Course Profile
Introduction to Information Technology in Business Grade 9
or 10 open, Catholic
Unit 4: Business Presentation: Presenting Ideas Using the New Media
Activity 1½Activity 2½Activity 3½Activity 4
Note that the
time allocation has been altered since Phase 1.
Unit Developer(s)
Toronto Catholic District School Board
Development Date: July 1999
Students examine the means by which business communicates, develop desktop and web publishing skills, and explore the power of electronic presentation tools. Students plan and produce both print and electronic communications that are suitable for a specific purpose and audience.
Ontario Catholic Graduate Expectations: 2c, 2d, 4b, 4c, 4f, 5a, 5f, 5g, 7b, 7i.
Strand(s): Information Management, Software Applications, Electronic Communication, Electronic Research and Ethical Issues
Overall Expectations: IMV.01X, .04X; SAV.01X, .02X, .03X; ECV.01X, .02X, .03X; C0V.03X.
Specific Expectations: SA2.01X, .02X, .03X; EC1.01X, .02X, .03X, .04X; EC2.01X, .02X, .03X, .04X; EC3.03X; EE3.03X, .04X; IM1.01X, .03X, .05X; SA1.03X; SA3.01X, .02X, .03X, C03.01X, .02X.
|
Activity 1 |
Communicating Information in Business |
150 minutes |
|
Activity 2 |
Publishing in Print |
375 minutes |
|
Activity 3 |
Web Publishing |
375 minutes |
|
Activity 4 |
Dynamic Office Presentation Tools |
225 minutes |
Teachers should ensure that the requisite software is accessible to students for the activities presented in this unit.
The delivery of this unit is predicated upon the assumption that students have acquired competency in the application of productivity tools and Internet skills.
· This unit provides students with opportunities to examine and/or apply a variety of communication tools. Activities in which students involved include the production of newsletters, brochures, web pages, and electronic presentations.
· Throughout the activities students should be reminded to update their glossaries and technical journals. Teachers check these for completeness at regular intervals.
· Where appropriate throughout this unit have students continue to develop their keying skills and monitor their own progress.
· planning sheets
· teacher observation
· worksheets
· checklists
· quizzes
· portfolio checks
· test
· evaluation of final products
For a complete list of resources see Unit 3: Knowledge Management: Accessing the Global Network of People and Information, Internet Resources
Kitto, Rick and Rob Scott. Internet Web Pages. London, Ontario: KS Publications, 1997.
See Appendix XXVIII - Video Resources, for a detailed list of video resources.
Time: 150 Minutes
This activity coalesces students’ knowledge of the ways in which business communicates information. Students begin by discussing the need for business to communicate, by identifying those with whom business communicates, and by distinguishing between internal and external communication. Students examine the methods used by business to communicate. Discussion focusses on the diverse methods available, with particular emphasis on electronic communication and the need to evaluate various criteria to determine appropriate means of communication for particular circumstances.
Ontario Catholic School Graduate Expectations:
Students will:
· listen actively and critically to understand and learn in light of gospel values;
· read, understand, and use written materials effectively;
· present information and ideas clearly and honestly and with sensitivity to others;
· think reflectively and creatively to evaluate situations and solve problems;
· demonstrate flexibility and adaptability;
· work effectively as an interdependent team member;
· respect the rights, responsibilities, and contributions of self and others;
· respect the environment and use resources wisely.
Strand(s): Information Management, Electronic Communication.
Overall Expectations:
· demonstrate an understanding of the information technology terms used in business. (IMV.01X)v
Specific Expectations:
· describe the tools used to communicate electronically in business (e.g., fax, e-mail, voice mail, bulletin board, discussion group, the Internet, Intranet, Extranet); (EC2.01X)v
· compare a variety of electronic communication tools in terms of their uses and benefits to business. (EC2.02X)v
· Teachers may wish to refer to one or more business communication texts. (See Resources for this activity.)
· At the conclusion of this activity, teachers may wish to invite someone from the school office administrative staff to speak to the class describing how he/she uses electronic communication tools or alternatively may arrange for students to conduct interviews.
No prior knowledge is required.
1.
Need for
Communication in Business
This activity begins with a class discussion
on the need for business to communicate. General questions which will be
explored are:
· With whom does business communicate?
· What type of information is communicated?
· What is the difference between internal and external communication?
·
Methods of
Communication in Business
The class brainstorms the various ways in which business communicates. Each method should be written on the board or on an overhead transparency. (Examples would include: face-to-face dialogue, letters, memos, brochures, flyers, telephone, fax, e-mail, voice mail, the Internet, Intranet, Extranet, and the mass media such as newspapers, magazines, radio, and television.) This brainstorming session is followed up by a discussion of the factors that would be considered in determining the means of communication to be used (e.g., nature of message, receiver/audience, urgency of message, costs, confidentiality, need for interaction). To illustrate these factors a number of scenarios could be presented to students for which they must determine the ‘best’ method of communicating the information and the rationale for choosing this method. For example, what would be the most appropriate method to relay the following information?
· inform employees of a meeting;
· demonstrate how a product works to a customer;
· let the public know of a national campaign to curb environmental pollution;
· make the public aware of the date of a clearance sale;
· advise an applicant to come in for a job interview;
· dismiss an employee;
· provide investment ‘tips’ to clients;
· make the public aware of product improvements;
· order inventory from a supplier;
· advise all personnel of the date of the company Christmas party;
·
Electronic
Communication Tools
Students complete a worksheet (see Appendix XX - Electronic Communication Tools) outlining how and why the following electronic communication tools are used: fax, e-mail, voice mail, the Internet, Intranet and Extranet. An example of the details students might supply is given below.
|
Electronic Tool |
Example of Information
Requested or Communicated |
Reason for Selecting Electronic
Tool |
|
Fax |
copy of sales slip urgently requested by customer |
Fast; allows for transmission of hard copy |
As a follow up, teachers should help students to draw conclusions about matching appropriate electronic tools with communication needs.
· completion of worksheet (IMV.01X, EC2.01X, EC2.02X)
· teacher observation (IMV.01X, EC2.01X, EC2.02X )
· As a supplemental project, students could research a business in the community to find out how a specific enterprise implements the use of electronic communication tools.
· Students could complete worksheet in groups.
· For further strategies see Accommodations (General), Page 7, Phase 1
Bamford, et al. Basic Business Communication 2nd ed. Whitby, ON: McGraw-Hill Ryerson, 1997.
Clark, et al. Business English and Communication 5th ed. Whitby, ON: McGraw-Hill Ryerson, 1996.
INTERNET 101 BASIC TERMINOLOGY
http://www2.famvid.com/i101/terms.html
GLOSSARY; INTERNET TERMINOLOGY
http://www.library.nwu.edu/iesca/glossary/interms.html
For a complete list of Internet resources, see Unit 3: Knowledge Management: Accessing the Global Network of People and Information, Internet Resources.
Time: 375 minutes
This activity involves a series of lessons in which the students are introduced to desktop publishing. They produce several documents using the features of desktop publishing software. Students learn to select the form of printed document that is most suitable for the intended audience.
Ontario Catholic School Graduate Expectations:
Students will:
· create, adapt, and evaluate new ideas in light of the common good;
· present information and ideas clearly and honestly with sensitivity to others;
· work effectively as interdependent team members;
· achieve excellence, originality, and integrity in their own work and support these qualities in the work of others.
Strand(s): Information Management, Software Applications, Career Opportunities
Overall Expectations:
· demonstrate an understanding of the Information Technology terms used in business; (IMV.01X)v
· electronically manage personal data and computer files; (IMV.04X)
· demonstrate the skills required to enter data by using appropriate keyboarding techniques; (SAV.01X)v
· demonstrate the use of basic functions and features of common business software; (SAV.02X)v
· produce documents that meet basic business standards and formats; (SAV.03X)v
· demonstrate an understanding of high school information technology programs designed for use in secondary schools. (COV.03X)v
Specific Expectations:
· define key information technology terms; (IM1.01X)v
· use current information technology terms appropriately; (IMI.03X)v
· demonstrate appropriate interpersonal skills when interacting with colleagues and peers in an information technology work environment; (IM3.05X)
· use correct keyboarding techniques; (SA1.03X)v
· explain the use of common business software; (SA2.01X)v
· use the common business software basic functions (e.g. create, save, update, print) and features (e.g. edit tools, fonts, justification, format tools, columns, hyperlinks); (SA2.02X)v
· follow written and oral instructions regarding the use of software applications (e.g. help menus, wizards, manuals); (SA2.03X)
· demonstrate an ability to select the most appropriate software applications for creating particular business documents; (SA3.01X)
· produce correctly formatted business documents; (SA3.02X)v
· use electronic references effectively; (e.g. dictionaries, thesauri, grammar checks, spell checkers) (SA3.03X)v
· identify the information technology programs available at their school; (CO3.01X)v
· determine the prerequisites for specific information technology courses; (CO3.02X)v
· demonstrate understanding of the importance of doing exemplary work and keeping examples of it for inclusion in resumes and portfolios that can be used in a future job search. (CO2.05X)v
· Teachers obtain a copy of the school's calendar or agenda book which lists scheduled events taking place at the school. Teachers may make arrangements with administration or student services to have the class produce documents that cater to their specific needs (e.g., invitations).
· Teachers provide the students with copies of the school's calendar of course selections.
· Ensure that the students have access to a desktop publishing program such as Microsoft Publisher or a word-processing program with desktop publishing capability.
· Establish criteria for the evaluation of the documents that the students will produce in this activity.
· Ensure that students have the newsletter file from Unit 3, Activity 5 for Teaching/Learning Strategy 4.
· Teachers are to have samples of the products that students will be developing in this Activity. See Teaching/Learning Strategy 1.
· Teachers may wish to prepare checklists of criteria for each product that is developed in this activity.
Students should have developed a satisfactory level of competency in keyboarding skills and acquired a working familiarity with a word processing program.
2. Teachers outline to the class the products that the students produce in this activity providing samples where possible.
· a business card
· a flyer
· a three-column newsletter
· a two-sided three-panel brochure
· The Business Card
Teachers demonstrate how to produce a personalized business card using either a template or wizard within a word processing or desktop publishing program.
· Flyer
Teachers demonstrate the organization of the desktop publishing program highlighting distinctive desktop publishing features (e.g., text boxes and graphic boxes). If available, teachers may choose to employ a projection panel for this demonstration. Teachers demonstrate how to:
· create text boxes and insert text;
· select appropriate font styles and font sizes;
· create graphic boxes and insert appropriate graphics;
· re-size and move text and graphic boxes.
Teachers provide students with information about an upcoming school event (e.g., parent/teacher interview, open house) and instruct students to prepare an invitation to the school event in an attractive business-like format. Students are informed that a sampling of student work is to be presented to the “client” group for whom the invitation is to be produced (e.g., administration, student services). The “client” makes a selection from the students’ submissions.
Students then begin the exercise to produce the one-page invitation.
· Newsletter – Planning and Development
a) Students examine their newsletter files from Unit 3, Activity 4. Then, using pen and paper they draft a layout for their newsletters.
b) Teachers demonstrate how to import files into a desktop publishing program and review layout and formatting features.
c) Students then work on the development of their newsletters. Students are encouraged to be creative and to seek personal solutions rather than uniform ones. Reinforce the use of proper keying techniques that were introduced in Unit 2.
· Three-Panel Brochures
a) This exercise involves the preparation of a three-panel brochure. Teachers may demonstrate the use of a wizard to assist in the development of the brochure and may introduce new features as is appropriate for the particular class.
b) Students design and produce a three-panel brochure – The School’s IT Program. This brochure describes the IT program that is offered within the secondary school, including course descriptions, pre-requisites, and teachers' names. Students refer to the school's course calendar.
· A Celebration of Productivity
Students post a selection of work on the bulletin board upon completion and place exemplary work in their portfolios. Encourage students to take their work home to show their families.
· checklist (SA2.02X, SA3.01X, SA3.02X)
· quiz (IM1.01X, IM1.03X, SA2.01X)
· teacher observation (SAV.01X, SA1.03X)
· portfolio check (CO2.05X)
· evaluation of the final products based upon criteria established at the beginning of the activity (SAV.01X, COV.03X, SA3.03X, CO3.01X, CO3.02X)
· Assign gifted students specific editing roles in the production of the students’ newsletters.
· ESL students could prepare a travel brochure based upon a popular tourist destination in their home countries. (See below for helpful Internet resources.)
· For further strategies see Accommodations (General) on page 7, Phase 1.
CIA WORLD FACTBOOK - provides statistical and descriptive data on virtually every country around the globe.
http://www.odci/gov/publications
TRAVEL WEEKLY
http://www.traveler.net/
WORLD FLAGS
http://www.adfa.oz.au/CS/flg/col/Index.html
GNN TRAVEL CENTRE
http://nearnet.gnn.com/gnn/meta/travel/index.html
IT'S A BEAUTIFUL DAY GRAPHICS
http://www.geocities.com/SiliconValley/Heights/1272/rainbow1.html
MICROSOFT CLIP GALLERY ALIVE
http://cgl.microsoft.com/clipgallerylive/default25.asp?ea=1
RELIGIOUS CLIP ART
http://www.silk.net/RelEd/clipart.htm
Every E. and R. Driscoll. Desktop Publishing: Practical Exercises. 2 ed. Don Mills, ON, 1997.
Porozony, G.M. Desktop Publishing: Design Basics & Applications. Don Mills, ON: Addison-Wesley, 1993.
See Appendix XXVIII - Video Resources, for a detailed list of video resource.
Time: 375 minutes
In this activity, students explore features of web pages to develop an understanding of good web page design. They practise using the basic commands of a web publishing program and develop a plan for a personal web page. Using available equipment and software and pre-determined criteria, students produce a multi-page web site with hyperlinks to other pages and Internet sites.
Ontario Catholic Graduate Expectations:
Students will:
· read, understand, and use written materials effectively;
· apply effective communication, decision-making, problem-solving, time and resource management skills;
· work effectively as interdependent team members;
· respect the rights, responsibilities, and contributions of self and others;
· accept accountability for their own actions;
· contribute to the common good.
Strand(s): Information Management, Software Applications, Electronic Communication
Overall Expectations:
· demonstrate an understanding of the information technology terms used in business; (IMV.01X)v
· demonstrate the use of basic functions and features of common business software; (SAV.02X)v
· produce documents that meet basic business standards and formats; (SAV.03X)v
· use electronic tools to communicate effectively with others; (ECV.02X)v
· demonstrate an understanding of the legal issues relating to electronic communication. (ECV.03X)
Specific Expectations:
· explain the use of common business software (e.g., word processing, database, spreadsheet, graphic, desktop publishing, web page software); (SA2.01X)v
· use the common business software basic functions (e.g., create, save, update, print) and features (e.g., fonts, justification, format tools, columns, menus, design and graphic tools, formulas, hyperlinks); (SA2.02X)v
· follow written and oral instructions regarding the use of software applications (e.g., help menus, wizards, manuals). (SA2.03X)v
· Determine the software that is available for web design and become familiar with its unique features and similarities with other software which is more familiar to students. Currently, the Ministry of Education has licensed Claris Home Page and Web Workshop.
· Determine resources available for digitizing pictures (e.g., scanner, digital camera) and downloading clipart (e.g., CD, Local Area Network shared folders, Internet)
· The web page assignment in this activity requires that students be given a list of criteria. Teachers may wish to use the information from Teaching/Learning Strategies 2 and 3 to assist them in preparing this list.
· For Teaching/Learning Strategy 2, the teacher may wish to consider a more structured activity that would require the use of a teacher-prepared rating sheet for web sites.
· Where the infrastructure and teacher experience exists, a teacher may wish to consider a class theme for the assignment in this activity and then have all of the students’ web pages integrated into ONE site. This site could be copied to a shareable folder on a network and then become accessible to all students in the class or school.
3.
What is a web page?
Teachers review terminology associated with the World Wide Web (e.g., URL, hyperlink) and during a class discussion, develop a description of a “web page”. See sample description below.
A web page is a digital document that contains graphics, text, and often other multimedia data, that is viewable by a browser such as Netscape or Explorer. Web sites are made up of one or more web pages which are “linked” together in a logical order. They contain related information that can be viewed in whatever order the user wishes.
·
Exploring the
features of Internet web pages
Have students launch a browser and visit the international school registry of web sites (Web 66 http://web66.coled.umn.edu/). Instruct students to explore school web sites and list features that make up a “good” web page and a “bad” web page.
Students should consider the following:
· speed of loading
· size of pages (too much scrolling is required)
· existence of author information
· existence of date of last update
· menu of options is consistent on every page
· clear links
· screen/font colours
· home button
When students begin to express added curiosity, teachers may demonstrate the View, Source command in the browser (click View, then Source). This command shows students the “coding behind the web page”. This coding, for most web pages, is known as HTML (Hypertext Markup Language). Refer back to Appendix XI - Anatomy of a Web Site Address. Although they are not to be given any instruction in HTML, students should be informed that they are using a program that converts documents into this form so that they can be read by browsers. Knowledge of HTML coding is useful when web designers wish to have more flexibility and control.
After approximately 40 minutes of exploring and listing information, have students contribute their findings during a class discussion. Summarize the information on the blackboard. Some of the findings should include:
· Pages with large graphics take too long to load.
· Pages with too much text can be difficult to read through.
· Good pages have information about who created them and when they were last updated.
· Good pages have clear headings in large fonts.
· It is helpful to have menus on every page.
· It is helpful to have a home button (link to first page) on every page.
·
Web Site
Planning – Students submit a proposal for teacher assessment
Have students prepare and submit a proposal for personal web pages. Proposals may be based on a topic of personal interest (e.g., Fashion, Cars, My Family, Recipes, My Resumé) or a contemporary theme selected by the teacher (e.g., multicultural school activity, social justice issue, Take Our Kids to Work Day™). The proposal should include a plan in written and flowchart form as in Appendix XXI - Guidelines for Student Web Site Plan.
Students should also be provided with a list of criteria to include in their plans. See below for an example.
All students web sites should include the following:
· a minimum of four pages
· three heading sizes
· two graphics per page
· one bulleted list
· one numbered list
· home buttons on every page
· footers on every page
· three Internet links
·
Demonstration 1:
Features of web design software
Use the example from Appendix XXI or some other theme of interest to demonstrate the techniques or commands listed below. Teachers may wish to emphasize commands and features that are similar to the commands of previously learned software.
Teachers demonstrate:
a) creating a new folder in which to save web site documents;
b) starting a new page;
c) inserting headings;
d) inserting text;
e) formatting text (e.g., font colour, style, alignment);
f) inserting and positioning images (e.g., shapes, lines, clip art, scanned or digital camera images if available);
Use this opportunity to emphasize common
Internet graphic types (i.e. .gif, .jpg).
g) creating bulleted and numbered lists;
h) use of different views available to edit and preview work (e.g., In Claris Home Page, Preview in Browser, Edit Page, Preview Page, Edit HTML Source).
·
Lab 1: Putting
the plan into action
a) Teachers return student plans and instruct them to begin development of their web pages. Teachers may want to meet with individual students who require further assistance with their plans before they begin to develop their web pages at the computers.
b) When possible during this time teachers demonstrate the use of equipment such as scanners and digital cameras (where available) to small groups of students.
·
Demonstration 2:
How to pull the site together
Use the previously started demonstration files from Strategy 4 to illustrate the following:
a) creating a hyperlink to another local page (in the student’s folder) from text and from a graphic; (Demonstrate the use of a “home button” which is a link that can be either text or a graphic.)
b) creating a hyperlink to an Internet web site from text and from a graphic.
·
Lab 2: Pulling
the site together
Provide students with time to complete their assignment by applying the link information from Strategy 6 above.
·
Web Site
Evaluation
Completed web assignments are evaluated. This could be structured as a combination of self-, peer- and/or teacher-evaluation.
· web site plan (SAV.03X)
· teacher observation (ECV.03X, SA2.03X)
· checklist (SAV.03X, ECV.02X)
· quiz (IMV.01X, SAV.02X, SA2.01X, SA2.02X)
· Invite peer tutors or gifted students to act as lab assistants during this activity.
· Simplify terminology or use everyday analogies to explain terminology.
· Reduce the complexity of the assignment to the learning capabilities of the students.
· Have gifted students explore existing web pages for more complex features to include in their web pages. Provide them with a leadership role where they integrate several students’ web sites to form a site which meets a school need (e.g., student council information, Chaplaincy Services)
· Provide gifted students access to an on-line tutorial on HTML.
· For further strategies see Accommodations (General) on page 7, Phase 1.
IT’S A BEAUTIFUL DAY GRAPHICS
http://www.geocities.com/SiliconValley/Heights/1272/rainbow1.html
MICROSOFT CLIP GALLERY LIVE
http://cgl.microsoft.com/clipgallerylive/default25.asp?ea=1
For a complete list of resources see Unit 3: Knowledge Management: Accessing the Global Network of People and Information, Internet Resources
Claris Home Page – Help Menu
See Appendix XXVIII – Video Resource, for a detailed list of video resources
Time: 225 minutes
In this culminating activity for Unit 4, students explore features of multimedia presentation software. They integrate these features and previously learned skills to plan and develop a multimedia presentation.
Ontario Catholic School Graduate Expectations:
Students will:
· read, understand, and use written materials effectively;
· create, adapt, and evaluate new ideas in light of the common good;
· think reflectively and creatively to evaluate situations and solve problems;
· examine, evaluate, and apply knowledge of interdependent systems (physical, political, ethical, socio-economic, and ecological) for the development of a just and compassionate society;
· apply effective communication, decision-making, problem-solving, time and resource management skills
· respect the rights, responsibilities, and contributions of self and others.
Strand(s): Software Applications, Electronic Communication
Overall Expectations:
· demonstrate the use of basic functions and features of common business software; (SAV.02X)
· demonstrate an ability to use electronic software to create presentations; (ECV.01X)
· use electronic tools to communicate effectively with others. (ECV.02X)
Specific Expectations:
· describe the basic functions of presentation software commonly used in business (e.g., text objects, quick art, chart/graphic tools, slide editor/sorter/lists); (EC1.01X)
· explain the purposes of presentation tools; (EC1.02X)
· select the presentation tools that are most appropriate for an assigned purpose and target audience (e.g. slides, animation, music); (EC1.03X)
· create an electronic presentation (e.g., kiosk display, assembly presentation, class project). (EC1.04X)
· Teachers determine what presentation software is available for this exercise. Currently the Ministry of Education has licensed HyperStudio and MP Express for use in Ontario schools. (This activity uses HyperStudio.) Teachers then prepare an example of a multimedia presentation to demonstrate to students. As the theme of the presentation consider a “Product Launching” for the presentation program you have available.
· Teachers prepare to demonstrate the integration of other productivity tools (word processing, graphics, spreadsheet and database) with the selected presentation software. Where clip art libraries (CD, network folders, Internet sites) are accessible demonstrate how they can be used with the presentation program.
· Teachers prepare a “tips” sheet to assist the students during this assignment. (Appendix XXIII- Tips to Help You With HyperStudio)
· Teachers prepare a list of criteria for the presentation assignment.
· If computer projection equipment or “broadcasting” software is available, teachers may wish to use it during this activity.
Students know how to use word processing, spreadsheet, graphics and data base programs.
4. Teachers use the “Product Launching” demonstration to introduce students to the presentation program available in the school. Include:
a) the purpose of the software;
b) some sample presentations;
c) unique features.
Teachers emphasize the similarities to previously learned programs (e.g., word processing, graphics, web publishing).
Note: The HyperStudio CD contains an excellent introduction that can be used for this purpose. See Resources below.
· Teachers repeat the above demonstration (or a much simpler version), but this time focus on the terminology of the program and how the presentation was created (e.g., buttons, sound, animation). The HyperStudio CD contains an excellent introductory tutorial for your reference.
· As an introduction , students produce a short presentation on a theme of personal interest. Teachers encourage students to explore unfamiliar features during this time. The following are some basic instructions to help students get started with HyperStudio:
a) Launch HyperStudio and select New Stack from the Home screen or File, New Stack from a blank screen. This will open the first card in your presentation.
b) Select Tools and drag the tool box to the side of the screen to facilitate its use.
c) Select Objects and choose Add a Text Object. Adjust the size of the object as necessary.
d) Double click the text box to open the Text Appearance dialog box. Select the font colour, size and style and background colour. Click OK.
e) Enter instructions into the text box on the first card.
f) Select Objects, Add a Button. From the Button Appearance dialog box, select the type of button, colours and text for the button (e.g., Go to next page). Click OK.
g) Position the button and then double click to assign an “action” to the button.
h) From the Action dialog box you may select from “Places to go” (e.g., next card) or “Things to do” (e.g., play a sound). Explore the choices and select appropriately.
i) From the Transitions dialog box, explore some of the transitions (e.g., Fade to Black) and select a transition. Click Done when finished.
j) Select Edit, New Card to create the next card.
Teachers observe students as they are developing their presentations and provide assistance where necessary.
· Teachers then provide students with an outline of the final product for this activity complete with evaluation form and rubric. The presentation theme is “A Guide for Grade 9 Students”. Appendix XXII outlines the suggested topics. Teachers may wish to assign specific topics to groups of students (e.g., School Rules and Policies, Special Events). See the following appendices:
· Appendix XXII – Multimedia Presentation Project
· Appendix XXIV – Multimedia Project Evaluation
· Appendix XXV- HyperStudio Presentation Project Rubric
· The students complete this activity by presenting their projects to the class. (Use projection equipment or broadcast software where available.)
· checklist of skills inventory (EC1.01X, 02X, 03X, 04X)
· terminology quiz (EC1.01X, 02X, 03X, 04X)
· teacher observation (EC1.01X, 02X, 03X, 04X)
· multimedia presentation project (EC1.01X, 02X, 03X, 04X)
· Pair up a stronger student with a weaker student.
· Students who complete the project quickly may act as peer tutors.
· Adjust the major project to make it less complex (e.g., fewer pages, graphics, and buttons)
· For further strategies see Accommodations (General) on page 7, Phase 1.
HyperStudio Reference Manual and Tutorial Book (pdf format)
Tutorial Program (HyperStudio format)
on Windows Program Resource CD HyperStudio
Distributed by Ontario Ministry of Education
(contact your Board representative)
HYPERSTUDIO PROJECT RUBRIC
http://memorial.sdcs.k12.ca.us/LESSONS/WWII/WWIIunit/HyperStudiorubric.html
CLASSROOM PROJECTS - Projects for ClarisWorks, Hyperstudio, and Web Page Design
http://www.sv400.k12.ks.us/tips/projects.html
Cram, Carol M. World Wide Web. Cambridge, MA: Course Technology, 1997.
Kitto, Rick and Rob Scott. HyperStudio. London, Ontario: KS Publications, 1998.
Norton, Peter. Essential Concepts, 3rd ed. New York: Glencoe/McGraw-Hill, 1999.
OBEA Winter 1999, Fall 1998 Resource Books Vol. 19 & 20.
Pitter, Keiko, et al. Every Student’s Guide to Life on the Net. Boston: Irwin McGraw-Hill, 1998.
HYPERSTUDIO TRAINING VIDEOS - OSAPAC has purchased a license for training videos for HyperStudio; duplicating masters have been shipped to school boards (announced on site listed below).
http://www.haltonbe.on.ca/OSAPAC/osapacE.html
See Appendix XXVIII - Video Resources, for a detailed list of video resources.
Continue to Unit 5 | Back to Unit 3 | Back to Course
Profiles main menu