be used in the presentation to give the impression of
competence and professionalism (see sample form Appendix 1.4.1).
5. The teacher reviews authoring
techniques related to software to be used, e.g., how to move between scenes in Flash.
6. Students prepare and submit a
storyboard plan of their presentation.
7. Students prepare the
presentation and necessary handout materials.
8. The teacher monitors
completion of the feedback forms, reviewing them and adding his/her own comments
before giving them to the presenting team.
|
Task/Product |
Tools |
Purpose |
Achievement Chart
Categories |
|
Presentation plan in the form of a storyboard |
Checklist |
Formative |
Thinking/Inquiry |
|
Presentation of Venture Plan |
Rubric |
Summative* Formative |
Knowledge/Understanding |
·
Modify the presentation format for students who require an alternate
mode of presentation.
·
Provide peer tutoring for those students who may need the extra help.
·
Provide more detailed notes or instructions.
·
Reinforce all written instructions with verbal instructions.
Teacher-developed resources including handouts, worksheets, and activity
sheets
Samples of student exemplars
Operating Instructions and Manufacturer’s Equipment manuals
Computer Software user guides and tutorial exercises
Various samples of activity project work
The school library/resource centre
Print
Azarmas, Reza. Powerful
Multimedia Presentations: Interactive Video Production. USA: Wadsworth
Publishing Company, 1995. ISBN 0-53425416-0
Cohen, Sandy and Robin
Williams. Non-Designer’s Scan & Print Book. USA: Peachpit Press,
1999.
ISBN 0-20135394-6
D.K. Essential Computers. Essential Computers: Multimedia - Advanced
Presentations. USA: Dorling Kindersley, 2000. ISBN 0-78946851-4
Graham, Lisa. Principles of Interactive Design. USA: Delmar
Publishers, 1999. ISBN 0-82738557-9
Halverson, Margo. DesignSense for Presentations. USA: Proximity
Learning, 1999. ISBN 0967873606
Iuppa, Nicholas. Designing Interactive Digital Media. USA: Focal
Press, 1998. ISBN 0-24080287-X
Lehman, Carol M. Creating Dynamic Multimedia Presentations Using
Microsoft PowerPoint. USA: Course Technology, 1999. ISBN 0-32402537-8
Mayer, Richard. Multimedia Learning. USA: Cambridge University
Press, 2000. ISBN 0-52178749-1
Miller, Michael. PowerPoint 2000: I Didn’t Know You
Could Do That… USA: Sybex, 2000.
ISBN 0-78212787-8
Strauss, Roy. Managing Multimedia Projects. USA: Focal Press,
1999. ISBN 0-24080244-6
Vaughan, Tay. Multimedia: Making It Work. USA: McGraw-Hill
Professional Publishing, 2001.
ISBN 0-07219095-7
Williams, Robin and John Tollett. Robin Williams Design Workshop.
USA: Peachpit Press, 2000.
ISBN 0-20170088-3
Non-print Materials
Learn PowerPoint 2000, Goldhil Home Media. August 2, 2000. VHS Tape. Run
Time: 60 minutes.
ASIN B00004XMUR
Websites
Design Sense – http://www.designsense-cd.com/home.html
A graphic training program that teaches presentation design techniques.
Presentations – http://www.presentations.com/
Site contains information and tips to produce presentations.
Presenters University – http://www.presentersuniversity.com/
Site contains information and tips to produce presentations. Links to other
sites.
1. Introduction
Letter:
This briefly states why you are submitting/creating your plan and highlights
important information for the receiver.
2. Cover
Page:
This will set the stage for the reader. Include an attention-getting cover
page. Consider using your company logo and/or a picture of your product or
service. This page should include the following: Your name, Company name,
Address, Telephone number, Date, and may include, Fax number, E-mail address,
Website, Company logo, Picture of product or service in action.
3. Table
of Contents. This table should clearly outline the core sections and subsections of
your venture plan.
4. Executive
Summary:
This is the most important part of the business plan. You should grab the
attention of your reader and clearly state what your venture is about and why
it will be successful. It should include your business concept, how you will
differentiate your product or service from your competitors, legal structure,
progress to date of the company’s financial performance, and salaries for
employees.
5. Management
Organization: It should include possible jobs titles, a copy of your employee
résumés, explain the functions of yourself and all others involved in the
venture, any unfilled positions in the company.
6. Professional
Services:
Who are the key outside advisors to your venture (e.g., accountants, lawyers,
bankers, etc.)?
7. Target
Market Section: Include the size of the market for your product or service, your
possible competition and a comparison of service, price and quality.
8. Services/Products: What makes your
product/service unique; describe the benefits and features of your venture.
Walk through the process of creating your product or delivering your services,
and show your understanding of the process of producing your product or
delivering your service.
9. Pricing
Strategy: How you will price your product or service, establish a reasonable base
price that will enable you to make a fair profit as compared to the
competition.
10. Sales/Distribution Plan: Should include how you
will sell your product/service, how you will distribute your product/service,
your return policy, warranties, and support.
11. Advertising and Promotions
Plan:
How you will communicate your venture/service, advertising, public relations,
brochures, business card, website, etc.
|
Categories/Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding |
- demonstrates limited knowledge of goods and services to be offered
and market potential |
- demonstrates some knowledge of goods and services to be offered and
market potential |
- demonstrates considerable knowledge of goods and services to be
offered and market potential |
- demonstrates extensive knowledge of goods and services to be offered
and market potential |
|
Thinking/Inquiry |
- identifies strengths, assets, and potential weaknesses in a limited
way |
- identifies strengths, assets, and potential weaknesses to some
extent |
- identifies strengths, assets, and potential weaknesses to a
considerable extent |
- identifies all or almost all strengths, assets, and potential
weaknesses |
|
Communication |
- venture plan communicates intent with limited effectiveness |
- venture plan communicates intent with some effectiveness |
- venture plan communicates intent with considerable effectiveness |
- venture plan communicates intent with a high degree of effectiveness |
|
Application |
- applies prescribed structure and process in a limited way |
- applies prescribed structure and process to a limited extent |
- applies prescribed structure and process to a considerable extent |
- applies prescribed structure and process thoroughly |
Note: A student whose achievement is below Level 1 (50%) has not met the
expectations for this assignment or activity.
1) Getting Acquainted
·
Tell me about
yourself.
·
Have you had a
leadership opportunity at school, in the community, or at a job? Describe your
responsibilities?
2) Previous Work Experience
·
How did you get
along with your co-workers?
·
Did you have a
good attendance record at your job?
·
What do you think
your employer would say about your work?
·
What
characteristics would you like to see in a supervisor?
·
Describe a time
when you experienced pressure on a job. How did you handle it?
·
What have you
done that illustrates your initiative and willingness to work?
3) Education
·
Which course did
you like best in school? Why?
·
What future
education plans do you have?
4) Suitability and Work Style
·
Why do you feel
you should be our choice for this position?
·
Why did you
choose to apply for this job? Is this a career that you would like to follow in
the future?
·
What kind of
working environment do you prefer? Why?
·
What time
management skills do you have?
5) Personality and Human
Relations
·
What is your best
strength? Weakness?
·
What 4 words
describe you best?
·
Describe what kind
of people you might like to work with?
Student ____________________________________ Interviewed by: ______________________
|
Criteria |
Limited |
Satisfactory |
Good |
Excellent |
|
First Impression |
|
|
|
|
|
Dress |
|
|
|
|
|
Posture |
|
|
|
|
|
Manners |
|
|
|
|
|
Response to questions clear/accurate |
|
|
|
|
|
Communication Skills |
|
|
|
|
|
Knowledge |
|
|
|
|
|
Alertness |
|
|
|
|
|
Attitude |
|
|
|
|
|
Enthusiasm |
|
|
|
|
|
Sense of Responsibility |
|
|
|
|
|
Ability to conclude interview in a friendly and polite manner |
|
|
|
|
|
Applicant’s interest at the end of interview |
|
|
|
|
|
Overall impression |
|
|
|
|
Comments:
1) Work
Required: _________________________________________________
2) Staff
Contact: _________________________________________________
3) Work
Order Date: ________________________________________
Date Work Required: __________________
4) Graphics
or Video Projects:
Flyer: __________
Newsletter: __________
Ticket: __________
Presentation Setup: __________
Class: _____ Period:
_____ Time: _____
Video Taping:
__________
Class: _____ Period:
_____ Time: _____
5) Computer
Software/Hardware Services: (Describe briefly the nature of your request)
6) Specific Instructions: (Specify
any special instructions you have about any of the above requests)
Please return the bottom portion to the Communications Technology
Department upon completion of the Work Order.
Project Evaluation
|
Topic |
Excellent |
Good |
Satisfactory |
Needs Improvement |
|
Service Received |
|
|
|
|
|
Adherence to Instructions |
|
|
|
|
|
Product Quality |
|
|
|
|
|
Overall Experience |
|
|
|
|
Other Comments:
|
Categories/Criteria |
Level 1 (50-59%) |
Level 2 (60-69%) |
Level 3 (70-79%) |
Level 4 (80-100%) |
|
Knowledge/ Understanding |
- demonstrates limited knowledge of multimedia tools and resources |
- demonstrates some knowledge of multimedia tools and resources |
- demonstrates considerable knowledge of multimedia tools and
resources |
- demonstrates extensive knowledge of multimedia tools and resources |
|
Thinking/Inquiry |
- plans with limited regard for clarity of message |
- plans with some regard for clarity of message |
- plans with considerable regard for clarity of message |
- plans with a high level of regard for clarity of message |
|
Communication Uses written language to communicate a clear message |
- uses oral language with limited effectiveness - uses written language with limited effectiveness |
- uses oral language with some effectiveness - uses written language with some effectiveness |
- uses oral language with considerable effectiveness - uses written language with considerable effectiveness |
- uses oral language with a high degree of effectiveness - uses written language with a high degree of effectiveness |
|
Application |
- prepares limited variety of content |
- prepares some variety of content |
- prepares considerable variety of content |
- prepares extensive variety of content |
Note: A student whose achievement is below Level 1 (50-59%) has not met the
expectations for this assignment or activity.
Overview | Unit 4 | Course Profiles Main
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