Innovative teacher - handbook - Alexandru Ioan Cuza …consilr.info.uaic.ro/uploads_lt4el/resources/docengI... · Web viewis the information based upon a sound empirical research

I*TEACH METHODOLOGY HANDBOOK

PART 1: Table of content

Introduction..................................................................................2

Why is such a handbook needed....................................................2

The I*Teach project........................................................................4

Which is the target audience..........................................................4

What is its goal................................................................................4

ICT-Enhanced skills.....................................................................4

What were they and how were they identified.............................4

Information skills.........................................................................5

Working-on-a-Project Skills........................................................5

Working-in-a-Team Skills..........................................................5

Presentation skills........................................................................6

Written presentation........................................................................6

Oral presentation.............................................................................6

Web presentation..............................................................................6

Active learning..............................................................................7Why is active learning important..........................................................7

Methods of active learning promoting enhanced ICT skills.................7

Project-based learning....................................................................7

Problem-based learning.................................................................9

Main barriers for applying active learning.........................................11

I*Teach methodology.................................................................12

Conclusions..................................................................................16

What benefits and outputs could you expect..............................16

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-2

Innovative Teacher style of teaching

In this chapter: Introduction ICT-Enhanced skills

o Information skillso Working-on-a-project skillso Working-in-a-team skillso Presentation skills

Active learningo Main barriers for applying active learningo Why is active learning importanto Methods of active learning promoting ICT-

Enhanced skills I*Teach Methodology

INTRODUCTIONWhy is such a handbook neededThe aims and goals in secondary education stipulate that our pupils must acquire a variety of skills related to ICT. Since the eighties ICT has emerged in the classroom and in the personal lives of the pupils. That asks for general ICT skills, the first group of required ICT-skills. Pupils must have basic proficiency in file systems and file management, operating systems, office applications, and the web. In some European countries these skills are officially taught up to the level of the European Computer Driving License (see also http://www.ecdl.com ).

The second group of the required ICT-skills is course-related and is embedded in the subject matter. You can think of solving quadratic equations in math, applying a mathematical ICT-program like Matlab or Mathematica. In geography pupils can use Geographical Information Systems, or demographic databases, or even Google Earth.

Modern education is increasingly based upon active and pupil centered learning. As a consequence of that active, independent learning style a special group of skills is becoming more and more important. These so called ‘soft skills’ are the abilities of pupils connected to the proper fulfillment of their active, independently executed learning tasks. We mention the four skills that we regard as most important ‘soft skills’: information searching skills, presentation skills, team working skills, and project working skills. It is an

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http://www.ecdl.com/

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-3interesting development that nowadays these ‘soft skills’ are also related with ICT, the third group of required ICT-skills. In the following we will focus on this third group of ICT-skills.

In the last decade the personal use of ICT by pupils has grown exponentially, at home, at school, at the library, at the internet café. And with that growth the need for the acquisition of the abovementioned three groups of ICT-related skills increased accordingly. The extent of ICT use may vary in the different European countries, the growth is enormous all over the continent. The acquisition of ‘soft skills’ in relation with ICT is the newest development in this respect.In acquiring their ‘soft skills’, and in performing their tasks related to those soft skills, pupils are using ICT. So, the acquisition of soft skills, and the soft skills themselves, are influenced by the mere existence of ICT. The way ICT acts upon the soft skills is too important to neglect or to be left to self exploration by pupils. Educational professionals must now seize the opportunity to incorporate the proper use of ICT in the (acquisition of) soft skills. Thus the soft skills themselves will benefit from the ICT. Therefore, we will refer to those skills as ICT-enhanced skills.

The enhancement of the soft skill by the use of ICT can be threefold. In the first place the acquisition of the skill can be facilitated. The task is done simpler, easier, quicker. As an example you can think of the ability to write a report as a team. Without the proper use of a suitable ICT tool this is a tedious task. Assembling parts, annotations, peer remarks, different versions, lay out, all these very important aspects of collaborative writing are very difficult in a pen-and-paper world. The second possible enhancement is the possibility of deepening the performance of the skill. For instance, making a professional multimedia presentation with text, sound, images, movies, animations (collected from all over the world) is unthinkable without ICT. The presentation skill therefore can be deepened in performance by using ICT. And finally, the third enhancement is the chance (and challenge) to broaden the skill. With respect to the collaboration skill ICT offers the possibility to collaborate on an international and intercultural level which extends the possibilities of a classroom.

Profitable and proper use of ICT in ‘soft skills’, both in acquiring the skill and in fulfilling tasks related to the skill, doesn’t come easy. It requires a sound methodological approach. This handbook aims at offering that approach.

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The I*Teach projectIn response to the identified needs for skills and competences relevant to the knowledge-based economy and the independent life-long learning the I*Teach (Innovative Teacher) project has been launched in the autumn of 2005 with the goal of developing a set of practical methodologies, approaches and tools targeted at day-to-day use by teacher trainers and teachers. The project addresses the forth call priority “Continuous training of teachers and trainers” in the Leonardo da Vinci programme Call 2005-2006.It is expected that the results of the project will contribute to the practical acquisition of the ICT-enhanced skills as identified above by means of the most appropriate active learning methods. The idea behind writing this handbook was to offer practical methods and methodological tools for design, development, and use of

learning activities learning assignment assessment & evaluation methods

for supporting students in building IC- enhanced skills and competences.

Which is the target audienceThe book is addressed to: teacher trainers in ICT from universities and teacher training institutions

(pre-service and in-service) teachers (both pre-service and in-service) in ICT-related subjects within

vocational school settings, in specialised secondary schools (e.g. mathematical gymnasia), vocational training centres/organisations, or HRD-departments in the business enterprises

Potential users are also teacher trainers and teachers in other subjects who are willing to apply ICTs in their subject domains.

What is its goalThe goal of the handbook is to provide teacher trainers and teachers with a methodology about teaching and acquisition of the identified ICT-enhanced skills through offering them practices in designing and developing meaningful and motivational authentic learning scenarios (projects, challenges, activities, assignments, and assessments).

The Methodological Handbook and the associated teacher training curriculum, software instruments, and online content repository of learning tasks and materials will hopefully promote innovative training opportunities to teachers and trainers both as new methods of teaching and learning facilitation of ICT- enhanced skills, and as training/learning delivery opportunities for their continuous professional development.

ICT-ENHANCED SKILLSWhat were they and how were they identified A wide audience of teacher trainers, pre-service and in-service teachers has been interviewed by a specially developed questionnaire, disseminated through an educational web-site [2], via e-mail and by direct contact. The

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-5results have been analysed and summarised. The findings have been discussed with colleagues from Netherlands, Germany, Italy, Poland, Romania, Lithuania and Bulgaria and a conclusion has been reached for the existence of common needs throughout Europe, with regard to teaching and learning soft skills related to:

information presentation working on a project working in a team

At the same time the acquisition of ICT skills could be interweaved in a natural way with the four mentioned above skills thus giving the notion of ICT-enhanced skills as it will be used throughout this handbook.

INFORMATION SKILLSWe call Information skills:

“The ability to collect and process the appropriate information properly, in order to reach a preset goal”.

The following sub-skills have been identified as necessary for building Information skills:

1. ability to determine the information problem2. ability to determine the relevance of the various information sources3. ability to search systematically by application of relevant searching

techniques4. ability to localize and acquire the found information5. ability to evaluate the found information and (if necessary) to readjust

the search6. ability to process the found information effectively, in order to reach

the preset goal7. ability to use the found information ethically and legally

WORKING-ON-A-PROJECT SKILLSThe following sub-skills have been identified as necessary for building skills for working on a project:

1. ability to identify tasks and subtasks2. ability to make a planning3. ability to divide tasks4. ability to communicate internally5. ability to communicate externally6. ability to keep track of the progress7. ability to integrate results8. ability to use the proper tools properly

WORKING-IN-A-TEAM SKILLSThe following sub-skills have been identified as necessary for building skills for working in a team:

1. ability to communicate internally2. ability to communicate externally3. ability to give feedback4. ability to receive feedback5. ability to resolve conflicts6. ability to support the team loyally, as a good colleague

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BY “INFORMATION SKILLS”WE MEAN

The ability to collect and process the appropriate information properly, in order to reach a preset


7. ability to take responsibilityThe communication in 1 & 2: includes written and oral communication, face-to-face and virtual communication, intercultural communication, reports and short notes.

PRESENTATION SKILLSUnder Presentation skills we understand:

“The ability to present information.”

The following sub-skills have been identified as necessary for building Presentation skill:

1. ability to order and select information2. language proficiency3. ability to build up a presentation4. ability to design a presentation5. ability to account for information6. ability to use the proper tool properly

Three sub-domains have been identified with specifics of the presentation skills.

a. Written presentationb. Oral presentationc. Web presentation

Here follows a specification of the presentation skills per domain:

Written presentation1. ability to order and select information2. command of the language3. ability to build up a report4. ability to lay-out a report5. ability to make correct references and citations6. ability to use a word-processor properly

Oral presentation1. ability to order and select information2. fluency in the language3. ability to build up an oral presentation4. ability to design an oral presentation5. ability to make correct references and citations6. ability to use a presentation tool properly

Web presentation1. ability to order and select information2. command of the language3. ability to build up an web presentation4. ability to design a hyper structure5. ability to make correct references, citations, and links6. ability to use a web publishing tool properly7. ability to select and use multi media

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BY “PRESENTATION SKILL” WE MEAN Ability to present information


ACTIVE LEARNINGA selection of pedagogical theories, methodologies and practices for teaching Enhanced ICT-skills has been discussed both electronically and face-to-face by the I*Teach project partners. On that base the active learning methods have been identified as the most appropriate instructional approaches related to the effective teaching of the selected ICT-enhanced skills. The definitions on the web include the following key-words related to active learning:

Carefully constructed activities which range from groups of students discussing material during a calculated pause in a lecture, to role-playing, case studies, group projects, and seminars.

It is about learning by doing, performing, and taking action. The action can be either mental (e.g. reflection) or physical (e.g. case study). It uses such devices as games, simulations, introspection, role playing.

In active learning, students are much more actively engaged in their own learning while educators take a more guiding role. Related terms/concepts include: experiential learning, hands on learning.

Systematic process of reflection on action, for the purpose of developing skills and competencies

Active learning involves reading, writing, discussion, and engagement in solving problems, analysis, synthesis, and evaluation. Active learning is also known as cooperative learning

Why is active learning importantI hear and I forget. I see and I remember. I do and I understand."

Confucius Some cognitive research has shown that a significant number of individuals have learning styles best served by pedagogical techniques other than lecturing. As Chickering and Gamson (1987) suggests, in order to be actively involved students should not only listen but also read, write, discuss, or be engaged in solving problems. Most important, they should be engaged in such higher-order thinking tasks as analysis, synthesis, and evaluation. Using active learning techniques in the classroom is found vital because of their powerful impact upon students' learning. Several studies have shown that strategies promoting active learning are superior to lectures in promoting the development of students' skills in thinking and writing. Developing skills, identified by the I*Teach project as Enhancing the ICT skills, is in harmony with objectives of active learning.

Methods of active learning promoting enhanced ICT skillsPROJECT-BASED LEARNINGProject-based Learning (PBL) is a model of carefully designed learning activities that are long-term, interdisciplinary, student-centred, and integrated with real-world issues and practices.The goal of a project (defined as an in-depth investigation of a topic worth learning) is to learn more about a topic rather than to seek the right answers to Innovative Teacher

IMPORTANTIn order to be actively involved students should not only listen but also read, write, discuss, or be engaged in solving problems.

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-8questions posed by the teacher. In PBL classrooms, students work cooperatively with their classmates over a sustained period of time to solve problems and ultimately present their work to an outside audience. This final project might be a multimedia presentation, a play, a written report, a web page or a constructed product.Some powerful components of PBL include:

Relevance PBL provides learning experiences that involve students in complex, real world projects with which they develop and apply skills and knowledge. Course content is more meaningful because it is based on real world learning and students can look at their work in a way that is interesting to them.Challenge PBL encourages students to solve complex, authentic problems. They explore, make judgments, interpret, and synthesize information in meaningful ways. Examples of such projects are: creating plans for an “ideal school,” complete with curriculum, job descriptions, floor plans, criteria for hiring and rationales for each.Motivation PBL recognizes that significant learning enhances students' innate desire to learn, their capability to do important work, and their need to be valued. When students have the opportunity to be in control of their learning, its value to them is increased. The opportunity for choice and control, as well as the chance to collaborate with their peers, also increases their motivation.Interdisciplinarity PBL requires students to use information from several disciplines to solve problems. In almost every PBL enterprise, students work on assignments that link disciplines. Authenticity PBL engages students in learning information in ways that are more like the ways adults are asked to learn and demonstrate knowledge. For example, real-world, authentic implications are clear when students complete an English assignment such as creating brochures that publicize their school.Collaborativeness PBL promotes collaboration between students and between students and teachers; in many cases collaboration extends to the community. All disciplines recognize the importance of students working collaboratively as a means of enriching and expanding students’ understanding of what they are learning.Fun Students enjoy Project-based Learning! Teachers who use PBL talk about students who are eager to come to school.

Savoie and Hughes describe the PBL process in the following steps:1. Identify a problem suitable for students.2. Connect the problem with the students’ world.3. Organize the subject around the problem/project, not the discipline.4. Give students the opportunity to define their learning experience and

planning to solve the problem.5. Encourage collaboration by creating learning teams.6. Expect all students to present the results of their learning with a

project or performance.PBL is not an add-on, but an integral component of learning. As teachers increasingly instruct groups of children with different learning styles, diverse

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IMPORTANTThe importance of a project is the experience of doing it.


backgrounds, and varying ability levels, PBL offers a direct approach to learning that can help all students achieve. With roots in constructivism, PBL is grounded in the work of psychologists and educators such as Lev Vygotsky, Jerome Bruner, Jean Piaget and John Dewey. Constructivist learning is based on students’ active participation in problem-solving and critical thinking regarding a learning activity that they find relevant and engaging. The groundwork is set for students to be in control of their own learning and to construct their own meaning from a wealth of sources. The pupil learns by thinking about problems and trying to solve them. The importance of a project is the experience of doing it, not the end result. As they say: Teacher is guide on the side rather than sage on the stage. The teacher and students provide formative evaluation and possibly with the help of others - the summative (final) evaluation. Examples of rubrics for evaluating projects are given in the Appendix 3.4.2. Evaluation of written presentation - research project You could find additional information on rubrics at the following sites:

http://tutor.petech.ac.za/EducSupport/examples1.htm

PROBLEM-BASED LEARNINGThe Problem Based Learning is an individual or group activity that goes on over a period of time, resulting in a product, presentation, or performance. It typically has a timeline, milestones, and other aspects of formative evaluation as the project proceeds. Typically the Problem Based Learning has milestones and other aspects of formative evaluation as the project proceeds. The essence of problem-based learning is that it is a group approach encouraging a self-directed and independent learning. The approach is based on providing a problem or issue usually encountered in everyday organizational life. Students have a significant voice in selecting the content areas and nature of the projects that they do. They are expected to explore the nature of the problem, analyse the issues, and use relevant theoretical frameworks to research possible solutions, dilemmas and conflictions. There is considerable focus on students understanding what it is they are doing, why it is important, and how they will be assessed. Indeed, students may help to set some of the goals over which they will be assessed and how they will be assessed over these goals. All of these learner-centered characteristics the Problem Based Learning contribute to learner motivation and active engagement. A high level of intrinsic motivation and active engagement are essential to the success of this approach. You might ask: What evidence do we have that increasing the emphasis on a lesson being student centered leads to better quality education? From the student point of view the Problem Based Learning: is learner centered and intrinsically motivating. encourages collaboration and cooperative learning. requires students to produce a product, presentation, or performance. allows students to make incremental and continual improvement in their

product, presentation, or performance. Innovative Teacher

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-10 is designed so that students are actively engaged in "doing" things rather

then in "learning about" something. is challenging, focusing on higher-order knowledge and skills.

From the teacher point of view the Problem Based Learning: has authentic content and purpose. uses authentic assessment. is teacher facilitated—but the teacher is much more a "guide on the side"

rather than a "sage on the stage." has explicit educational goals. is rooted in constructivism (a social learning theory) and gives careful

consideration to situated learning theory. is designed so that the teacher will be a learner, learning from and with the

students.

The method involves seven major steps1. Understanding the situation/clarifying the

terminology/clarifying the conceptsThe teacher and the group read the scenario/problem; the teacher then asks if any of the group do not understand any of the vocabulary in the scenario/problem.2. Identifying/formulating the problem The teacher asks the group to identify what they think the scenario/problem statement is about. At this stage, students may be clueless about the depth of the knowledge inherent in the statement but this will become clearer as the process continues. Some of the answers therefore may be naïve or ignorant but this does not matter. The educator must resist the temptation at this point of stepping in and offering any form of knowledge transmission!3. Analysing and brainsorming, suggesting possible

causes (hypothesizing)A brainstorm session is held to ascertain what is known (or is believed to be known) about the subject matter by any of the students at this point in time.4. Systematic analysis of the problem, connecting

problems with causes Discuss the key issues that have been discussed. The teacher ensures that a clear list of what is known, what is unclear and what needs to be investigated in more detail is established. This is designed to help the group understand the issues surrounding the scenario/problem.5. Deciding what type of information, ICT-enhanced

skills, learning goals, and competencies are needed

The group agree on their learning objectives and the tasks that they will have to carry out before the next meeting.6. Studying/task performing/obtaining information Individual Study - members of the group collect the information identified in step 5. There is a choice of two routes here - either each student should tackle his or her own learning objectives, or each student covers all the learning objectives. The latter is more time consuming and may be off-putting for students and avoid inculcating the collaborative team based

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5 ALMOST IDENTICAL CHARACTERISTICS The problem comes first -

before any other information.

The problem is presented realistically.

Subject matter is organized around problems rather than disciplines.

Students drive their own learning.

Students work in small group.

http://otec.uoregon.edu/learning_theory.htm#Situated%20Learning

http://otec.uoregon.edu/learning_theory.htm#Constructivism


learning experience. However, the former option may result in gaps in an individual's knowledge and understanding. The teacher can provide a list of references to help guide students in their line of investigation.7. Evaluation/result/Apply the informationThe group meet for the second time. The Teacher asks to read out the learning objectives and each student has the opportunity to present their research to the rest of the group. It is suggested that this can be done either formally, i.e. in turn, or through questions.This method is very similar to the Project-based Learning and was developed in the early 1970s in medical schools. Howard Barrows, professor at the medical school of McMaster University in Canada, recognized that Dewey’s theory could apply to his medical students who were frustrated with traditional lectures. Barrows developed a set of problems that went beyond traditional case studies: he required the students to research specific situations, develop appropriate questions, and come up with their own answers.

Main barriers for applying active learningEducationalists are aware of the common barriers to instructional change, including the powerful influence of educational tradition; faculty’s self-perceptions and self-definition of roles; the discomfort and anxiety that change creates; and the limited incentives for faculty to change.

But certain specific obstacles are associated with the use of active learning including limited class time; a possible increase in preparation time; the potential difficulty of using active learning in large classes; and a lack of needed materials, equipment, or resources.

Perhaps the single greatest barrier of all, however, is the fact that the efforts of the teachers to employ active learning involve the risks that:

students will not participate. students will not use higher-order thinking. students will not learn sufficient content.

That the teachers will feel a loss of control, lack necessary skills, or be criticized for teaching in unorthodox ways. Each obstacle or barrier and type of risk, however is worth overcoming.

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IMPORTANTEach obstacle or barrier and type of risk, is worth overcoming.


I*TEACH METHODOLOGYTHE IDEAThe I*Teach methodology proposes is based on Project and Problem based learning methods.The methodology idea is: to build ICT-enhanced skills is done through continuous, repeatable and gradually accumulated experiences and expanded activities leading to concrete goals by performing specific tasks in different context. The goals expected to work on some core skills and to be a challenge for the students and coming from a real live - not just a problem for somebody in the world. As in real live necessary skils to go to the final goal are complementary. That is why the idea of methodology is that ICT-enhanced will be build interweaving during the path to the goal.The I*Teach methodology tries to find the balance between the full freedom (involving the risk of being lost in the jungle) and the full direction (following your master by leash and not being let to explore the environment).Educational scenarios are foreseen as a methodological framework.

SCENARIOThe scenario is a composition of tasks in the context of an active learning environment leading the students to a general goal (producing a specific product) via a path (working/learning process) traced by milestones (intermediate objectives/ stages of the product development). At each milestone pupils are expected to have finished a concrete stage of the product development and mastered a concrete skill.By passing along the set of milestones the students/pupils would hopefully build up a set of ICT-Enhanced Skills naturally interweaved with predetermined teaching objectives. Each stage/phase could be completed by completing a task or list of tasks.Certain fragments (phases and tasks) are given in variants so that the teacher could provide their students/pupils with a flexible choice.Depending on age and experience of student/pupils:

when I*Teach methodology is applied with smaller or less experienced pupils milestones could be established frequently.

when I*Teach methodology is applied in class with bigger or more experienced pupils milestones could be established rarely.

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I*TEACH METHODOLOGY Continuous, gradually accumulated experiences. Students meet concrete objectives by performing specific tasks in different contexts.Methodological framework – Educational scenarios

SCENARIOA composition of tasks

In the context of an active learning environment

Leading the students to a general goal (producing a specific product)

Via a path (working/learning process) traced by milestones (intermediate objectives/stages of the product development)


TASKThe task is a building element of a scenario. Performing concrete task student/pupil will work on concrete skill(s) or sub-skill(s). Describing the scenario as composition of tasks ensuring reusability in different contexts. Task is consequence of activities with concrete outcomes.Depending on age and experience of student/pupils:

in case of work with smaller or less experienced pupils list of tasks could be spited in more activities (more detailed description of path which pupil should go).

in case methodology is applied in class with bigger or more experienced pupils tasks could be in more activities (more detailed description of path which pupil should go).

HOW TO APPLY I*TEACH METHODOLOGYTo apply I*Teach methodology, first you need to apply active learning methods. In our view (see Figure 1): Learning situations should recall problems and methodologies adopted in

professional contexts. Authentic tasks should be presented, combining two different approaches (see Figure 4):

o tasks of interest for the students; o task allowing to connect with the extra-scholastic world.

Activities should be flexible enough to allow their adaptation (to some extent) to different time needs, learning difficulties, abilities involved, .... This is needed for the development of project working abilities at different levels of complexity (see Figure 5)

Activities should suggest interdisciplinary connections and collaboration, to be representative of actual project working, where usually it is required to integrate different capabilities and competences (see Figure 6).

Suitable scaffolding should be provided, and should be adapted to the students’ level of performance. Scaffolding is a metaphor introduced by constructivist researchers, and refers to the student-teacher interactions that produce learning [Wood, Bruner, & Ross 1976]. Scaffolding is related to Vygotsky’s studies about the zone of proximal development, that is the zone between what someone can do by himself, and what someone can do with the expert’s help [Vygotsky 1978]. In practice, scaffolding refers to all kinds of stimuli, suggestions, supports intentionally aimed to help students to tackle a task [Jonassen, Mayes & McAleese 1993]. Scaffolding is crucial in supporting students to become an active part in constructing learning [Rasku-Puttonen, Eteläpelto, Arvaja & Häkkinen 2003]: all activities, and tools provided to carry out them, should be organised taking into account this fact. Examples of scaffolding tools aimed to facilitate the learning of project working abilities are given in Table 1; different types of scaffolding are considered, together with examples of possible developments and tools.

Activities should be clearly presented to students, in order to increase motivation, connect the work to previous knowledge, prevent disorientation. The teacher must describe objectives, prerequisites, abilities and content expected to be learnt as a result of the work, and he-

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TASK Building elements of a

scenario Working on concrete

skill(s)/sub-skill(s) Ensuring reusability in

different contexts


she must give any information about time needed, tools provided, overall organisation, task to be completed, and evaluation.

Activities should integrate the learning of specific competences (content, methods and tools) with that of working in a project, that is to handle and articulate a problem, to actively participate, with different roles, into planning, monitoring, evaluating and adjusting its execution, taking into account views and contributions of all involved into the project. This includes (group) evaluation, self-evaluation, reporting activities, collections of good practice, discussions, organisation in subtasks of a complex work, …

Figure 1. Characteristics of an activity

Figure 2. Examples of learning situations

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Presentation

Authentic task

Teacher’s and tools Specific topic learning

Interdisciplinarity

Collaboration

Project working

Activity

Introduced by

Suggests

Encourages

Based on

Supported by

Fosters

Example

Aim: To increase motivation, by proposing, within the learning of a well defined topic, tasks of real interest

ProblemsCreation and maintenance of the school journal, or of a forum on a topic of interestCreation and maintenance of the school web siteEvaluation of usability of a web sitePeer review activity


Figure 3. Examples of different approaches to the development of a project working ability

Figure 4. Examples of project working oriented activities that require collaboration and involve various disciplines

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Example

Aim: To help students acquire capabilities of integrating results

Problem Prepare an electronic presentation on application software, with particular reference to electronic presentations and spreadsheets. Use as operative examples ppt and excel respectively. Your presentation is oriented towards beginners, non-technical people.

Method 1 (Initial level). Students are given two or three presentations referring to the topics of interest and are required to build their presentation starting from them

Method 2 (advanced level). Students are required to look for material on the web (given a list of websites), select valuable material, and build their presentation starting from them. A discussion of the selection criteria completes the work.

Example 1

Aim: To help students acquire cognitive and metacognitive capabilities of envisioning a problem in its whole, recognising the different aspects, understanding their mutual dependences, planning a solution; social capabilities of learning from each other, integrating different view, …

ActivityPrepare a presentation about ‘The house in ancient Rome’, analysing the problem from both the historical and the architectural points of view

Example 2

Aim. To help students identify similarity and differences of situations, work out common methodologies, plan a negotiated solution

Activity

Individual workPrepare an annotated sitography about ‘web resources for learning English’Prepare an annotated sitography about ‘Web resources for learning French

Work in pair: Read and comment the sitography prepared by your mate. Devise a common procedure for preparing an annotated sitography about ‘Web resources for learning a foreign language’

Classroom discussion Can the proposal be extended to learning other languages? Is the proposal apt to students of different languages and cultural backgrounds? ..


I*TEACH TOOLS You could apply I*Teach methodology just following it core idea. You could use your own description of your practices or even without description. In the beginning this seams to be the most natural application.When you test in practices one and like it, may be you will like to share your experience with your colleagues, or even for your use later or in different situation with some modifications as well as to generate later new scenarios from already available tasks we propose you to use some of the I*Teach tools.One type of tools are scenarios and tasks description templates. The scenario description template is presented in Appendix 1. The task description template is presented in Appendix 2. Working with template you will look carefully which ICT Enhanced skills you could build together with your main goal. Using them you could suggest to your pupils different tasks and scenarios so they to work on different ICT Enhanced skills you would like they to build. In such a way together with them you could prepare for each you pupil the ICT Enhanced skills portfolio.

Second type of tools you could use to generate easily tasks and scenario in I*Teach template are XML Tools, helping you during your work with task and scenario template in Office application and preparing them in form shareable to the other Innovative Teacher.

When you would like to share your experience with your colleagues applying I*Teach methodology, then you could go to the I*Teach repository, which is a third type of tools we would like to propose you.

The I*Teach repository could be use from the experience users to put their scenarios and tasks as well as from the beginners to find there suitable, tested and already approved in practice examples how to start Appling I*Teach methodology.

CONCLUSIONSWhat benefits and outputs could you expect By mastering the ICT-Enhanced skills, which integrate the competences of using ICT and of possessing important soft skills, the students and trainees will be equipped with means to work successfully in the context of knowledge economy and life long learning. Since these skills are considered important from an employability perspective and are interdisciplinary in their nature, the people who possess them will have higher chances for employability and will be able to adapt to the increasing job performance requirements and problem solving contexts.Through the products and training/learning mechanisms, developed set of skills and competences, important for the labour market and for life long learning are promoted. The methodology and the sample curriculum developed within the project will allow a very flexible and adaptive approach with respect to when and how to integrate the teaching of these skills within different forms of training (initial or continuous) and curriculum settings. The very essence of the concept of enhanced ICT skills is closely linked to the process of consolidation of technological and organisational change by

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-17equipping the people with the skills needed to successfully carry out both changes and thus, be capable to work towards their integration.The addressed ICT enhanced skills equip the trainees with integrated abilities to effectively apply technology skills and soft skills in resolving real work problems within professional and business settings. This set of ICT enhanced skills reinforces and stimulates the abilities of the people who possess them to think and work innovatively and adaptively to the fast changes in their work environment. Both the acquisition of the ICT enhanced skills themselves and the way of their teaching to the learners by using the developed methodology and the associated products and tools, increase the personal competitiveness, entrepreneurship, and inventiveness of the trained people, thus contributing to the leverage of the business entities competitiveness and entrepreneurship.

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I*TEACH METHODOLOGY HANDBOOKPART 2: Table of contentInformation skills.................................................................3Introduction..................................................................................3Preparation....................................................................................4Elaboration....................................................................................5Sample activities:..........................................................................5Assessment...................................................................................19Sample evaluation criteria:........................................................20Conclusion...................................................................................20Tips & HINTs..............................................................................21Working-on-a-project skills.........................................21

Introduction 22Skills for working in a team project............................................23

Preparation 24Elaboration 24Assessment 50Conclusion 51Suggested reading 52Further references 52

Working-in-a-team skills...............................................53Introduction 54Preparation 54

Social skills....................................................................................55

The four aspect of team development.........................................55

Elaboration 55Essential question..........................................................................56

Sample Task:................................................................................57Teamwork role assignment — Problem solving task based on essential question........................................................................57(software used: Skype)...............................................................57Sample Task:................................................................................61Team working with concept mapping .........................................(software used: Freemind).........................................................61Sample Task:................................................................................64Leadership and conflict resolution — Electronic Meeting System..........................................................................................64(software used: LiveMeeting)....................................................64Sample Task:................................................................................69Teamwork and change...............................................................69(software used: Wiki).................................................................69Sample Task:................................................................................70Defining personal impact of teamwork - ePortfolio................70(software used: ePortfolio).........................................................70Innovative Teacher


Presentation skills............................................................72Introduction 72Preparation 73Elaboration 75Assessment 79Writen presentation skill 84Introduction 80Elaboration 80Assessment 84Oral presentation skill 84Introduction 85Preparation 85Elaboration 85Assessment 87Suggested further reading 88REFERENCE 88

Web Presentation skill.................................................................91Introduction 91Preparation 91Conclusion 109

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How to build enhanced ICT skills

In this chapter: Information skills Presentation skills Working- on- a-project skills Working-in-a-team skill Sample Scenarios

INFORMATION SKILLSINTRODUCTIONFinding appropriate information has always been a necessary skill, not only for pupils and students but for everybody, both in his professional and in his personal life. Using a phone book and a dictionary are the first steps. Encyclopaedias and railway timetables require a little more skills. And finding information in a library with proper use of catalogues and secondary sources, or in archives call on even more sophisticated skills. In this era of information and communication technology finding information has dramatically changed. In the first place almost all traditional information providers have made their resources digitally accessible. Libraries, archives, newspapers, and magazines all over the world can be visited electronically twenty four hours a day.To search through digital information resources search engines have been developed. Where the traditional ways of information search used secondary and ternary resources, based on human made annotations, the search engines nowadays can address the contents of a resource directly.Traditional information search was text based, even if the required information was, for instance, an audio fragment from a broadcasting museum. Digital information can contain a variety of media, and search engines can address those media directly.And, last but not least, through internet the amount of information is overwhelming. Information from all over the world is available nowadays, which increases the pile a lot. But where traditionally professional organisations collected and disseminated information,

PART

2


internet is totally open and everybody can publish. This has caused an enormous information haystack, where finding the needle is a non-trivial skill.

PREPARATIONThinking of the ability to collect and process information you must, on beforehand, be aware of three aspects.In the first place, the more specific the requested information is, the more straight forward the information search can be. And, on the other hand , the more general the information you are looking for, the more general the information search must be. When you are looking for the phone number of a plumber in a given city you can use the (digital) yellow pages. (And to find the yellow pages you can use a search engine, of course.) But if you want to write a paper on ‘The use of football terms in daily language’ your information search will be quite different. So the first aspect to realize is the characteristic of the needed information.The second important aspect is to know which information search tools are available, what their characteristics are, and how they can be used properly. Can you get on-line access to the library catalogue? And if so, how do you use it? Can you consult the archives of the newspapers? How do search engines like Google get their results? And what about search engines on sites from institutions like the Ministry of Education? So the variety of tools is the second aspect to be aware of.The reliability of the found information is the third aspect you must be prepared to. Especially when using search engines you must be very critical on the found information. Always question yourself after picking a piece of information: Who is the author and what is his affiliation? Who is the owner of the site? Why has the author made the information available? Has he personal interests? And if you are convinced that the information is correct, you must find out that the information is complete. Product information on the website of a producer is probably correct, but will it be complete? So the third aspect you must be prepared for is the correctness and reliability of found information.As a side step, there is another important aspect, related to internet use in general and not particularly related to information search. It is a duty for adults, for schools, teachers, and parents, to provide the pupils with a safe environment. And internet is part of that environment. So taking care of prudent and correct behavior, with attention to protection of privacy and ‘safe surfing’, is an educational duty. It may be advisable to install protection filters, to prevent pupils from abuse.

ELABORATIONSample activities:When researching a specific problem learners will develop their information skills, i.e. their ability to collect and process the appropriate

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-3information properly in order to reach a preset goal. This embraces the following subskills:

1. To determine the information problem;2. To determine the relevance of the various information sources;3. To search systematically by application of relevant searching

techniques;4. To localize and acquire the found information;5. To evaluate the found information and readjust the search;6. To process the found information effectively

1. To determine the information problemFor the right determination of the information problem it is important to formulate this information problem as precise as possible to prevent you from collecting too much non-relevant information or too few (relevant) information. Formulating the information problem consists of three activities.

- Determining the subject (the topic where it is about)- Distinguishing various aspects within this subject- Deciding on the limiting conditions of the information.

Determining the subject starts with a first, widely formulated problem, that covers the information need of the task as well as possible. With this problem you can orientate yourself in general resources. With the found (general) information you can sharpen the information question. During the search the problem will probably evaluate from rather general to more specific.A lot of subjects consist of relations between phenomena. Take for instance cryptographic methods for security of web-based applications. You can distinguish three aspects: cryptography, security, and web-based applications. All three aspects can be used as an entry in an information searching process. Depending on tour task it may be appropriate to search the various aspects separately or in their very relationship and cohesion.When searching information you must decide on limiting conditions you want to imply on the found information. Possible criteria for this are:

- Kind of information. Do you want facts or opinions, theoretical information or practical (like data)?

- Actuality. You can for instance decide to leave out all information older than six years.

- Kind of resources. Do you want (scientific) articles, statistics, internet sites (from recognized institutions, only?), policy documents, advise documents, …?

- Language. Local language or just English, or both, or all possible languages?

- Geography. Information on the national situation, or regional, continental, or worldwide?

2. To determine the relevance of the various information sourcesJudging the relevance of information resources is a laborious task. More or less ‘official’ resources are rather easy to judge. Referential resources like catalogues, bibliographies and databases, usually connected to libraries, are trustworthy, but they don’t provide information, just references. Informative

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-4resources, often found through referential resources, must be considered with more care, especially when found on the internet. Judgement of the relevance of those documents must be twofold. In the first place you must check if the information contributes to the solving of your information problem. End than you must judge the trustworthiness of the information. Scientific articles, conference papers, European Union documents are all examples of trustworthy resources, even when found on the internet. The documents have been accomplished by experts and are published after thorough peer review. Most publications on internet lack that quality guarantee. So before using an internet resource of unofficial origin you must evaluate it. You can use as a checklist:

- is the author’s name mentioned- is the date of publication mentioned- is the author’s affiliation mentioned- is the owner of the site mentioned- is it obvious why the author made the site available- does the author (or his company) have interest in the publication- does the publication show some bias or prejudice- is the publication complete- is clear who is the intended reader/user- did the author make references to the used resources- do other resources provide comparable results/facts/opinions

3. To search systematically by application of relevant searching techniquesTo perform the information search successfully it is important to have some notice of searching techniques. The starting point of a information search is the well formulated information problem. The subject, and the distinguished aspects, must be translated into a searching phrase. In general that phrase consists of searching terms and Boolean operators.First you need to build up a vocabulary in the area of the subject. Talking and listening to experts, a first search in encyclopaedia and dictionaries, this can extend your vocabulary and give you a good sense for the relevant terminology. Libraries often have keyword catalogues which can be very inspiring.Then you must find as much terms as possible for every aspect of the information problem. You must think of singular/plural, different languages, spelling varieties, etc. For the aspect cryptography from the before mentioned example you can think of search terms like cryptography, cryptographic, cryptographic methods, cryptology, and terms in the local language.Most searching tools provide means for enlarging or reducing the set of found resources.

- AND. Providing a search engine with two or more search term with the Boolean operator AND results in a set of resources containing all search terms. This may be default for the used tool. Most search engines have a help function to find out the possibilities.

- OR. This enlarges the set of found resources by offering results that contain one of the provided search terms.

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- NOT. This excludes results. This option is not recommended because often too much results are rejected.

- Truncation. Only the stem of a word is given; the last letter(s) are replaced by a special tool-dependent symbol. Thoughtless use of the trunk option can lead to very time consuming searches with a lot of irrelevant results

- Stemming. Some search engines automatically include variants: manager, management, managers, managerial, etc.

- Phrase search. Used search terms must occur in exactly the given order. This is a much stronger demand than AND.

- Indexing, also called scanning or browsing. Some search engines contain a list of available search terms. This kind of engines often appear on the home page of a company site, a university, or a ministry and is meant to search that particular site, and not for searching the web.

4. To localize and acquire the found informationWhile performing an information search you must localize and acquire the found resources. It is important to keep track of the search in a log. Write down the used search terms, and combinations thereof, and the number of hits. By explore the results roughly you must select the promising resources. Write down the location and, if possible download the document to your machine. If the found information contains a reference to a resource that is not direct available (because it is a book in a library or so), write down all the relevant details and decide if at this stage of the search it is appropriate to get that information at hand.Most documents, at least most reliable and trustworthy documents, contain references to used resources. These have proven to be very valuable. Localize the ones that are relevant at first glance and try to acquire them. Of course you have to be very prudent and selective, otherwise this snow ball effect will cause an avalanche. When you often have to perform an information search it can be worthwhile to assemble an individual search machine by collecting sites that are important for your own personal information need. You can store the data of companies, research institutes, ministerial departments, or people that are involved in the area of your interest. Those sites may improve and accelerate your future searches.

5. To evaluate the found information and readjust the searchAn information problem is posed with a preset goal: you want to perform a task or make a product that is dependent of the found information. It is important to evaluate that information, to determine if you are able to perform the task. A possible outcome of the evaluation can be a readjustment of the search.Evaluation criteria allow for selecting the appropriate information, with respect to the usability. These criteria are both specific, related to the task to perform, and general, regarding the quality of the content.General quality criteria with respect to the found information are:

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- is the information precise and reliable- is the information objective- is the text understandable and clear- is the argumentation sound- is there a clear distinction between facts and opinions- has the information clear references- does the information contain illustrations, graphs, tables, etc.- is the information based upon a sound empirical research and/or a

study of literature - is the author well-known and renowned- is the publisher/magazine/company well-known and renowned- can the information be used legally / is the use protected or prohibited

or limited by law (copyright?)Specific criteria with respect to the subject of the information search are:

- is the information relevant for the subject- is the information relevant for further search- is the information easily available and accessible- is the information available in a suitable language- has the information also been found via other resources- is the information still valid and up-to-date

Of course it is possible that, after having selected the appropriate information, it is still impossible to perform the requested task. The results of the information search are insufficient. Then you must readjust the search. The process starts at the very beginning. Try to find new aspects in the subject. Search for synonyms, keywords, terms in the vocabulary of experts. Explore the possibilities of the search engines. Dive into the references of suitable resources. And in the references of those. And of those. And of those. Beware of the avalanche.

6. To process the found information effectivelyProcessing the found information is the last step. In the final product, let’s say the report the search was meant for, all used resources must be mentioned in an appropriate way. This serves three goals. First it convinces the reader of the quality of the report and the expertise of the writer. Than it gives the reader the possibility to check the report and to find related information. And last but not least, it gives credit to the referenced author. It is simply unethical to use someone’s work without recognition.Correct references consist of a small entry in the written text, usually the beginning of the author’s name and the year between square brackets, like [Wil06]. In a literature annex all references are listed in such a way that the resource is bibliographically traceable. This traceability has been standardised by the American Psychological Association (see [Apa06]), but different institutions use different standards. Especially the way websites are referred to is still a point of concern.For writers who must cite frequently and who want to organise their citations the use of an ICT-tool may be appropriate. You can organise the references to

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-7books, articles, texts, websites in a tool. When you write a report, you can simply insert the reference and in the final version the referencelist is generated. Examples of those tools are BibTeX (for LaTeX-users) and WibTeX, with an interface to Microsoft Word and BibTeX [see Wib06].

Relation with other ‘soft skills’

Searching information is always done in a context. You need information to perform a given task, like building a website, designing a product, or writing a report. In general information searching is done as described above. But when the final task is to make a written or oral presentation you can sharpen the method. Especially task one (determination of the information problem) and task six (processing of the found information) can benefit from ‘fixed structures’ for written and oral presentations.Examples of those ‘fixed structures’ [Ste99] with information processing questions are:(a) the problem structure

- What is the problem exactly?- Why is it a problem?- What are the causes?- Is there any solutions?

(b) the measure structure- What is the measure exactly?- Why is the measure necessary?- How is the measure executed?- Which are the effects?

(c) the research structure- What exactly is investigated?- Why is the research done?- Which method is used?- Which results are found?- Which are the conclusions?

These examples illustrate that such ‘fixed structures’ and their leading questions, in the first place meant for structuring a presentation, can very well be applied for improving the information search process as well.And moreover, it shows that information skills are ‘supporting skills’. They always occur in combination with other skills, not seldom other soft skills like project working skills, and/or team working skills and/or presentation skills.Parts of this chapter are based upon the manual “Systematisch informatie zoeken” by P. de Willigen [Wil06]. Sample scenarios

Scenario 1: Title: A log-on mechanism for a website No 1

Author: N.M. van Country: Language: English

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Diepen, C. Terlouw NetherlandsDescription (300-400 symbols)*: A project team is building a website, for instance for the football club. Part of this site is for members only. This part must be protected by a log-on system. Two team members are to find information on log-on mechanisms. They have to write an internal report on their findings for their fellow team mates. In this report they present the results of their information search and they recommend a specific solution for the members-only part of the site.Age: 16-18 Duration: 12

hours Subject(s): ICT, security, web applications

ICT enhanced skill(s): see table below

Active learning method(s): Two-person task within project workLearning objectives: Knowledge of and insight in various log-on systemsKnowledge on how to insert a log-on system in a web siteAbility to write a recommendation, based on researchAbility to explain and defend a reportPrior knowledge and skills: Operational knowledge of HTML and PHPBasic knowledge on databases and SQLResults/Products: Internal report to peersProcess:

Task 1 Orientation on the information problem Milestone 1

Task 2 Collecting information Milestone 2

Task 3 Internal report to peers Milestone 3

Task 4 Peer-evaluation of recommendation Milestone 4

Tools:

Web-based search engine

Word processor

Resources:

Evaluation forms

Checklists

Student Assessment:- assessment by peers (checklist), both on process and

product

- assessment by tutor (checklist) , both on process and product

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-9ICT Enhanced skills

Information skills Presentation skills

X ability to determine an information problem

X ability to determine the relevance of an information source

X ability to search systematically by applying relevant searching techniques

X ability to locate and retrieve information

X ability to evaluate information

X ability to process information effectively, in order to reach a preset goal

X ability to use the information ethically and legally

Written presentation

X ability to select and order information

good command of the language

ability to structure and build up a report

ability to lay-out a report

X ability to make correct references and citations

ability to use a word-processor properly

Oral presentation

ability to select and order information

fluency in the language

ability to structure and build up an oral

presentation

ability to design an oral presentation

ability to make correct references and

citations

ability to use a presentation tool properly

ability of public speaking

Project working skills

ability to make a planning

ability to identify tasks and divide tasks into subtasks

X ability to communicate internally

ability to communicate externally

ability to keep track of the progress

ability to integrate results

X ability to report results

ability to use the proper tools properly

Team working skills:

ability to communicate internally


ability to give feedback

ability to receive and utilize feedback

ability to resolve conflicts

ability to support the team loyally, as a good colleague

ability to bear responsibility

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Outline of the tasks and milestones:

Task 1: Orientation on the information problemThis task consists of a brief orientation on information search in general. Then the two pupils carry out the orientation. They distinguish as much as possible aspects of log-on systems in web applications. They decide on limiting conditions for the search.Milestone 1:List of aspectsList of limiting conditions for the search

Task 2: Collecting informationThe pupils perform the search. They collect the information systematically. The make a log of their search. They judge the found information, both the resource and the content.Milestone 2: List of relevant documents, including evaluation of the resources and the contentLog book of the search process

Task 3: Internal report to peersThe pupils write an overview of the various log-on mechanisms, with the pro’s and cons.They recommend a specific system.They account for the overview and the choice.Milestone 3: Report with a) overview b) recommendation c) references

Task 4: Peer-evaluation of recommendationThe project group as a whole discusses the report. The writers clarify, if necessary, and justify their recommendation. The project group decides on the log-on system they will implement in their application.Milestone 4: Summary of the discussionReflection on the discussion resultsNote to the project leader with the description of the log-on system, they are going to implement.

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Tasks for Scenario 1

Title: Orientation on the information problem No 1

Author: N.M. van Diepen,

C. Terlouw

Country: Netherlands

Language: English

Used in scenario: A log-on mechanism for a websiteDescription: This task consists of a brief orientation on information search in general. Then the two pupils carry out the orientation. They distinguish as much as possible aspects of log-on systems in web applications. They decide on limiting conditions for the search.Age: 16-18 Duration: 2 hours Subjects: ICT, security,

web application

ICT enhanced skill(s): see below Active learning method: Two-person task within project workLearning objective: Knowledge of various aspects of log-on systemsPrior knowledge and skills: Basic knowledge of web-based applications

Type of work: group of two

Result / Product:List of aspectsList of limiting conditions for the search resultsProcess:

- the pupils generate aspects, by brainstorming, reading, talking to experts, searching

- they list the aspects

- they limit the conditions for the search

Tools (Hardware & Software): Word processor

Resources:None

Student Assessment: Self assessment

ICT Enhanced skillsInformation skills

- Ability to determine an information problem

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-12 Title: Collecting information No 2


C. Terlouw


Language: English

Used in scenario: A log-on mechanism for a website

Description (100-300 symbols)*: The pupils perform the search. They collect the information systematically. The make a log of their search. They judge the found information, both the resources and the content.Age: 16-18 Duration: 4 hours Subjects: ICT, security,

web application

ICT enhanced skill(s): see below

Active learning method: Two-person task within project work

Learning objective: Knowledge on log-on systems in web-based applicationsKnowledge on how to insert a log-on system in a web sitePrior knowledge and skills: Basic knowledge of web-based applicationsType of work: group of two

Result / Product: List of annotated information resources

Log book

Process: Pupils search systematically for information

They determine the relevance of the sources

They evaluate the found information

They keep track in a log

Tools: Word processor

Search engines

Resources: NoneStudent Assessment: Self assesment

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- Ability to determine the relevance of an information source

- Ability to search systematically by applying relevant searching techniques

- Ability to locate and retrieve information

- Ability to evaluate information

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Title: Internal report to peers No 3


C. Terlouw


Language: English

Used in scenario: A log-on mechanism for a websiteDescription: The pupils write an overview of the various log-on mechanisms, with the pro’s and cons.They recommend a specific system.They account for the overview and the choice.Age: 16-18 Duration: 4

hoursSubjects : ICT, security, web application

ICT enhanced skills: see below

Active learning method: Two-person task within project work

Learning objectives: Knowledge of and insight in various log-on systemsKnowledge on how to insert a log-on system in a web siteAbility to write a recommendation, based on research

Prior knowledge and skills: Basic knowledge of web-based applications

Type of work: group of two

Result / Product:Report to project group, consisting ofa) overview of log-on systemsb) recommendation for the system to implementc) referencesProcess: Pupils make a list of systems with pro’s and cons

They weigh the arguments and make their choice

They write a report

Tools Word processor

Resources:

None

Student Assessment: Self assessment

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- Ability to process information effectively, in order to reach a preset goal

- Ability to use the information ethically and legally

Presentation skills, written presentation

- Ability to select and order information

- Ability to make correct references and citations

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Title: Peer-evaluation of recommendation No 4


C. Terlouw


Language: English

Used in scenario: A log-on mechanism for a websiteDescription (100-300 symbols)*: The project group as a whole discusses the report. The writers clarify, if necessary, and justify their recommendation. The project group decides on the log-on system they will implement in their application.Age: 16-18 Duration: 2 hours Subjects: ICT, security,

web application

ICT enhanced skills: see table below

Active learning method: Project work

Learning objectives:

Ability to explain and defend a report

Prior knowledge and skillNone

Type of work: Group

Result / Product:

Meeting minutes

Reflection note

Working document, on which the group agreed

Process:The two pupils explain their report and their recommendation.

The project group discusses the report and the recommendation

The two pupils reflect on the discussion results and their own report

The project group decides which log-on system they are going to implement in their web application

The project group secretary writes minutes

Tools (Hardware & Software):

Word processor

Resources:

None

Student Assessment: Peer assessment by fellow group members

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ICT Enhanced skillsProject working skills

- Ability to communicate internally

- Ability to report results

ASSESSMENTAssessment of student’s work in an educational setting of active learning activities for acquisition of skills is a laborious task for the tutor. It requires the analysis of the overall learning process. The assessment consists of three types:

(a) self-assessment,(b) peer assessment, and(c) tutor assessment

The self assessment is an important part of the active learning process. Therefore pupils are stimulated to reflect on the learning process and the (intermediate) learning results.The peer assessment is deliberately used in order to stimulate an independent learning process. Moreover, by assessing learning products and processes pupils get insight in the educational goals. Peer assessment is also used to give feedback to their peers. For the tutor this is also a measure of efficiency.Tutor assessment is also used to give feedback to the pupils. Of course tutor assessment is finally needed in order to grade or the make up an fail / pass decision.Below an assessment form for the tutor assessment and the peer assessment. By using the same evaluation criteria the judgements can be compared giving feedback. Such a comparison also can give a reason to discuss the learning process and the products, and with that stimulate an active learning process.

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Sample evaluation criteria:

ASSESSMENT SCENARIO 1Peer. Name:……………………Tutor: Name:……………………Date:……………………………..Task 1. Orientation on the information problemCriteria Evaluation

1 = excellent; 2 = good;3 = sufficient; 4 = poor5 = bad

1. Aspects relevant? 1 2 3 4 52. Sufficient range of aspects 1 2 3 4 53. Limited conditions clear? 1 2 3 4 5Etc. 1 2 3 4 5Task 2 Collecting information1. Appropriate searching technique?

1 2 3 4 5

2. Appropriate evaluation of information

1 2 3 4 5

3. Correct use of logbook? 1 2 3 4 5Etc. 1 2 3 4 5Task 3 Internal report to peers1. Balanced overview of pro’s and con’s?

1 2 3 4 5

2. Argumentation of recommendation?

1 2 3 4 5

3. Reporting style? 1 2 3 4 5Etc. 1 2 3 4 5Task 4 Peer evaluation of recommendation1. Quality of reflection? 1 2 3 4 52. Clarification and defence of the report

1 2 3 4 5

3. Group decision making 1 2 3 4 5Etc. 1 2 3 4 5

CONCLUSIONOur conclusion is that the information skill is a very complex soft skill, because it consists of different related components. Therefore it is quite difficult to master the skill. It is necessary that teachers pay a lot of attention to the acquisition process by giving a clear orientation on the skill using demonstration, by giving opportunity to practice the different components of the skills in authentic situations, and by giving focussed feedback on the (intermediate) products based on a checklist with clear criteria.

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TIPS & HINTSWe have the following tips and hints:

1. Use the criteria mentioned as a checklist (e.g. see section 1, 2, and 5);

2. Let the pupil construct a personal webpage or list of bookmarks with useful links, hints, etc. for information search (see section 4);

3. Practice in three ways: (a) the sub skills separately, (b) several sub skills connected up to the complete skill, and (c) sub skills / complete skill connected to other soft skills;

4. Apply ‘fixed structures’ in the determination of the information problem;

REFERENCES [Apa06]APA Referencing, retrieved Oct. 31, 2006http://library.curtin.edu.au/referencing/apa.html[Ste99]Steehouder, M. et al. (1999). Leren communiceren. Groningen: Wolters-Noordhoff (in Dutch).[Wib06] WibTeX download. WibTeX – BibTeX/Word literature management, retrieved Oct. 31, 2006http://www.topshareware.com/WibTeX-download-17303.htm[Wil06] Willigen, P. de, (2006). Systematisch informatie zoeken. Enschede: internal manual Twente University (in Dutch).

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http://www.topshareware.com/WibTeX-download-17303.htm

http://library.curtin.edu.au/referencing/apa.html


WORKING-ON-A-PROJECT SKILLSINTRODUCTIONWe all know what a project is – do we? Turner defines a project as [Turner 1993] ‘an endeavour in which human, material and financial resources are organized in a novel way, to undertake a unique scope of work, of given specifications, within constraints of cost and time, so as to achieve beneficial changes defined by quantitative and qualitative objectives’. In other words,

it aims to create a unique product or service,

it develops in a limited period of time,

it has well-defined objectives,

it has a precise starting and end dates; it has to be carried out according to predefined conditions of

quality and cost [Chambers & Forth 1995].

Other aspects usually qualify a project: it is characterised by temporariness with respect to the ordinary

work and aims of the organisations taking part in the project;

it is innovative in organisation practice;

it requires the integration, harmonisation and re-orientation of pre-existing resources and knowledge;

it is independent, at least to some extent, from ordinary practice.

finally, it generally constitutes a group activity.

Taking into account this fact, in the following, we will use the expressions project and team project indifferently.A project can involve many sites (that is physical locations where people work for the project) in parallel, and it can be carried out at international level: research and development projects are usually transnational. In production projects, an example is the design and development of an information system developed in India and having customers in US [Evaristo & Fenema 1999].A growing number of organisations choose project activity as a flexible structure to develop products and services [Schindler & Eppler 2003]. This happens in many sectors: medicine, engineering, ICT, science, education, and so on, and by a variety of types of organisations: business, education and training, research, services, … [Chambers & Forth 1995]. Also the wide use of ICT facilitates project structure and its evolution according to different types (from local to distributed, from single to multiple ones).

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PART

2.2

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-21This trend has an important consequence, that is, there is an increasing need for students to develop project working skills, with different roles and responsibilities [Yuan, Benson and Glick 1994], [Denton 1996], [Tan & Phillips 2003]. These abilities must be a part of the knowledge formation process in any topic of interest. Thus, teaching and learning process must be organised aiming to develop project working skills, together with learning specific contents and methods.

Skills for working in a team project Working in a project, and being able to take different roles and responsibilities, requires to be an effective team player, so, skills needed for working in a team are also needed for working in a project (see Figure 1). In addition, project leading skills are needed to play the role of manager.

Figure 1. Skills requirements for managing and working in a team project

Abilities involved in managing a project are of different nature [El-Sabaa 2001]:

social and personal, conceptual and organisational,

technical;and they refer to [Brill, Bishop & Walker 2006].

expertise in different fields, personal characteristics.

Figure 2 shows an integration of the two visions.

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Figure 2. Skills requirements for project managing

Social and personal abilities allow individuals to work more effectively in groups. They include team-working skills, such as capability of communicating internally, and externally, to give and receive feedback, to resolve conflicts, to support the team loyally, to take responsibility. Conceptual and organisational abilities refer to “planning, assessing, and making choices and decisions concerning how to proceed with people or things, and judging or evaluating the result produced by self or others” [Ray 1989]. They include identification and formulation of tasks, making a plan, division of tasks, keeping track of progress, integration of results, and so on. Moreover conceptual abilities often involve the identification of similarities and differences of situations, that is discovering, learning and using methodologies apt for solving a set of similar problems [Heckman 1998]. Technical abilities include knowledge on the specific content, general knowledge about the tools to be used and knowledge about the context. The outcome of such technical abilities is to be able to use the proper tools properly. Examples of technical abilities are: programming in a specific language, using a particular application (i.e. a given knowledge management system) or platform.

PREPARATIONIn Part 1 of this guide we already observed that an active approach to learning [Keyser 2000] improves the learning achievements, because it reinforces motivations, and permits to control the input of information. This facilitates reinterpretation in term of pre-existing knowledge, and emphasizes a dialog between learner and teacher, driven by the needs of the learner [Norman 2004].An active approach implies, in our case, to devise stimulating activities, so the learner is obliged to extend his-her project working abilities. It Innovative Teacher

Leadership expertise (resolve conflicts, take responsibilities)

People expertise(give and receive feedbacks)

Personal characteristics(support team loyally)

Communication expertise (internal and external)

Personal and social abilities


Conceptual and organisational abilities

Technical abilities

Problem solving Expertise (identification of similar problems)

Project Administration Expertise(make a plan, divide tasks, keep track ofprogress)

Context Knowledge (integration of results)

Analytical Expertise(identification and formulation of tasks)

Use the Proper Tools Properly

Content knowledge&Tools Knowledge

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-23also requires working methods, contexts and tools suitable to develop activities at various levels of complexity: this should help in taking into account the different students’ backgrounds and interests, and in orienting them towards concrete results. To be effective, the project proposal should [Barak 2006]:

be related to the context in which learning takes place, provide opportunities for social knowledge construction, promote reflective practice.

ELABORATIONIn our view, a project is organised in four phases (see Figure 7):

planning the project (i.e. setting the problem: clearly define the objectives, the resources needed to reach them, cost and time, identify and formulate tasks, their priorities, time for development, integration),

executing it (i.e. solving the problem: divide the tasks, monitor the execution, communicate internally and externally, integrate the various results and activities, keep track of the progress by adjusting time, resources etc.. depending on the needs, use the proper tools properly);

reporting the results (i.e. explaining the solution relating it to the initial objectives: write a report and organize a presentation).

Evaluation must be done in parallel, in order to adjust choices if needed, and to check the adherence of the work to the requirements.

Figure 7. Project phases

To help students learn project working skills, activities should be prepared to: make them practice with tasks involved in all these phases; help them to become aware of the meaning, within a reference

context, of the tasks proposed; support them in reflecting on the practice.

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Planning Executing Reporting

Evaluating


Table 1. Types of scaffolding, related examples and tools

Scaffolding type Examples ToolsMotivational ScaffoldingSupports motivation, self-confidence, …

- Presentation of the activity and of its objectives

- Examples already developed

Personal feedback Careful classification of the activity with respect to the abilities involved Opportunity to access repositories of examples and problems already solvedElectronic mail

Procedural scaffoldingSupport to the proper use of resources and tools

- Introductory explanation of tools to be used, meaning and opportunities of their use

- Activities dedicated to practice with tools

Guides/help to the use of the electronic tools providedFAQ serviceElectronic mail

Cognitive Scaffolding Support to reasoning and to the construction of perspectives on a project/problem, identification, formulation, organisation of tasks

Manipulation and analysis of a problem from different points of view:- Guidelines to the organisation

of a problem in subtasks- Exercises aimed to evaluate the

effect of a choice on other choices- Exercise aimed to help to find

out resources Questions aimed to orient a group activity regarding the structuring of a project

Simulation toolsCalculation instrumentsElectronic communication toolsDiscussion listsSearch tools

Metacognitive Scaffolding Supports self-regulation, control, monitoring and evaluation

In-progress exam of the work carried outGuide work to:- Analysis of the material at disposal

- Integration of different solutions to similar problems

- Integration among different parts of the same problem

- Self-evaluation and peer review- Comparison between different solution proposals

Simulation toolsPresentation toolsCalculation instrumentsSystems for document managementElectronic communication toolsDiscussion listsPortfolioCahier de board

Strategic Scaffolding Supports planning, organisation and work control and integration of results

Planning complex activities/projects Knowledge management tools (including documents, agenda, news service, group management))Group management software

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-25Table 2 shows, for each phase of a project, examples of students’ possible activities and the supporting role that should be played by teachers.ICT can greatly help to enhance the learning of project working skills, for the following reasons:- Effective working tool. ICT links the school to the outside world, thus

constituting a motivating tool [Rekkedal 1998].- Communication opportunities. Technology makes it possible to maintain

contact between teacher and students. At the same time, the physical distance naturally gives students more independence from the teacher. Technology helps in leading students to acquire autonomous working capabilities. Synchronous and asynchronous communication tools, possibly paired with knowledge management tools, help in accessing the experience of others, and in collaborating to the creation of a shared product.

- Knowledge access and sharing. The fundamental skills in setting a problem are those already seen in the previous chapter on Information skills, such as: to search for, to find, and to recognise useful sources of information, critically analyse and compare them, and choose those that are relevant to the objectives. This kind of activity is encouraged by the availability of the Web for seeking material that can be re-used by the students.

- Knowledge management. Knowledge management tools allow people to create, access, discuss knowledge produced by peers, with a limited technological effort. Thus, they facilitate active involvement, shared production and reflection on artefacts. The opportunity given by these kinds of systems to keep track of the history of an artefact (i.e. its versions, the discussions on it, the information about people involved, etc..), represents a further learning occasion, allowing to operatively reflect on the evolution of a product.

- Team work organisation. Planning and organisational activities are considerably simplified and improved by tools such as electronic calendar, automatic notifications of news, etc … These tools act as scaffolding for group activities, as they help in monitoring work development, and allow all group participants to control the situation, thus preventing misunderstandings and encouraging active involvement.

- Problem solving. Computer based support systems (such as simulation system, diagnostic tools, …) allow to devise and compare different scenarios without wasting time, and without putting cognitive effort on repetitive activities (such as carry out computations, manually look for similarities in different situations). This allows to focus attention on the educational activity at hand (for example, evaluating the effect of a decision on a project parameter on another one, without wasting time in calculations and drawings).

Examples of the scaffolding role that can be played by ICT in the learning of project working abilities are shown in Table 1 (Column 3, in italics). Table 3 relates ICT tools to abilities that can be enhanced through their use, and provide examples of problems focusing on such abilities. In order to fruitfully exploit ICT opportunities, the teacher should provide suitable support, for the following reasons [Reiser 2004]:

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-26- The use of ICT tools, (i.e. the web) helps in forming self-regulated

learning and metacognitive abilities. However, some kind of self-regulation in learning and metacognition is needed in order to fruitfully use the tools themselves.

- Students are not always used to electronic communication tools for learning and working. Moreover, personal characteristics can prevent from an active involvement in tasks that requires distant discussions. Finally, it is difficult to evaluate the effective participation of students to this kind of activity.

- ICT tools create, at least at some extent, cognitive overload with respect to a given task, as students have to learn to use such tools effectively.

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Table 2. Examples of activities aimed at the learning of project working abilities and supporting role of teachers

Students’activity Teacher rolePlanning - Brainstorming

- Role-Play- Analysis of

various material- Articulated

projects

- To suggest theme to work out, based on the learners’ interests

- To engage a discussion- To monitor the activity- To give help on demand- To operatively encourage and monitor the

use of electronic communication- To ask learners to organise the work and

take over the management of the whole activity

- To take part in the project (without management responsibility)

- To give help on-demand- To prepare preliminary and gradual tasks

for the students- To devise scenarios for the work to be

carried out- To select proposals according to students

previous knowledge and backgroundExecuting - Problem

Solving- Management

- To guide the learners’ work by means of explanations, further material, etc..

- To monitor the learners’ work- To solicit any work involved- To produce FAQ or personal support- To provide explanations on the ICT tools

to be used- To verify students’ability to use the ICT

tools- To ask learners to choose the program to

use, from those available- To prepare preliminary and gradual tasks

for the students- To set up and maintain the ICT tools- To provide operative examples of the use

of tools in a number of situationReporting Organising

presentations and discussions

- To suggest possible tools- To produce guidelines, if needed

Evaluating

Self-evaluationEvaluation of others work

- To produce guidelines for peer evaluation- To provide tools and suggest activities for

self-evaluation (questionnaire, portfolio indications, …)

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Table 3. Examples of abilities involved in project working, corresponding students activities and possible uses of ICT

Abilities Example problem Computer toolsPlanning - To make

a plan- To

identify and formulate tasks

- To divide tasks in subtasks

- To preliminary discuss about the opportunity of organizing a web site to advertise an activity

- To identify the decision process involved in the choice for or against a diesel car

- To identify the tasks included in the planning and development of an advertisment

Communication tools (email, chat, instant messaging)Web searching

Executing - To use the proper tool properly

- To keep track of the progress

- To integrate results

- To prepare a presentation of your activity at different technological levels

- To plan (in group) the organisation of a meeting given the overall budget

- To produce and publish the minutes of the meeting you have with your peers during the development of the project assigned to your group

- To prepare (in group) an advertisement, as a result of the contribution of the individuals on the specific parts (content, description, illustration, format, ..)

- Simulation environments

- Graphic manipulation tools

- Word processing

- Web searching

- Web pages development tools

- KMS

Reporting - To integrate results

- To present results

- To prepare a report on the work carried out by your group, using as a basis the individual reports of the specific parts

- To prepare a presentation

Electronic presentation tools

Evaluating

- To analyse a work with respect to fixed objectives

- To adjust a work according to the changes of the context

- To prepare a presentation of the activity you carried out in the course highlighting difficulties, problems, methods adopted to overcome them

- To prepare a reasoned sitograpgy on a topic of your choice

- To analyse the project realised by a group of your peers and comment the work

- KMS- Application

software

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Sample scenarios Scenario 1: Exploring and evaluating web based educational software Title: Exploring and evaluating web based educational software

No 1

Author: P.Forcheri, G.Dodero

Country: Italy Language: English

Description (300-400 symbols)*: A software company produces a web application, oriented to secondary schools. The application consists in a collaborative environment, built around a repository of learning objects. In order to evaluate validity of the application, a prototype has been constructed and filled with contents taken from modern Italian history (1860-1914), and a group of students has to carry out the evaluation of the interface for the functionalities offered.Age: 18 Duration: 12

hours (4 hours online)

Subject(s): ICT and modern Italian history


Active learning method(s): project workingLearning objectives: Improved knowledge of events in modern Italian History Operative knowledge about ICT collaborative environments- Prior knowledge and skills: - WEB (Basic knowledge).- Modern Italian history (1860-1914)- Results/Products: - Report on the evaluation by each team- History group homeworks- Synthesis of the discussion among all teamsProcess:

Task 1 Introduction to software for history Milestone 1

Task 2 Exploration of the Environment Milestone 2

Task 3 Preparation of homeworks Milestone 3

Task 4 Collective discussion and evaluation Milestone 4

Tools: Web Laboratory with access to the softwareResources: List of history topicsThe softwareGuide to the use of the softwareGuidelines for carrying out the evaluationEvaluation form List of questions for history homeworks

Student Assessment: separate group assessment for ICT and for history

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ICT Enhanced skillsInformation skills Presentation skills

ability to determine an information problem


X ability to search systematically by applying relevant searching techniques

X ability to locate and retrieve information


X ability to process information effectively, in order to reach a preset goal

ability to use the information ethically and legally



X good command of the language

X ability to structure and build up a report

X ability to lay-out a report

X ability to make correct references and

citations

X ability to use a word-processor properly

Oral presentation


X fluency in the language

X ability to structure and build up an oral

presentation


ability to make correct references and

citations


X ability of public speaking


X ability to make a planning

X ability to identify tasks and divide tasks into subtasks


X ability to communicate externally

X ability to keep track of the progress

X ability to integrate results

X ability to report results

X ability to use the proper tools properly






X ability to resolve conflicts

X ability to support the team loyally, as a good colleague

X ability to bear responsibility

Outline of the tasks and milestones:Task 1: Brief introduction of the application, carried out by the teacher of ICT. The resources are given to the students and the students divide in groups of 3. The teacher of history gives a list of possible topics to be explored (e.g. Giolitti’s government; role of the Popes; effects of the death of King Umberto I)Milestone 1: each group selects a topic and makes own schedule of work to be done

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-31Task 2:Free exploration of the application, under the teacher supervision, for each group. Different level of guidance can be provided. Students can exploit the opportunity for communication offered by the system to discuss and ask for help from peer and from the teacher/supervisor.Milestone 2: each group has collected materials on the selected history topic and has experienced the system.

Task 3:Each group completes the evaluation form for the application. The history teacher adds specific questions to be answered, as homework.Milestone 3: Delivery of the evaluation form and the history homework.

Task 4:Discussion, guided by the ICT teacher, aiming to compare the results and point out drawbacks and advantages of the application. The history teacher leads a separate discussion for history.Milestone 4: Summary of the evaluation agreed upon by all groups; group assessment for history.

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Scenario 2. Projecting and building a household budget Title: Projecting and building a household budget No 2

Author(s): P. Forcheri, M. T. Molfino, E. Busetti

Country(ies): Italy

Language: English

Description (300-400 symbols): An activity focused on spreadsheet, supervised by the teacher, aimed at being used in the introduction of spreadsheets concepts and tools. The activity is centered on the following problem: “A young family needs to keep expenses under control, as it intends to buy a house, thus would need to know the flow of expenses in order to see if it is possible to limit them. Thus, it decides to build a household budget”. Build such a budget and comment it.

Age: 15 Duration: About 10 hours, plus the time needed to report on the artefact produced

Subject(s): ICT and Mathematics


Active learning method(s): problem based learning

Learning objectives: Improve basic knowledge about worksheets and about (basic) functionalities of a specific spreadsheet program

Introduce and analyse the budget concept

Prior knowledge and skills: Worksheets and functionalities of a specific spreadsheet program (basic knowledge)

Budget concept (basic knowledge)

Results/Products: The household budget

Report on the work done

Process:

Task 1Introduction of the budget problem as a decision problem

Milestone 1

Task 2 First planning of the budget

Milestone 2

Task 3Analysis of some functionalities of a spreadsheet program and development of the budget

Milestone 3

Task 4To develp the report on the work done

Milestone 4

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Comparison of the result with the expected outcomes

Tools: Personal Computer, spreadsheet program, word processor

Resources:

A spreadsheet applicationGuide to the use of the softwareTemplate to build the reportStudent Assessment: Students’ observation

Reports (including the budget)

Oral presentation of the work



ability to determine the relevance of an information source

ability to search systematically by applying relevant searching techniques

ability to locate and retrieve information

ability to evaluate information

ability to process information effectively, in order to reach a preset goal







ability to make correct references and citations


Oral presentation



ability to structure and build up an oral presentation












ability to report results


Team working skills: Web presentation






ability to build up a web

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presentation

ability to design a hyper structure

ability to make correct references, citations, and links

ability to use a web publishing tool properly

ability to select and use multimedia

Outline of the tasks and milestones:Task 1:Introduction to the overall work, carried out by the teacher: what is a budget, a budget w.r.t. its use, etc. Some examples (from different realities and with different aims) worked out.Milestone 1: to focus the work requested.

Task 2:Brief introduction of the specific problem. Overall discussion (brainstorming) aimed to support students in indicating items and approaches to the budget definition.Milestone 2: to develop the plan of the budget.

Task 3:Exam of the sheet and detailed analysis of the calculation. Selection of the appropriate functionalities of the application software (spreadsheet) and development of the budget.Milestone 3: Each group develops (by successive refinements) the budget with the spreadsheet program, under the teacher guide or supervision.

Task 4:Development of the description of the work done, of the choices made and of the difficulties faced executing the previous tasksMilestone 4: Each group summarizes the steps of the work.

Task 5:Oral presentation of the budget. Analysis of the correspondence of the budget scheme proposed to the problem requisites.Milestone 5: The class compares the artefacts produced by the various groups with the requirements of the reference situation. Possible changes of the different solutions are devised.

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Sample tasks:

Tasks for Scenario 1Title: Introduction to software for history No 1



Used in scenario: Exploring and evaluating web based educational softwareDescription: Brief introduction of the application, carried out by the teacher of ICT. The students divide in groups of 3. The teacher of history gives a list of possible topics to be explored Age: 18 Duration: 1 hour Subjects: ICT and

historyICT enhanced skill(s): see below

Active learning method: Project based learning Learning objective: To select the working method according to context

Prior knowledge and skills: Modern Italian History (1860-1914)

Type of work*: X group

Result / Product: A plan for future work is agreed upon

Process: The group selects a topic from the list provided by the history teacher

The group makes a plan for future work and divides roles and responsibilities (when to use the software, who will fill in the evaluation form, who will collect the history material,...)

Tools (Hardware & Software): NoneResources: List of history topics

Student Assessment: Self-assessment by the students, who evaluate own possible behaviour in a context, analysis of advantages and drawbacks of each choice, interest in specific history topics.

ICT Enhanced skillsProject working skills

X ability to make a planning

X ability to identify tasks and divide tasks into subtasks




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Title: Exploration of the environment No 2



Used in scenario: Exploring and evaluating web based educational software

Description (100-300 symbols)*: Free exploration of the application, under the teacher supervision, for each group.

Age: 18 Duration: 4 hours Subjects: ICT and history

ICT enhanced skill(s): see below

Active learning method: project based learningLearning objective: Improved knowledge of events in modern Italian History Operative knowledge about ICT collaborative environmentsPrior knowledge and skills: WEB (Basic knowledge).Type of work*: X group

Result / Product: each group has collected materials on the selected history topic and has experienced the system (collecting printed pages and own notes)

Process: Students schedule 4 hours in the lab and freely explore the system. They can select and print material.

The ICT teacher or a supervisor is available to provide information upon request. Students may cooperate and communicate with peers and teachers within the environment itself.

Tools (Hardware & Software): Lab with web access and the software already installed

Resources: The softwareGuide to the use of the softwareGuidelines for carrying out the evaluationEvaluation formStudent Assessment: self assessment about effectiveness of the tool to solve the history homework




X ability to search systematically by applying relevant searching techniquesX ability to locate and retrieve information


X ability to communicate internallyInnovative Teacher



X ability to keep track of the progress

X ability to use the proper tools properly


X ability to resolve conflicts

X ability to support the team loyally, as a good colleague


Title: Preparation of homeworks No 3



Used in scenario: Exploring and evaluating web based educational softwareDescription: Each group meets to complete the evaluation form for the software and to make a history homework on the selected topicAge: 18 Duration: 8 hours Subjects : ICT and

History

ICT enhanced skills: see below

Active learning method: project based workingLearning objectives: Improved knowledge of events in modern Italian History Operative knowledge about ICT collaborative environments

Prior knowledge and skills: having explored web based resources about history and collected materials from them

Type of work: X group

Result / Product: Evaluation form History homework.Process: The group meets and reviews what was done in the lab

The evaluation form for the software is discussed, and is filled with agreed upon statements

The history questions are examined, and the printed material is used to answer them.

Tools (Hardware & Software): A PC with word processing features to prepare the two documents, one per teacher/subject.

Resources: The history teacher gives specific questions to be answered, as homework.

Student Assessment: self asessment at group level, controversial points have to be mediated, and agreed upon answer have to be provided to the teachers

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Title: Collective discussion and evaluation No 4



Used in scenario: Exploring and evaluating web based educational softwareDescription (100-300 symbols)*: The ICT teacher and the history teacher summarize the results of group activities and give assessment to the studentsAge: 18 Duration: 1 hour Subjects: ICT and

history

ICT enhanced skills: see table below

Active learning method: project based learningLearning objectives: Improved knowledge of events in modern Italian History Operative knowledge about ICT collaborative environmentsPrior knowledge and skills: WEB (Basic knowledge).Modern Italian history (1860-1914)

having explored web based resources about history, collected materials from them, and having done ICT and history homeworks

Type of work: group

Result / Product: Summary of the ICT evaluation agreed upon by all groups; history group assessment for homeworks

Process:-- The ICT teacher guides a discussion, aiming to compare the results and point out drawbacks and advantages of the software. A student collects all relevant forms to prepare a collective summary.-- The history teacher leads a separate discussion for assessing the homeworks about history.

Tools (Hardware & Software): spreadsheet/ graphics tools (to prepare the summary)

Resources: Template for evaluation summary;

Student Assessment: ICT group assessment for the evaluation activity

group assessments for history homeworks

ICT Enhanced skillsPresentation skills

Oral presentation



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Tasks for Scenario 2

Title: Introduction of the budget problem as a decision problem No 1


Country(ies): Italy Language: English

Used in scenario(s): Projecting and building a household budget

Description (100-300 symbols): Introduction to the overall work, carried out by the teacher: what is a budget, a budget w.r.t. its use, etc

Some examples (from different realities and with different aims) worked out

Age: 15 Duration: 2 hours Subject(s): ICT and Mathematics


Active learning method: Problem based learning

Learning objective: To present a reference situation

To focus the problem

Prior knowledge and skills: Budget concept (basic knowledge)

Type of work: individual group

Result / Product: to focus the work requested

Process:Students have to understand the overall working context, intervening with questions

Discussion on the examples with respect to the problem they focus on

Tools (Hardware & Software): none

Resources: Examples of real budgets

Student Assessment: none

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Oral presentation



























ability to build up a web presentation





Title: First planning of the budget No 2Author(s): P. Forcheri, M. T. Molfino, E. Busetti



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Description (100-300 symbols): Brief introduction of the specific problem. Overall discussion (brainstorming) aimed to support students in indicating items and approaches to the budget definition.




Learning objective: To order and select informationTo select the meaningful variablesTo define the structure of budget

Prior knowledge and skills: Budget concept


Result / Product: the plan of the budget to develop

Process: Students have to take part into the discussion, take notes about possible alternatives and summarize alternatives.

The class divides in groups of 3-4 persons. Each group has to select the meaningful variables according to a number of different views. The group has to write an outline of the structure of the budget and of the steps that have to be followed to prepare a spreadsheet accordingly.

Tools (Hardware & Software): Personal Computer, word-processor

Resources: none

Student Assessment: Students’ observation
















Oral presentation



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Title: Analysis of some functionalities of a spreadsheet program and development of the budget

No 3




Description (100-300 symbols): Exam of the sheet and detailed analysis of the calculation. Selection of the appropriate functionalities of the application software (spreadsheet) and development of the budget




Learning objective:To develop the budget by using the appropriate functionalities of the spreadsheet

Prior knowledge and skills: Spreadsheets and functionalities of a spreadsheet program (basic knowledge)


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Result / Product: the budget

Process:Students have to learn/revise about calculations involving variables and translate the problem in data of the worksheet in ‘readable’ and usable formEach group develops (by successive refinements) the budget with the spreadsheet program, under the teacher guide or supervision.Tools (Hardware & Software): Personal Computer, spreadsheet program

Resources: A spreadsheet programGuide to the use of the softwareStudent Assessment: Students’ observation and evaluation of the budget
















Oral presentation























ability to support the team loyally, as a





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good colleague





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Title: To develop the report on the work done No 4




Description (100-300 symbols): Development of the description of the work done, of the choices made and of the difficulties faced executing the previous tasks

Age: 15 Duration: 2 hours (homework)

Subject(s): ICT and Mathematics


Active learning method: problem working

Learning objective: to report the process followed

Prior knowledge and skills:


Result / Product: the report

Process:Each group summarizes the steps of the work

Tools (Hardware & Software): Personal Computer, word-processor

Resources: Template to build the report

Student Assessment: Reports (including the budget)

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Oral presentation
































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Title: To compare the result with the expected outcomes No 5




Description (100-300 symbols): Oral presentation of the budget. Analysis of the correspondence of the budget scheme proposed to the problem requisites.




Learning objective: To check the correspondence of the product to the reference situation.

To verify the appropriateness of the use of the spreadsheet program.

Prior knowledge and skills: Spreadsheets and functionalities of spreadsheet program (basic knowledge)

Budget concept (basic knowledge)


Result / Product: Modifications to the budget proposed, if needed

Process:Each group presents its work to peers and discuss with them the results.

The class compare the artefacts produced by the various groups whit the requirements of the reference situation. Possible changes of the different solutions are devised.

Tools (Hardware & Software): Personal Computer, spreadsheet program

Resources:

The budgets carried out

A spreadsheet program

Guide to the use of the software

Student Assessment: Reports (including the budget)

Oral presentation of the work

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Oral presentation
































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ASSESSMENTEvaluation, in constructivist approach to education, is a quite delicate problem, as it requires the analysis of the overall learning process, not only of its result. In our case, evaluation is carried out during the overall activity, constitutes an integral part of it, and aims to produce learning.From the above considerations, and for the need of a formal evaluation usually required by the education environment, assessment can be carried out integrating two approaches:

the first one, mainly based on qualitative methods and self-evaluation, aimed to support students to reflect on their learning process and to produce new learning (Authentic evaluation);

the second one, based on qualitative/quantitative methods, aimed to evaluate the product with respect to given standards.

Sample evaluation criteria:In the following some evaluation criteria will be outlined, referring to the kind of activity indicated

Scenario 1. Exploring and evaluating web based educational software

Sample evaluation criteria (for ICT based evaluation):- Quality of the report:

oAdherence of the work reported to the work requested- Quality of the presentation of the work done

oBrief description of the systemoComments on the evaluation of system

- Critical analysis of the systemoPossible advantagesoPossible drawbacksoComparison with other (non –ICT based) methods

- Note that the history homework may be evaluated using the first two of the above criteria, not the third.

Case 2. Projecting and building a household budget Sample evaluation criteria:- Overall organisation of the budget

oQuality of the choiceoQuality of the explanation

- Discussion and motivation of the choices for the itemsoQuality of the choiceoQuality of the explanation

- Use of spreadsheetoComplexity of the structure of the artefact with respect to the taskoAdequacy of the functionalities chosenoQuality of the functionalities usedoEfficiency of the choices

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CONCLUSION (SUMMARY)Teaching and learning ICT enhanced project working skills is a complex task, as it asks both teacher and student to acquire a new habit; moreover, it takes time and effort, thus requiring, at least at some extent, a different organisation of the educational context. Starting from an analysis of project working skills, we suggested tasks aimed to support their development. Then, we described some possible use of ICT as a means to enhance their development. We also detailed some activities, based on the use of ICT, analysing tasks involved, objectives, products and evaluation.

SUGGESTED READINGBonanni, M. (2004). “Le scienze naturali nei progetti integrati

della scuola dell'autonomia: un esempio di progetto integrato S.I.A.B.A.C.”. Biologi Italiani, Vol. 34 (3) pp 57-63.

Calvani, A. & Rotta, M. (1999). Comunicazione e apprendimento in Internet. Didattica costruttivistica in rete. Erikson, Trento.

De Bartolomeis, F. (1989). Lavorare per Progetti. La Nuova Italia, Firenze.

Midoro, V. (1998). Argomenti di tecnologie didattiche. Idee, pratiche, strumenti innovativi per l'apprendimento. Edizioni Menabò, Ortona.

FURTHER REFERENCESBarak, M. (2006). “Instructional principles for fostering

learning with ICT: teachers' perspectives as learners and instructors”. Education and Information Technologies, Vol. 11 (2), pp. 121-135.

Brill, J.M., Bishop, M.J. & Walker, A.E. (2006). “An Investigation into the Competencies Required of an Effective Project Manager”. Educational Technology Research & Development, Vol. 54 (2), pp 115-140.

Chambers, F. & Forth, I. (1995). “A recipe for planning a project: a novice manager's guide to small project design”. International Journal of Education Development, Vol. 15 (1), pp 61-70.

Denton, H. G. (1996). “Developing design team working capability: some planning factors emerging from a survey of engineering design courses”. IDATER 96 Loughborough University.

El-Sabaa, S. (2001). “The Skills and Career Path of an Effective Project Manager”. International Journal of Project Management, Vol. 19 (1), pp 1-7.

Evaristo, J.R. & Fenema, P. (1999). “A typology of project management: Emergence and evolution of new forms”. Intern. J. of Project Management, Vol. 17 (5), pp 275-281.

Innovative Teacher

http://www.indire.it/cgi-bin/lifindcgi4?dbnpath=/isis3/dati/EMER&aaquery=Biologi+Italiani/(10)&aaformato=Completo

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-53Heckman, R. (1998). “Planning to Solve the "Skills Problem" in

the Virtual Information Management Organisation”. International Journal of Information Management, Vol. 18 (1), pp 3-16.

Jonassen, D.H., Mayes, T. & McAleese, R. (1993). “A manifesto for a constructivist approach to technology in higher education” in Duffy, T., Lowyck, J. & Jonassen, D. (eds), Design environments for constructivist learning, Springer Verlag.

Norman, G. (2004). “Editorial – What's the Active Ingredient in Active Learning?”. Advances in Health Sciences Education, Vol. 9 (1), pp 1-4.

Keyser, M. W. (2000). “Active learning and cooperative learning: understanding the difference and using both styles effectively”. Research Strategies, Vol. 17 (1), pp 35-44.

Rasku-Puttonen, H., Eteläpelto, A., Arvaja, M. & Häkkinen, P. (2003). “Is successful scaffolding an illusion? – Shifting patterns of responsibility and control in teacher-student interaction during a long-term learning project”. Instructional Science, Vol. 31 (6), pp 377-393.

Ray, C. A. (1989). “Skill Reconsidered: The Deskilling and Reskilling of Managers”. Work and Occupations, Vol. 16, pp 65-79.

Rekkedal, T. (1998). “Quality assessment and evaluation. Basic philosophies, concepts and practices at NKI, Norway” in Rathore, H. & Schuemer, R. (Eds.), Evaluation concepts and practices in selected distance education institutions. ZIFF-papiere 108. Hagen: FernUniversität. Retrieved December 6, 2000 from: http://www.fernuni-hagen.de/ZIFF/rekked.htm.

Schindler, M. & Eppler, M. (2003). “Harvesting Project Knowledge: A Review of Project Learning Methods and Success Factors”. International Journal of Project Management, Vol. 21, pp 219-228.

Tan, J. & Phillips, J. (2003). “Challenges of real-world projects in team-based courses”. Journal of Computing Sciences in Colleges, Vol. 19 Issue 2, pp 265-277.

Turner, J.R. (1993). The handbook of Project-Based Management The Henley Management services.

Vygotsky, L.S. (1978). Mind in Society. Cambridge, MA: Harvard University Press.

Wood, D., Bruner, J. & Ross, G. (1976). “The role of tutoring in problem solving”. Journal of child psychology and psychiatry, Vol. 17, pp 89-100.

Yuan, R., Benson, S.A. & Glick, L. (1994). “Teaching Management Skills to Science Students: Creating a Virtual Workplace”. Technology Management, Vol. 1, pp 107-118.

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http://www.fernuni-hagen.de/ZIFF/rekked.htm


WORKING-IN-A-TEAM SKILLSINTRODUCTIONInformal interactions within small groups of students are popular and natural. Students have always gathered to practice and study. Nowadays it is commonly believed that combining interaction within groups with individual work through cooperation should be an integral part of any educational process. Learning may be structured within the spirit of competitiveness, but also within the system of individual work and cooperation. While all of the three structures are required for an effective educational process, the structure of cooperation should definitely dominate in the classroom. The most important advantages of teaching via cooperation is the fact that1 it develops critical and creative thinking, shapes a positive attitude towards the school subject as well as the school as a whole, it boosts up group interaction and social skills. Last, but not least, it allows students to build up their own assertiveness. In addition to this, teamwork develops personal abilities. Group tasks help students develop responsibility and facilitate practicing specific skills, which are very useful in students’ professional carriers.

PREPARATIONMoreover, such abilities as: team working, leadership, the ability to think analytically and to employ this type of thinking in problem solving, formulating questions, critical interpretation of the material and evaluation of the others‘ work, cooperation in handling conflict situations, solving such situation, accepting intellectual criticism, flexibility, the ability to negotiate and compromise, and finally organizational and time management skills are developed by team work.

It is amazing what can be accomplished when nobody cares about who gets the credit.

Robert Yates

Two elements must be stressed as most vital for learning through team work: group aims orientation and individual responsibility. The following factors constitute key organizational elements: The size and composition of the group. The choice of team members. The function of the group. Working out appropriate standards of teamwork. Group skills.

1 Thousan. J., Villa A., Nevis (Eds), Creativity and Collaborative Learning, Brookes Press, Baltimore, 1994Innovative Teacher

PART

2.3

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-55 Aims and tasks of the group as well as roles assigned to its

particular members.

SOCIAL SKILLSAside from technical proficiency, a variety of social skills are required for successful teamwork2. Social skills are skills a used in interaction and communication with others to assist status in the social structure and other motivations3. Social skills include communicating, listening, questioning, self-assertion, participating, negotiation, persuading, respecting, helping, counseling and sharing4.

THE FOUR ASPECT OF TEAM DEVELOPMENTTeam formation is a process. A useful identification of four stages of team development may be quite applicable5: Forming — at this stage the team is formed and each team

member’s main strength, assignment of roles and responsibilities are determined.

Storming — at which stage members become aware of their differences and try to determine the way of cooperation.

Norming — when the group comes to agreement on its function. Performing — where the structure of the group, its norms, and

behaviors are finally accepted.

ELABORATIONGroup exercises are usually time-consuming. If we are to use scenarios of exemplary tasks in order to create and develop basic group work skills, it is advisable to preserve thematic continuity of subsequent tasks. Therefore, in order to do the first task, the group of participants must be divided into four teams, which subsequently consolidate their efforts: in the second task the teams blend, in the third - they form two teams and in the fourth one all the teams work on one issue.

2 http://en.wikipedia.org/wiki/Teamwork3 http://en.wikipedia.org/wiki/Social_skills4http://www.oup.com/uk/booksites/content/0199253978/student/glossary/glossary.htm#S5 Tuckman, B. W., Developmental sequence in small groups, Psychological Bulletin, 63, 348-399, 1965Innovative Teacher


QuickTime™ and aTIFF (Uncompressed) decompressor

are needed to see this picture.

Figure 1. Colleration of exercises

A well designed problem should be presented in the task and it should allow the students to work out independent and opposing versions which may be combined into one final and commonly reached solution. This ambivalence leads to creating natural situations in which students are able to practice all of the basic skills of group work: problem solving, team working, leadership, conflict resolution, change, personal impact.

ESSENTIAL QUESTIONThe concept of essential questions creates an appropriate basis for formulating a useful problem task. Of the two operational goals of essential questions, to make a decision or plan a course of action, we will be most interested in the latter one. Essential question are questions that probe for deeper meaning and set the stage for further questioning, foster the development of critical thinking skills and higher order capabilities such as problem-solving and understanding complex systems. A good essential question is the principle component of designing inquiry-based learning.6 After you get experience writing essential questions, you will become a more competent researcher.7

The essential question directs the course of student research. As such, essential questions are powerful, directive and commit students to the process of critical thinking through inquiry. Ultimately, the answer to the essential question will require that students craft a response that involves knowledge construction. This new knowledge building occurs through the integration of discrete pieces of information obtained during the research process. Answers to essential questions are a direct measure of student understanding.8

6 http://mathstar.nmsu.edu/exploration1/unit/content_questions.html7 http://www.biopoint.com/ibr/askquestion.html8 http://www.myprojectpages.com/support/ess_questpopup.htmInnovative Teacher


None of us is as smart as all of us.Ken Blanchard

The essential question put forward in the first task should have two options, two characteristic view points, apparently opposite, but in reality complementary. These viewpoints will be combined in the fourth task.The questions may be as follows: How is conflict an inevitable part of relationships? 9

Do personal qualities help or hinder the formation of relationships?

How do I find traditional and electronic sources that can help me solve problems? 10

Many other interesting options of questions may be found on the following websites: http://www.greece.k12.ny.us/instruction/ela/6-12/Essential

%20Questions/culture.htm

http://www.biopoint.com/eq/page1.html

http://www.fno.org/nov97/toolkit.html#anchor173647

http://wwwgen.bham.wednet.edu/essenque.htm

Sample Task:

Teamwork role assignment — Problem solving task based on essential question

(software used: Skype)Introduction: The first group exercise should identify the key roles, which the participants are to assume. In addition to this, as a result of the exercise the students are to identify the most important problems with implementation of group work they may encounter especially in the IT environment.

Implementation: The group of participants must be divided into four teams (if the number of team members is smaller than three or four students, there may be fewer teams). Each team is to work on one of the initially selected problems. Two teams are to justify the positive aspects of the problem task and the two remaining teams must work on its negative aspects. Each of the members must fulfill his own role in the team. A team leader must also be appointed. The leader must create a discussion group in Skype and invite his team members to discuss in order to work out a common stance.

9 http://www.greece.k12.ny.us/instruction/ela/6-12/Essential%20Questions/culture.htm10 http://www.ncpublicschools.org/nccep/lp/lp2.htmlInnovative Teacher

http://wwwgen.bham.wednet.edu/essenque.htm

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-58The attempt to solve a problem using a communicator, which may be Skype, puts the participants in a situation in which communication skills are hindered by synchronic communication carried out by means of IT tools. The task must be formulated in a manner, which creates a problem situation resulting from different outlooks of the team members.

Results: The materials prepared in the course of this exercise may be presented in the form of a PowerPoint presentation.

Examples of problems:

What „should” inspire artists? How can we use the power of language the change the

world? Why the term „literacy” should not only pertain to the

ability to read and write? If contemporary science was to focus on merely four

areas/ directions/ tasks, what would they be? Which rights and obligations are common for all of the

countries in the world and which are country-specific. Must we have wars? What is the road to success? To be famous To be wise To have good connections To be rich To steal To study To do nothing To be lucky Can you achieve success on your own? A group success or an individual one? What is success? What are the types of success? Why do we need success? Planned success or accidental success? Can anybody be successful? When is it impossible to become successful?

TASKS, FUNCTIONAL ROLES AND INTERACTION CHANNELS IN THE TEAMWORKIntegration of soft skills during teamwork constitute channels of interaction, which can be:

Communication — communicating, listening, questioning;

Negotiation — self-assertion, persuading, respecting, counseling;

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I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-59 Participation — commitment, capability, helping, sharing;

Organization — procedure, preparation, progress, leadership.

To achieve teamwork goals, specific tasks needed for problem solution need to be shared by team members. Those tasks are as such11: initiation, setting a goal, coordination, monitor of progress, seeking for information or opinions, clarification, summarization, decision planning and pushing, troubleshooting, diagnosing, evaluation.

Following those tasks and channels in terms of teamwork – Each task need to be controlled by separate team member thus constituting teamwork roles. These functional roles help the group to function as a team and to achieve its goals. In fact, depending on the size of a team and specifics of the task, each team member can adopt one or more functional roles, which can be:

Facilitator Analyst Task Tracker Writer Recorder Graphics Vizualizer Archivist

COMMUNICATIONCommunication is the transmission of messages between a sender and a receiver using any of the senses, usually via a common system of symbols. There are many means of communicating and many different language systems. Communication is a fundamental component of social behavior. 12,13

Communication occurs in synchronic and non-synchronic mode. Not only teachers communicate with their students. Students must also be able to communicate with one another. In addition to this, we witness traditional forms of direct communication as well as the new type of communication taking place by means of electronic tools used in e-learning. Therefore, skilful use of communication shall vastly contribute to successful training.

Good communication constitutes the basis for good education. Communication is in fact the exchange of information between the person supervising the process of education (the instructor) and his students. In addition to this, information is also exchanged among students themselves.

11 http://www.dlsweb.rmit.edu.au/eng/beng0001/learning/teamwork/extdoc/team4b.html12 http://www.csa.com/discoveryguides/ebonics/gloss_f.php13 http://courses.bio.psu.edu/GenEd-Manual/GenEd-glossary.htmlInnovative Teacher

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-60Communication tools focus on spoken or written content and they cover receiving, storing and presenting messages usually in a written form but also in the form of audio and video messages.

COMMUNICATORS (INSTANT MESSAGING)In recent years Internet chats have been making use of such „instant messaging” tools as ICQ, AIM, MSN, Jabber, Skype etc. These communicators are based on a different approach than the classical chat also called IRC (Internet Relay Chat) as the participants of conversations communicate with each other directly and not, as it used to be, via chat rooms. 14

Instant Messaging is a tool of direct communication among the Internet users. This is a kind of Internet mail where communication takes place in real time and as such it resembles chat software. Instant Messaging require software, which can manage the communication service. The Internet service presents information about people from contacts list, called “Buddy list“, of a given software who are currently connected to the service, active or available.

Instant Messaging enable very efficient communication and co-operation. Although communication is instant, the participants are not obliged to reply instantly and thus the pace of conversation is not enforced as it is in the event of regular telephone conversation (which explains its popularity).

The user may add new people to his contact list by adding their e-mail address or their communication ID. If the participants are Online, their name will be listed as available for discussion. Clicking on the name of the user activates the chat window and texts of conversation are sent to the recipient.

The most popular Internet programs are: Qnext, MSN Messenger, AOL Instant Messenger, Yahoo Messenger, Skype, Google Talk, .NET Messenger Service, Jabber, QQ, iChat, ICQ. They are free of charge, however some offer additional opportunities at an additional fee.

SKYPESkype is a Instant Messaging Application, which has gained a lot of popularity in recent years as it gives access not only to written chats but also voice ones. It is a free tool of peer-to-peer audio-conferences. It belongs to VoIP (Voice Over IP) tools, which

14 Instant messaging ,Wikipedia, The Free Encyclopedia, 2006, http://en.wikipedia.org/wiki/Instant_messagingInnovative Teacher

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-61enable telephone conversations over the Internet. It also covers written communication similar to the one offered by Chat programs and communicators. 15

Skype is based on p2p, which means that sound and text packages are not sent by the net and the central server, which distributes them further, but they are sent directly between users. Thus, it is a very simple and user-friendly communicator featuring a very well integrated VoIP functionality.

Moreover, Skype offers a service of combining Internet telephony with the fixed one. This, however, requires paying an additional fee, but as a result the users are able to enter into international and intercontinental conversations for the price of a local call.

Go to http://www.skype.com/, download the updated version of the program and install it according to the instructions presented on the screen. Once the program is started, do the task „log on to Skype” by setting up a new Skype account (if you choose the hyperlink „No Skype account?”)

Sample answers given by students in analysis of question

Sample Task:

Team working with concept mapping (software used: Freemind)

Introduction: The second task allows for identification of a graphic evaluation of concepts and group work carried out by means of graphic representation in the form of a conceptual map. The topic of the exercise should constitute the continuity of the first task topic so that it would develop the acquired skills and outlooks.

Implementation: The same teams which worked on the first task are expected to prepare a graphic representation of the reached concept. Freemind is a free software which supports conceptual map making. Although it is not a software designed for cooperation on the net, it should serve the implementation of this task.

Results: The map of concept may be added to a PowerPoint presentation.

IDEA MAPThis is a visual technique of intellectual work, which stimulates to create, expand and develop thoughts in a visual manner. Idea map help pupils when they are expected to do brain storming, problem solving and planning their work. Exercises are organized as short

15 Skype, http://www.skype.com/intl/pl/Innovative Teacher

http://www.skype.com/

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-62tasks and thus help pupils learn new words and ideas. Idea map allow for combining key words, symbols, colors and graphics in order to create non-linear networks of potential ideas and thoughts.

Idea map constitute an important technique allowing us to develop the manner of making notes. The structure of the object or issue and any connections between their elements may be presented as well as it may include classical text notes. Idea map generally abandon the conventional format of a list usually used for notes as it uses a two-dimensional structure of recoding information. A good map shows the shape of the object, dependencies between its elements as well as relations and hierarchies. Such notes are more logically concise which allows for creating and finding new relationships in a very simple manner.

Idea map are thus very useful for summarizing information, connecting pieces of information, connecting information on various subjects and topics as well as solving complex problems and making presentations showing general structure of the issue. Another advantage is their structure, which facilitates memorizing.

STEP 1. COLLECTING IDEAS



STEP 2. CONNECTING IDEAS

Innovative Teacher




STEP 3. ARRANGING IDEAS



CONCEPT MAPConcept map are analogous to idea map. They graphically illustrate relationships between concepts. Two or more concepts are connected by words, which describe their relations.Concept map support understanding issues by helping pupils organize and expand their knowledge of the subject. They help to find out new information by building each new concept into the structure of knowledge they already have.

Innovative Teacher

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-64Concept map constitute an effective tool of evaluation the increase of knowledge. When students make maps of concepts, they transform the concepts they already have by means of their own words. If the connections the pupils make are incorrect, the teacher knows what the pupil have not understood and thus concept map constitute an objective and effective means of evaluation of concepts which pupils were not able to understand.

Figure 2. Example of concept map

Visit the FreeMind site: http://freemind.sourceforge.net/Freemind-development.html and download the file http://prdownloads.sourceforge.net/freemind/FreeMind-Windows-Installer-0_8_0-max.exe?download. Start the program and create a map.

Sample Task:

Leadership and conflict resolution — Electronic Meeting System

(software used: LiveMeeting)Introduction: Another task creates opportunities to enforce changes in the formerly prepared materials as in this task, different team members must cooperate. In each of the teams which worked on the materials in previous exercises, a team representative should be chosen. This person shall then discuss the solutions of his team with the other teams’ members who, at this stage, join his team. Teams must be blended for this task (but only on the plane of “positive” and “negative” outlooks). In each of the original groups there must be only one member who will present the remaining materials. Implementation: The application of an electronic meetings system, e.g. Microsoft Office Live Meeting or Adobe/Macromedia Breeze, makes it possible to present all of the prepared texts and graphic materials. The discussion with the new group should lead to presenting the reached conclusions in the form of texts, graphic conceptual maps as well as by supporting and justifying Internet Innovative Teacher

http://prdownloads.sourceforge.net/freemind/FreeMind-Windows-Installer-0_8_0-max.exe?download

http://prdownloads.sourceforge.net/freemind/FreeMind-Windows-Installer-0_8_0-max.exe?download

http://freemind.sourceforge.net/Freemind-development.html

http://freemind.sourceforge.net/Freemind-development.html

I*Teach Methodology HandbookPart 2:How to build enhanced ICT 2-65materials. PowerPoint presentations prepared in previous tasks may be used during an electronic meeting. Sharing the application desktop will help the participants present conceptual maps prepared in the previous exercises. In the text window, texts may be introduced and shared whereas the electronic board will be used to visualize outlooks and plans. The system of voting may prove to be of great use as it allows to decide by way voting which of the conclusions should be final. In this task, the four teams are combined into two: one consisting of the „positive” and one of the „negative” group members.Results: All of the elements of the discussion must be prepared as a PowerPoint presentation.

GROUPWAREIn use there is classification of groupware consisting of four categories, according to when each is used, and where 16: Same Time/Same Place. (One of the most interesting Same Time/Same

Place applications is electronic voting systems, such as OptionFinder. OptionFinder is a handheld remote hooked up via wires or wireless to a PC.)

Same Time/Different Place. (This is technology that allows people to communicate simultaneously across distance.)

Different Time/Same Place. (A Post-It note tabbed to the chair of the worker sitting at your desk during the shift after yours) single-site networking

Different Time/Different Place. (Lotus Notes, a powerful messaging, planning and organizing tool)

COOPERATIONSocial (Community) Software enables setting up meetings, communication and cooperation via the computer as well as creating an online community. It is believed that the above term does not refer to single type of software but to the application of numerous types of computer communications resulting in creating an online society 17. In this context, Internet societies may combine the modes of one-to-one communication (e-mail or communicators), one-to-many (net sites, blogs) as well as many-to-many (wiki). 18

The communities are created according to a bottom-up mode which defines an open type participation. Joining the group is voluntary and the reputation is built up by gaining trust of the other members of the group of the community. The mission of the community as well as its implementation is defined by its members 19. The above is the

16 http://mfinley.com/bizbooks/teams/chapter30.htm17 Social software ,Wikipedia, The Free Encyclopedia, 2006, http://en.wikipedia.org/wiki/Social_software18 Products & services, Collaboration tools, http://www.e-learningcentre.co.uk/eclipse/vendors/collaboration.htm19 Cultivating Communities of Practice: A Guide to Managing Knowledge Wenger E., Innovative Teacher

opposite of a top-down approach in which the roles are defined by external authorities who assign and define the accessibility to the community. 20

Tools used in the applications of community software are communication and cooperation tools. They usually include receiving, storing and presenting messages in written form, however currently more and more messages take the form of audio and video messages. Interaction tools facilitate interaction between pairs and groups of users. Communication tools focus on spoken or written content, whereas interaction tools focus on manners of expressing activities and presence. Such tools include the following applications of communicators: IRC, the Internet forums, Blogs, Wikis, community networks services, etc. 21

McDermott R., Snyder W., 200220 Collaborative Learning Activities Using Social Software Tools, http://www.writely.com/View.aspx?docid=ahh5gqp63qx421 Distance learning – Social software’s killer, Terry Anderson, Athabasca University

WEB CONFERENCES There are many other web-conferencing tools available which base on the VoIP idea. So far such conferences have been carried out as audio-conferences via telephone lines, which used to ensure a very good quality of transmission, yet was quite expensive and in some areas such services are still forbidden. Currently the following Internet solutions are available Voxwre, Orbitalk, Roomtalk.net, VCOM Central, WebConference.com, VoiceCafe. In addition to these, such companies as Lotus IBM SameTime and Microsoft Live Meeting 22 are available.

VIDEO CONFERENCESVideo conference, also known as video teleconference, constitutes a set of interactive telecommunication technologies facilitating interaction between two or more locations which is carried out on the principle of a two-directional simultaneous video and audio transmission. This is also called a Visual Collaboration. 23

Video conferences were also known at the times of radio telecommunication as well as the telephone transmissions such as ISDN. When the Internet became popular, a multitude of software for video conferences appeared. These include: NetMeeting, MSM Messenger, Yahoo Messenger, AOL Instant Messenger, Apple iChat AV, Skype, Webex and others. 24

This type of conference makes it possible for the students to participate in a two-way communication. Classes and lesson groups can be created and they consist of students from all over the world. Thus, students from various environments and of various social background can participate in the educational process. They can cooperate, research, communicate, analyze and exchange their outlooks and information. They can also take part in virtual excursions and do many other activities. 25

GROUP WORKCooperation software, also known as groupware is a computer application which integrates the work on one projects implemented simultaneously by many users working on separate computers. The very first application of this type was the popular LotusNotes by Lotus Software working in combination with LotusDominoServer. 26

22 Spielman S., Winfeld L., The Web Conferencing Book: Understand the Technology, Choose the Right Vendors, Software, and Equipment 200323 Rhodes J., Videoconferencing for the Real World: Implementing Effective Visual Communications Systems, 2001, Focal Press24 Wetteroth D., Instant Messaging Demystified 200225 Peter P., Barlow L., Smart Videoconferencing: New Habits for Virtual Meetings by Janelle Barlow, 200226 Groupware,Wikipedia, The Free Encyclopedia, 2006,

The group work and cooperation software may be included in one of the three groups27: Tools for electronic communication facilitate the exchange of information

by enabling users sending messages, files, data and documents. These tools include email, electronic mail, communicators, faxes, voice mail and WWW publications.

Tools for electronic conferences allow for a more interactive manner of exchanging information. The most popular forms are teleconferences and video conferences but recently new technologies have emerged.

Data conferences, which allow for the connected computers to share the board on which each of the users may write and add their information to the shared image.

Systems of electronic meetings give access to conference rooms equipped with big screen projectors connected to many computers, discussion forums and chat rooms where users may exchange text messages.

Tools for managing cooperation are simple tools of group activity. Electronic group calendars allow for planning meetings and events for

many users and their alarm systems automatically remind the group members of the events.

Data Flow and Work Flow Systems are used to manage tasks and documents.

Project Management Systems are used to create the schedule of the project and trace the implementation of its stages.

Content and Knowledge Management Systems help collect, organize, manage and exchange information in numerous formats.

http://en.wikipedia.org/wiki/Groupware27 Lipnack J., Stamps J., Virtual Teams: Reaching Across Space, Time, and Organizations With Technology, 1997

MICROSOFT OFFICE LIVE MEETING

Figure 3. Microsoft Office Live Meeting window

Microsoft Office Live Meeting System offers six typical elements of conference systems.

Sharing the application desktop allows to remotely present the content of the desktop and thus to present the application and the operation of computer applications.

Electronic board – allows for sharing the board on which each of the participants of an Internet meeting may write, draw and exchange information;

„Web touring” – or touring the net allows to share the window of the browser and share the information found on the Internet;

Sharing the text window enables writing and co-writing texts. This opportunity is also created by text chat,

Questionnaire and voting allows to send and share screens. In addition to the above, the software also contains a very

useful function of importing PowerPoint presentations. 28

Visit the product site http://www.microsoft.com/uc/livemeeting/default.mspx, using the bookmark try Live Meeting software, which is free of charge for 14 days.

ADOBE/MACROMEDIA BREEZEBreeze has been designed for online presentations, it gives access to PowerPoint slides, it allows for playing and presenting audio and

28 Winters F.J., Manchester J. T., Web Collaboration Using Office XP and NetMeeting, 2002

video live as well as viewing Flash presentations and sharing the screen in real time. 29

Figure 4. Adobe/Macromedia Breeze window

Visit the product site http://www.adobe.com/products/breeze/, using the bookmark try the software free of charge for 15 days.

Sample Task:

Teamwork and change

(software used: Wiki)Introduction: The task dealing with problem solving must be based on these products and materials worked out by the students to which the students are most emotionally attached. Thus, the participant’s decision will be one of “loss and gain” nature. Here we are aiming at creating a quite realistic, yet fairly safe conflict situation which will have to be solved by the participants using their team work skills. Implementation: In this task all of the teams should combine their efforts and cooperate on one final material which will have to reflect the opinion of the team on the task under discussion. If Wiki is used at this stage, the students are required to decide on the most effective work division.Results: All of the elements of the discussion must be put together in a form of a PowerPoint presentation in order to represent the agreed approach towards the whole of the subject.

WIKIWiki is a simplified process of creating HTML websites as it registers each change introduced. Therefore the work may be undone at any 29 Macromedia Breeze, http://www.adobe.com/products/breeze/

http://www.adobe.com/products/breeze/

time and the original site may be restored. Wiki may also contain many other tools designed for the users for trouble free monitoring the current design of Wiki. Moreover, it features sites for discussion and solving problems such as various outlooks of authors on the content presented there. 30

Wiki is an Internet site, which may be relatively easily edited. This means that anybody may edit, change and delete texts. The examples of the above are Wikipedia, Wikitionary and Wikisource.

WIKI SOFTWAREA type of collaborative software that runs a Wiki system is called „Wiki software“. Wiki software is usually implemented as a server-side script, which typically allows creation and editing of web pages with the use a web browser. Content is generally stored in a relational database management system31.Most popular Wiki engines are: UseMod, TWiki, MoinMoin, PmWiki and MediaWiki (a list of wiki engines is available at http://c2.com/cgi/wiki?WikiEngines).

Sample Task:

Defining personal impact of teamwork - ePortfolio

(software used: ePortfolio)Introduction: The final task is of a reflexive nature allowing to use the concept of ePortfolio, which allows each of the participants to independently identify his/her role played in the team, their personal input and the result of their work.

Implementation: Each of the participants of the previous tasks may present their own conclusions on concrete examples of the discussed methods and roles they identified in the form of texts or electronically.

Results: The materials and conclusions may be issued in the form of ePortfolio, a PowerPoint presentation or in an web presentation form.

E-PORTFOLIO„Portfolios, in education and personal or professional development, are collections of documents and other objects that can be shown as evidence to support claims a person makes about what they know, what they have achieved, and what they can do.

30Ebersbach A., Glaser M., Heigl R., Dueck G., Wiki : Web Collaboration, 200531 http://en.wikipedia.org/wiki/Wiki_software

http://c2.com/cgi/wiki?WikiEngines

As for e-portfolios, a common starting point is that they are simply electronic versions of physical portfolios that contain digital objects instead of physical objects. „32

ePortfolio (electronic portfolio, e-portfolio, digital portfolio) is collection of electronic documents that demonstrate skills, education, professional development of the person that owns/prepared it as well as the benefits he/she offers to a target reader33.

e-Portfolios are understood as personalized, web-based collections that include: selected evidence from coursework, artifacts from extra-curricular activities, and reflective annotations and commentary related to these experiences34.

The process of development of e-Portfolio activates students and encourages them to be involved in planning and responsible for achieving their own educational goals. It is done by sharing examples of their work, mastering information technology skills, and demonstrating knowledge, skills and attributes gained35.

Three main goals of ePortfolio are represented in three types of ePortfolio 36:

A developmental ePortfolio — is meant to be a record of personal development process.

A reflective ePortfolio — presents personal reflection on the content and it‘s meaning.

A representational ePortfolio — shows the personal achievements in context of particular work.

32 http://www.jisc.ac.uk/index.cfm?name=myworld33 http://en.wikipedia.org/wiki/EPortfolio34 http://css.its.psu.edu/news/nlfa02/Featurepages/Evidence.html35 http://eportfolio.psu.edu/about/index.html36 http://www.bde.enseeiht.fr/~hansn/portfolio_en.php

http://www.bde.enseeiht.fr/~hansn/portfolio_en.php


PRESENTATION SKILLSINTRODUCTION

Judge an artist not by the quality ofwhat is framed and hanging on the walls, but by the quality of what is in the waste basket.

Anonymous

An essential part of our life is to present something we have in mind to an audience – face-to face, or indirectly. What your students should know is that good presenting could convey even more than they originally might have hoped for. For this, the first condition is to have something to say. No matter how trivial this might sound, it is the most important thing about presenting (both in written or in oral form). The second thing is to know consciously who that audience is [1]. The next two conditions are to have the appropriate tools and to know how to make the best use of them. In a nut shell, to present well your students will need the confidence that they:

have something worth saying; know their audience well; have the appropriate tools; know how to use them.

How could we, as teachers, help our students develop these types of confidence? With the first part (having something worth saying) young people don’t seem to have problems – they are not afraid of arguing with authorities and of smiling with condescension at the works of classical writers. The teacher’s task is to convince them that just expressing an opinion without arguments doesn’t count much. And the arguments should be tuned to the audience. Here comes the second important condition – knowing your audience and conveying your message to it. If a student has written a love letter (a poem) to his beloved he/she shouldn’t worry about the opinion of his teacher in English, or his parents. His audience is a single and very special person. He should know the things he wants to say and he should do this with a conviction.

Even if you are lucky to have students who are young researchers, having something important to report and knowing well their audience, there is still something left for you – to help them with a proper presentation.

In the traditional IT classes the emphasis has often been on the technical skills, e.g. how to learn the full potential of Power Point (since this was

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PART

2.4


the novelty to be learned). We reached the time when “knowing what to throw in the wastebasket”, “how to get rid of the redundant” becomes not less important in an ICT enhanced education.

In order to reach the essence of the content of what is being presented everything non-essential should be eliminated since it might only distract the attention of the audience.

PREPARATION“Begin at the beginning," the King said, very gravely, "and go on till you come to the end: then stop."

Lewis Carroll

You could start by showing your students examples of a presentation (could be good or bad) and throw the gauntlet down to them to formulate what important principles behind its preparation have been observed or neglected. Some important questions to consider when looking critically at a presentation include:

What is the essence of the point being made?

Are any elements non-essential?

At its core, what is the real point?

These are always good questions to ask ourselves, too, when critiquing our own presentations.

You could show what some authors consider “really bad presentations” (and how to avoid them) and discuss with your students why they have been considered by their creators as good. Such an example could be found at [2].

It should be clear that since the tastes differ, there is nothing like the best presentation, even less so – a recipe for a best presentation.

As the good artists have demonstrated one should start with learning the rules in order to feel free to break them.

On issues related to professional presentation design you could find a very insightful comparison by Reynolds between presentations styles at the two extremes (Steve Jobs and Bill Gates) [3]

In our view, the whole process behind a presentation could be considered as follows (Figure 1.):

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planning (keeping in mind the initial conditions - i.e. the type of the presentation, the audience, the tools available, the limitations in terms of time, pages, etc.)

preparation (to use the proper tools properly depending on the information/data to be presented; to determine the lay-out accordingly; to include rehearsals in the case of an oral presentation)

delivery (taking into consideration the specific rules for oral, written and web presentations)

feedbacko oral (the presenters react to questions and comments

from the audience immediately) o written (the authors react to the suggestions of the

reviewers, editors /the teacher with consecutive versions of their works after some fixed period of time)

Figure 1. Presentation phases

All the important issues with regard to a presentation (oral, written, and web alike) could be addressed by means of special activities, e.g. – the so called “mini-presentations”.

For instance, in order to cultivate in your students a good sense of time when delivering an oral presentation you could start with asking them to tell a story (a joke) in a short and fixed period of time (1-3 min). As a further exercise they could present the introduction of their work in 5 min. Thus they should become aware of the fact that reading aloud takes much less time than speaking in front of an audience.

A mini written presentation in turn could follow the general structure of which students should be given a sample, the length should be much shorter (up to 2 pages) and the content could be on a topic chosen by them.

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Planning Preparation Delivery

Feedback


You will find in the Appendix selected and tested guidance materials on how to deliver oral and written presentations. But it would be a bad idea just to give a list of rules to your students. The students would capture them much better if you act as a “midwife” of their own ideas and opinions on concrete examples of presentations. If you start with a bad example in the style of “How-not-to-give-a-talk”, your students would be proud if they manage to formulate what makes a presentation “really bad” [4] and then to see that this is what the experts also think (probably slightly better verbalised).

Finally you could show your students examples of evaluation forms (also given in the Appendix) – thus you would hopefully convince them that although the tastes differ there are some standards to be taken into account.

ELABORATIONIn order to get an idea how to help your students to develop their presentation skills, we are suggesting some concrete relevant activities to be carried out by them during each presentation phase. In addition, we propose approaches you could use to support them in your role of a facilitator and a partner (rather than a preacher on what is right to do).In the process of the elaboration you have the freedom of choosing the concrete activities and approaches but you are still expected to:

organize the learning process so that your students work successfully on the tasks designed for the different phases and become aware of their importance;

support them in reflecting on what they have achieved during the practice.

Table 1 below shows examples of appropriate activities during each presentation phase and the supporting role you should play.

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Students’activity Teacher rolePlanning To analyse the

audience To analyse the

limitations

To suggest topics to work on based on the learners’ interests

To engage the students in a discussion To select proposals according to students

previous knowledge and background To monitor the activity To provide help on demand To stimulate learners to organise the work

on their presentationPrepara-tion

To choose the structure

To choose the tools

To guide the learners’ work by means of explanations, providing further material, etc..

To monitor the learners’ work To produce FAQ or personal support To provide explanations on the ICT tools

to be used To verify students’ability to use the ICT

tools To ask learners to choose the most

appropriate program from those available To prepare preliminary and gradual tasks

for the students To set up and maintain the ICT tools To provide operative examples of the use

of tools in a number of situationDelivery To deliver

presentations To suggest possible tools To give guidelines if needed

Feedback To take part in discussions –answering and posing questions

To react on the feedback

To produce guidelines for evaluation To provide tools and suggest activities for

self-evaluation (questionnaire, portfolio indications, …)

Table 1. Examples of activities aimed at acquiring concrete presentation skills together with the corresponding role of teachers

All these activities should not be considered as an end in themselves but rather as a natural part of real-life problems. Table 2 shows examples of tasks in support of developing and enhancing concrete skills by means of ICT tools. You should pay special attention to the importance of an appropriate choice of tools - the ICT tools should be used only when needed and in such a way that they really enhance and enrich a concrete presentation.

Skills Example tasks ToolsPlanning To identify the

needs of the To plan the preparation

of a poster taking into Power

point

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audience To indetify

the limitations To make a plan of

the presentation

account:o the specifics of a web poster and a paper based oneo the difference in presenting for kids and adults

Text processor

Prepara-tion

To structure the presentation

To use the proper tool properly

To prepare a presentation of a book for different audince (a marketing orineted one and one for pupils)

To prepare (within a group) an advertisement, as a result of the joint efforts of the individuals (content, description, illustration, format, ..)

Power point Text

processor Photo Editors Spreedsheets Web pages

development tools

Digital camera

Delivery To present a product within concrete limitations (time/ pages) To establish a real contact with the audience

To deliver an oral poster presentation for a fixed time (1, 5 or 10 min.)

To deliver a Power point presentation in front of the whole class

Power point Word

processing Photo Editors Spreedsheets

Feedback To answer questions with self-confidence To provide arguments when defending one’s position

To answer questions after/during an oral presentation

To answer reviewers’ remarks

Word processor

Communica-tion tools

Table 2. Examples of abilities involved in presentation phases, corresponding students activities and possible uses of ICT

Let us put in a nut shell what you should have done so far: shown your students concrete examples of bad and good

presentations discussed and jointly discovered some presentation rules trained concrete skills by means of several activities directed

towards the solving of a certain challenge (let us remind here that challenge is defined as a demanding or stimulating situation [5] and we would like your students to care about lifting the gauntlet thrown)

At this point you and your students are hopefully ready to start with a more ambitious scenario. What follows is just an example (which could be modified or completely replaced by something generated by you or suggested by your students). The important thing is that the

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scenario should be motivating enough for your students and the outputs should correspond to acquiring some skills as defined in the aims. The set of skills to be cultivated and elaborated could vary depending on the situation.

Example of a scnerio for a written presentationAim37: To help students acquire skills of:

designing the presentation according to the media specifics selecting appropriate tools orienting the presentation towards a specific audience accepting the constructive feedback with gratitude and reflecting the

comments and suggestions appropriatelyScenario:To create, publish and advertise a written presentation (newspaper, poster, magazine, or booklet).Task 1Teams consisting of writers, proofreaders, technical and language editors, and graphical designers are formed. Each team chooses a concrete type of a written presentation (paper- or web based) and plans accordingly.Task 2The teams develop their presentations in several stages. The feedback and comments of all the players should be considered until reaching a consensus (within the time planned).Task 3Each team publishes its presentation.Task 4Each team produces an advertisement of its presentation for a different audience (parents, teachers, peers)Activities: The writers present a document on a given topic to the team. The proof-readers suggest corrections (by means of the spell checker, track

changes, comments and other sources such as encyclopedias and dictionaries, etc.).

The language editors suggest changes in the style and the language (by means of thesaurus, track changes, comments, and other sources).

Graphical designers prepare the illustrations and the layout of the presentation. The technical editors take care of the formatting.Tools: Text processors (spell checker, comments, thesaurus, track changes) Encyclopedias and dictionaries e-mail, on-line communication tools Graphical editors Publishing tool Newspaper wizards Clipart/Internet sources Digital camera (Audio/video – in case of web presentations)

Web resources: Design of scientific posters

http://www.writing.eng.vt.edu/posters.html37 Here we limit ourselves to the aims related to presentations skills although in any scenario there could be added aims related all other domains of the ICT-enhanced skills.Innovative Teacher

http://www.writing.eng.vt.edu/posters.html


Poster templatehttp://www.writing.eng.vt.edu/presentations/poster_template.ppt

Mathematical modeling in the environmentMath awareness month poster, April 2001 http://www.math.uconn.edu/~glaz/math108/poster/

index.htmlA modification of the scenario of a poster presentation is offered in Part 3. In this modification some useful techniques are considered in support of the presentations skills together with skills for working in a team and working on a project. This illustrates our basic idea that even when the product looks the same the paths leading to it could be traced by different milestones (i.e. acquiring different skills as a result of carrying out concrete tasks).A step-by-step advice on creating an effective poster presentation could be found at [6].

ASSESSMENTAs it has been said on numerous occasions (not only in the Handbook) that the evaluation of products containing creative elements is a very difficult matter since there are subjective factors involved. If we paraphrase Brandon [7] when evaluating a presentation we should try to cultivate the perspective of an “impartial spectator” in addition to our own perspective. That is, we need to do the hard work of trying to recognize what in our response to the “product” is a matter of personal quirk and temperament, and what is something shared in common with people who are not exact clones of ourselves.We have to try to clarify for ourselves why and what we don’t like about a given presentation might be liked by our students, or why they might dislike our ideas for its improvement. Although this is extremely difficult to do, difficulty is not an excuse for not trying. Furthermore, a genuine evaluation involves the analysis of the whole learning path which means that the assessment should include two components:

a qualitative approach and self- and a peer evaluation a quantitative approach with respect to given criteria.

Sample evaluation criteria:Further on we will outline some evaluation criteria, referring to the Poster Scenario. They are based on two main approaches:

a qualitative approach, according to which you will evaluate to what extent the design corresponds to the media specifics the tools are appropriate the specifics of the audience has been taken into account the author has accepted the constructive feedback and has

reflected the comments and suggestions

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http://www.math.uconn.edu/~glaz/math108/poster/index.html

http://www.math.uconn.edu/~glaz/math108/poster/index.html

http://www.writing.eng.vt.edu/presentations/poster_template.ppt


a quantative approach, according to which you will evaluate the appearance, content and the presentation of the poster the advertisement

Some sample criteria (suggested by G. Hess [8]) concerning the quantative evaluation of a poster are given in the Appendix 3.4.4. Evaluation of written presentation - poster evaluation.

WRITTEN PRESENTATION

INTRODUCTIONIt is difficult to categorize the presentations in terms of written, oral and web-based since there is a great deal of overlapping. As we shall discuss below part of preparing a written presentation would normally involve reading to ourselves out loud. In turn, when preparing an oral presentation we have to write down the content we will be talking about. Still, we are making a conventional classification so as to separate certain techniques, methods and guidelines for you to focus better when working with your students.

You have already taught your students to be sure that before starting to write they should know what they want to say and to whom they wish to say it. It is even more difficult to teach them when to stop writing. Here is the advice given in [9]:

Stop when you have said what you have to say. Say it clearly, say it completely, say it forcefully, say it without leap but then shut up. To prattle on and on is not to convince further.

A more detailed guidance on writing in specific genres (a research paper, a business paper, application forms, CV) is given in Appendix 4.The guidance relates presentation strategies in several areas: formatting, writing, incorporating graphics, and documenting sources, acknowledgements.

ELABORATIONFollowing the I*Teach Methodology we will give you some examples of tasks the fulfillment of which would contribute to the acquirement of concrete written presentation skills. Depending on the interests and the background of your students you could split the tasks into even smaller exercises or combine them in real-life scenarios.

Filling an application form is a suitable task for your students to demonstrate their writing abilities. You are free to choose different applications forms but as a start you could use the sample application in Appendix 5.1 Sample for application form. This example is based on the application form for participation in the Research Science Institute

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(RSI) [11] - an international six-week summer program (sponsored jointly by the Center of Excellence in Education and the Massachusetts Institute of Technology) for high school students from the US and around the world who are working on research projects in science and mathematics. Encourage your students to use the guidance for writing a personal presentation which could be very useful for a variety of application forms.Since to complete the personal essay section of the application form is a relatively complicated task you could start with a simpler one, viz. writing a short personal presentation for a specific case (e.g. participation in competitions, festivals, etc.).

Example of a task for short personal presentationAim: To help students acquire skills of:

designing the presentation according to the media specifics selecting appropriate tools orienting the presentation towards a specific audience

Task To prepare personal presentation for a participation in a competition or festival, emphasizing on the experience related to the specific event (e.g. music experience and achievements if applying for a music festival, research experience and achivements in contests if applying for mathematical research camp, etc.)Tools: Text processors (spell checker, comments, thesaurus, track changes) e-mail, on-line communication tools Graphical editors Digital camera (Audio/video – in case of web presentations)Writing a CV is another task the students should learn how to perform depending on the situation. Here follow some preliminary excercises:Exercise 1. Direct the students to a site with various templates, e.g. [12]. Let them select one for a particular situation and fill it for you to evaluate. They could use also the sample given in the Appendix 5.2 Samples for CVs as found in [13].Exercise 2. Ask your students to study the examples given below of resumes before and after editing. Let them discuss what they have noticed and encourage them to generalise their findings. At the end compare the findings of the students with the critiques as formulated by the professional editors.

Resume for Business School Admissions: Beforehttp://www.resumeedge.com/promo/resumeviewer.php?filename=admissions-mba_beforeAfter

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http://www.resumeedge.com/promo/resumeviewer.php?%0Bfilename=admissions-mba_before




http://www.resumeedge.com/promo/resumeviewer.php?filename=admissions-mba_afterCritiquehttp://www.resumeedge.com/promo/admissions-mba_critique.php

Resume for Graduate School Admissions: Beforehttp://www.resumeedge.com/promo/resumeviewer.php?filename=admissions-msfinance_before Afterhttp://www.resumeedge.com/promo/resumeviewer.php?filename=admissions-msfinance_afterCritiquehttp://www.resumeedge.com/promo/admissions-msfinance_critique.php

These excercises could be extended (replaced according the interests of your students) with other examples of resumes before and after editing together with professional critiques could be found at:http://www.resumeedge.com/whyus/samplework.php?nav=wu.swExercise 3. Invite your students to discuss the examples of short and long CVs (Appendix 5.2 Samples for CVs) and edit their own resume appropriately. A detailed guidance on writing CVs extracted from [14] could be found in Appendix 4.2. Guidance on writing CVs.

Exercise 4. Ask the students to provide the examples of the short CVs with a better structure.

Exercise 5. Challenge your students to write a document in which using bullets is justified (e.g. you could make slightly modification of the previous excercise, explicitly defining that students should keep in mind the Guidance for writing in bullets from Appendix 4.12. Guidance for using bullets and numbers – providing them with it as supplementary material).Bring their attention to the fact that to write a well-turned bulleted list is somewhere between rule-governed craft and instinct-guided art [15]. Furthermore, choosing the most appropriate tool and way of presenting the information (in this case about yourself) is very essential for the effect.

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http://www.resumeedge.com/whyus/samplework.php?nav=wu.sw

http://www.resumeedge.com/whyus/samplework.php?nav=wu.sw

http://www.resumeedge.com/promo/%0Badmissions-msfinance_critique.php

http://www.resumeedge.com/promo/%0Badmissions-msfinance_critique.php

http://www.resumeedge.com/promo/resumeviewer.php?%0Bfilename=admissions-msfinance_after



http://www.resumeedge.com/promo/resumeviewer.php?%0Bfilename=admissions-msfinance_before



http://www.resumeedge.com/promo/%0Badmissions-mba_critique.php

http://www.resumeedge.com/promo/%0Badmissions-mba_critique.php

http://www.resumeedge.com/promo/resumeviewer.php?%0Bfilename=admissions-mba_after




If your students are in 11 or 12 class, then to prepare their CVs and motivation letters when applying for a concrete job will be a real-life situation. That is why an Applying-for-a-job scienario would be an appropriate challenge contributing to the development of both presentation- and information skills. Similarly, you could make the students work on Applying for colleges, universities and other graduate schools by modifying the scenario below appropriately.

Example of an Applying-for-a-job scienarioAim: To help students acquire skills of:

designing the written presentation according to the specifics requirements38

selecting appropriate tools orienting the presentation towards a specific audience

ScenarioTo find an appropriate job.Task 1To find offers for a job (according to one’s interests and qualification).Task 2To prepare a CV and a motivation letter for a job application.Tools:

Text processors (spell checker, thesaurus) e-mail, on-line communication tools Digital camera

Once your students have been accepted for their favorite job they should expect the next challenge – to prepare business reports on their work.

As a preliminary excercise you could ask them to prepare a written presentation on comparative analysis of Office automation technologies with regard to their suitability for a concrete situation.You could discuss with your students the tools they have used and challenge them to justify their choice (part of them could propose just a list, other could find the table, or different types of charts as more suitable).

This activity could be extended with the following scenario:Example for a Business-report scenario

Aim: To help students acquire skills of:

finding and selecting information preparing a written report selecting appropriate tools putting correct citations

38 Task 1 is oriented to finding all the information the students should take into account – not only the types of jobs interesting for the student but also all the requirements concerning the application (e.g. the form, the length, the structure).Innovative Teacher


ScenarioIn the role of a member of an IT department team the student is expected to find and propose an appropriate solution for solving a problem in the Office work automation.Task 1To analyze the problem and to find information for possible solutions.Task 2To prepare a written report to be presented to the managersTools: Text processors Spreadsheets (charts)

As supplementary resources for the above scenario you could provide students with the business report guidelines available in Appendix 4.5. Business report guidance.The Business-report scenario could be naturally extended with correspondence elements during Task 2. Thus the set of presentation skills (as enlisted in the Aim section) will be enriched with the working-on-a-project and working-in-a-team skills. Since business correspondence consists mainly of memos, letters, and electronic mail some templates and guidance for writing a letter are given in the Appendix 4.1. Guidance for a written personal presentation. In addition, exercise for improving the writing style could be found in the web resource below.Web resources: Correspondence templates, samples, guidance, excerciseshttp://www.writing.eng.vt.edu/workbooks/correspondence.html

We hope that your students will find such assignments motivating enough since the skills and knowledge they could gain while carrying it out would be used on many occasions in their life.

ASSESSMENTSample evaluation criteria

A sample of evaluation criteria and templates of evaluation form of written presentation (a research paper and a business report) are provided in Appendix 3. Examples for evaluation forms.

In the case of writing a CV the students could start with using a template. Thus the only thing you should check in terms of formatting is if they have kept the original format. You should require that they use a spell- and grammar checker so that you would have to worry mainly about improving their style. Before delivering their work let them check once again their use of verb tense, the capitalization, the syntax (word order), if there are unnecessary words (phrases), the punctuation.Innovative Teacher

http://www.writing.eng.vt.edu/workbooks/correspondence.html


In the case of the scenarios dealing with the job application and the business report you should play the role of the manager who comments on the whole impression of the application/report.

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ORAL PRESENTATION

INTRODUCTIONGiving a talk is different from a written presentation (although usually it involves writing). Your students should already know that it is normal to do some writing to prepare a talk and this writing will strongly influence the talk. Involve them in a discussion on the topic Which is more flexible – the talk or the paper? Here are some thoughts supporting different views:

A talk is more flexible than a paper. As they say: “A small imprecision can save a ton of explanations”. Explain to your students that they could talk not only about things they have succeeded with but also about things that failed. Sometimes even trivial examples could be used as a foundation on which to build ideas.

A talk is also less flexible than a paper. Because the audience received the talk in linear order it is at the mercy of the presenter (it cannot check things and cannot rewind what he is presenting).

PREPARATIONThe most important thing to remember is that the oral presentations reveals your personality – not only how creative or knowledgeable you are but also how well you know your audience and how much you care about it. Oral presentations are considered so crucial in the research community that some authors [16] provide recommendations even for tongue twisters so that busy scientists could improve their articulation. Many authors refer to the recent research on the psychology of the audience, specifics of the memory and the non-verbal communication.To give more freedom of the future presenters, it is useful to give presentations in the style of “how not to give a talk”.

ELABORATIONTypical exercises could include the following:

preparing (possibly with the help of your students) a Power Point presentations in which all the above rules are broken and ask the class to point what is wrong and to edit it according to their vision.

Make a sample structure and ask the students to fill it with their own talk

To develop concrete elements of the above rules, prepare special exercises to practice them, e.g. ask the students to tell a joke for up to 3 min.

In Appendix 4. Templates and guidance you will find guidance for preparing a good talk (in a specific field) and two sets of tips for public speaking [17, 18]. Ask your students to compare the

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two sets of tips on public speaking and discuss the overlapping and the differences.

We will offer two concrete tasks as an extension of the scenarios proposed to the students in the written presentation section.

If your students have prepared and sent their CVs and motivation letters to their potential employers (you), then you could ask them to make a personal oral presentation in front of you (and the class).As it is often the case in real-life situations the written report is not sufficient for the Big boss. If the expert or a team of experts proposes something requiring investments the proposed solution should be defended. Thus the next challenge for your students could be to prepare oral presentation, based on written report and to present it.Some helpful guidance for the oral presentations of your students are given in the Appendix 4. Templates and guidance. Furthermore, examples of good models and templates for slides could be found in the following sites.Web resources Model Slides from Various Research Presentations

http :// www . writing . eng . vt . edu / samples / aspmo . pdf http :// www . writing . eng . vt . edu / samples / bekins . pdf http :// www . writing . eng . vt . edu / samples / dibbern . pdf http :// www . writing . eng . vt . edu / samples / lynch . pdf http :// www . writing . eng . vt . edu / samples / simmers . pdf http :// www . writing . eng . vt . edu / samples / stelzer . pdf http :// www . writing . eng . vt . edu / samples / various . pdf

Slide templates for scientific presentations (white and dark background)http://www.writing.eng.vt.edu/speaking/slide_template_dark.ppthttp://www.writing.eng.vt.edu/speaking/slide_template_light.ppt

Guidance on visuals in the form of an examplary presentationhttp://www.writing.eng.vt.edu/handbook/visuals/08b.ppt

In conclusion, you could share with your students that there is not a single recepie for making “the best presentation” and the guidance in the Appendix are based on the most often found in the literature (Internet including). There is a variety of styles ranging from very few to very many [19] but designed for a very specific situation. The important thing is that in order to break the standard rules your student should learn them and justify their own choice. If you are interested to see more comments on using Power Point, you should visit the site published by Miller [20].

Innovative Teacher

http://www.writing.eng.vt.edu/handbook/visuals/08b.ppt

http://www.writing.eng.vt.edu/speaking/slide_template_light.ppt

http://www.writing.eng.vt.edu/speaking/slide_template_dark.ppt

http://www.writing.eng.vt.edu/samples/various.pdf

http://www.writing.eng.vt.edu/samples/stelzer.pdf

http://www.writing.eng.vt.edu/samples/simmers.pdf

http://www.writing.eng.vt.edu/samples/lynch.pdf

http://www.writing.eng.vt.edu/samples/dibbern.pdf

http://www.writing.eng.vt.edu/samples/bekins.pdf

http://www.writing.eng.vt.edu/samples/aspmo.pdf


ASSESSMENT A sample of evaluation criteria and template for evaluation form of oral presentation is provided in Appendix 3.4. Evaluation of presentation skills. Many more sites could be found in the Internet. But a very concise set of criteria for a good talk could be described as verifying if the presenter has followed the following rules:

1. Design the talk for the audience2. Prepare thoroughly and rehear the talk3. Produce clear, legible slides 4. Arrive early and check the room5. Speak slowly and loudly6. Be enthusiastic about what you say7. Look at the audience as you speak8. Don’t fidget with the slides or with the pointer9. Finish on time (or early)10. Answer questions clearly, courteously and concisely. Admit

if you don’t know.

When assessing the proposed tasks for oral presentation you again are expected to play the role of the manager who will give the corresponding feedback concerning its meeting the goals.

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SUGGESTED FURTHER READING

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"The Elements of Style", William Strunk Jr. and E. B. White

A classic. Very helpful tips for improving your writing. Not aimed at technical writing, but certainly the tips suggested are universal. There is a companion book "The Elements of Grammar" by Margaret Shertzer, but at 168 pages it's maybe a little too dense to be all that useful except as a reference book.

"Writing Mathematics Well", Leonard Gillman (Mathematical Association of America (c) 1987, 64 pages)

An excellent guide for writing mathematics. Plus, the author has a good sense of humor, so it's fun to read, and at only 64 pages, not very time-consuming.

“Mathematical Writing”, Donald Knuth, Tracy Larrabee, Paul Roberts, The Mathematical Association of America, 1989Gallion, Joe, “How to Give a Good Talk", Math Horizons, April 1998, pp 29-30

George D. Gopen, Judith A. Swan, The Science of Scientific Writing http://www.americanscientist.org/template/AssetDetail/assetid/23947?fulltext=true&print=yes

Advice for writing a paper (for the Research Science Institute)- Compiled by Debbie Yeh and modified by the RSI2002 staff, http://web.mit.edu/jrickert/www/paperadvice.htmlWilliams, Joseph M. 1988. Style: Ten Lessons in Clarity and Grace. Scott, Foresman, & Co.

Colomb, Gregory G., and Joseph M. Williams. 1985. Perceiving structure in professional prose: a multiply determined experience. In Writing in Non-Academic Settings, eds. Lee Odell and Dixie Goswami. Guilford Press, pp. 87-128.


REFERENCE1. Krantz, S. A Primer of Mathematical Writing, American

mathematical Society, 19912. Tufte E. Simple design, intense content

HTTP://WWW.EDWARDTUFTE.COM/BBOARD/Q-AND-A-FETCH-MSG?MSG_ID=0001KE&TOPIC_ID=1

3. Garr Reynolds’ blog on issues related to professional presentation designhttp://presentationzen.blogs.com/presentationzen/2005/11/the_zen_estheti.html

4. Godin, S. Really bad Power point (and how to avoid it)http://www.sethgodin.com/freeprize/reallybad-1.pdf

5. http://wordnet.princeton.edu/perl/webwn?s=challenge

6. Hess, G. et al Creating Effective Poster Presentationshttp://www.ncsu.edu/project/posters/NewSite/

7. Brandon, Cinematic Tastehttp://branemrys.blogspot.com/2004/08/cinematic-taste.html

8. Hess, G. Modeling Biological Systems (BMA567), Project, Poster Evaluationhttp://courses.ncsu.edu:8020/bma567/common/project/poster-review.html

9. Higham, N. Handbook of writing for the Mathematical sciences, Siam,1989

10. Balachandran, M. Effective written presentation: Formal report sample BMOM 4510/5510http://www.mtsu.edu/~mbalacha/longreport.htm

11. Research Science Institute (RSI) http://www.cee.org/rsi/2006_RSI_app.pdf

12. http://office.microsoft.com/en-us/templates/ CT011389861033.aspx13. http://www.writing.eng.vt.edu/workbooks/resume_template.pdf 14. http://jobsearch.about.com/gi/dynamic/offsite.htm?zi=1/ XJ&sdn=jobsearch&zu=http%3A%2F%2Fwww.cvtips.com%2Fcvlinks.htm%23Templates15. Long, K. Writing in Bullets, Running Press 200316. Kenny, A Handbook for Public Speaking for Scientists and

Engineers17. http://www.aresearchguide.com/3tips.html

18. Moreton, A. 10 Simple Steps to Confident Speakinghttp://publicspeaking.metrolity.com/59758.php

19. The Good, the Bad, and the Ugly of Powerpoint http://www.cazh1.com/blogger/thoughts/2005/10/good-bad-and-ugly-of-powerpoint.shtm

20. Miller, D. Commentary About PowerPoint and Presentations http://www.penmachine.com/techie/presentations_2003-12.html

Innovative Teacher

http://www.penmachine.com/techie/presentations_2003-12.html

http://www.cazh1.com/blogger/thoughts/2005/10/good-bad-and-ugly-of-powerpoint.shtm

http://www.cazh1.com/blogger/thoughts/2005/10/good-bad-and-ugly-of-powerpoint.shtm

http://publicspeaking.metrolity.com/59758.php

http://www.aresearchguide.com/3tips.html

http://jobsearch.about.com/gi/dynamic/offsite.htm?zi=1/XJ&sdn=jobsearch&zu=http%3A%2F%2Fwww.cvtips.com%2Fcvlinks.htm%23Templates



http://www.writing.eng.vt.edu/workbooks/resume_template.pdf

http://office.microsoft.com/en-us/templates/CT011389861033.aspx

http://office.microsoft.com/en-us/templates/CT011389861033.aspx

http://www.cee.org/rsi/2006_RSI_app.pdf

http://www.mtsu.edu/~mbalacha/longreport.htm

http://courses.ncsu.edu:8020/bma567/common/project/poster-review.html

http://www.ncsu.edu/project/posters/NewSite/

http://www.ncsu.edu/project/posters/NewSite/index.html

http://wordnet.princeton.edu/perl/webwn?s=challenge

http://www.sethgodin.com/freeprize/reallybad-1.pdf

http://presentationzen.blogs.com/presentationzen/2005/11/the_zen_estheti.html

http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001kE&topic_id=1

http://www.edwardtufte.com/bboard/q-and-a-fetch-msg?msg_id=0001kE&topic_id=1


Innovative Teacher

I*Teach Methodology HandbookAppendixes 4-1

WEB PRESENTATION SKILLINTRODUCTIONThe students, teachers, and instructors are more and more concerned with learning how to use at full potential the ICT in order to adapt themselves to the new education forms and to the new labour market needs. An essential part concerns the competence of interact and collaborate inside an Internet based learning environment. For this purpose, the development of Web materials, the information presentation on the Web is an important task. The ICT usage in education could conduct to the accent shifting from a teacher-centered learning environment to a student-centered one, in which the teachers do not represent any more the key information and knowledge transmission source, but the students’ collaborators; also, the students are not any more passive information receivers, but they are actively involved in their own education.The Internet provide an incredible number of opportunities for organizing modern classes. The students could communicate through the Internet with other students from different countries, and the teachers could follow and discuss the socio-cultural differences. It could be exchanged experience and materials. The simplicity of developing a personal Web page encouraged alike students, teachers and parents to rediscover writing and publishing fascination. With a half billion peoples global audience, there increases students’ confidence and attention for what they are doing and for the materials they prepare to be published on their own Web site, implicitly they obtaining better results to school.Because the rules of Web publishing and communication have some specific features, it is necessary for students to acquire knowledge about how to build a Web page, as well as about how to organize the presented information.

PREPARATIONThe development of a Web page is a log and meticulous process, which involves many stages:

a. Identification and understanding of final users’ needs;b. The analysis of the activities and of the human-computer interactions context;c. Building of the interface prototype;d. Interface evaluation;e. Programming the interface;f. Reiteration of the prior stages.

When a teacher or a student has to make a Web presentation, it must be integrated in a certain site (e.g. his/her personal site, or course’s site, or institution’s site). If he contributes to this site, then he must know in which consist the developing process, and which are the Web design principles. If he only place his Web presentation on a site, then he must build it according to the general site design.Identification and understanding of final users’ needs implies identification of the target audience (beginners and occasional users, frequent and experienced users, international users), establish the site goal, know the main objectives, build a concise plan about the available information on the site.

The Web users do not only search information, but interact with information in a specific manner, not possible in the case of written documents. The graphical user interface includes interaction

Innovative Teacher

TIPThere is encountered an accent shift from a teacher-centered education to a student-centered one.

TIPThe Web presentation must be developed permanently having in mind the target group.

TIPThe Web’s impact make students, teachers and parents to rediscover writing and publishing fascination.

I*Teach Methodology HandbookAppendixes 4-2metaphors, images and concepts used for transmitting functionality and understanding in a visual manner. The Web pages look and feel make part of the visitor’s experience. A great part of the knowledge about the design, generation, assembling, editing, and organizing of the Web information is similar with that corresponding to the printed mediums. The conventions used in the printed materials make-up are still available for the Web pages editorial style and text organization.Among the particularities for organizing the Web presentations, comparing printed presentations, there could be mentioned:

Direct access to related information, through the hyperlinks. Internal site hyperlinks provide a better scour of the Web site, and external hyperlinks provide an opening to a lot of supplementary materials

All pages of a Web site must include (inside the header or the footer) some important information, that appears only once in a printed book: the name of the site, the banner, the hyperlinks menu, the copyright notice, the name of the author, the material creation date. The visitors must know in any moment inside which site they are, taking into account that simultaneously they have multiple Web browser windows or tabs opened with various Web addresses. There exist a similarity between the requirements for a Web page and a printed journal page: each of them must provide the answer at the following questions:

o Who? (Who speaks through that Web page?): the author/authors of the page content must be emphasized, because the visitor have to rate the its credibility, and it is possible to be necessary to make references to the page. Also, it is indicated to be mentioned the page webmaster, for technical issues.

o What? (What about is this page?) The page title is extremely important (those which appear in the browser title bar, and also those which is displayed I the top of page). It’s also recommended to exist subtitles for the different sections of the Web page. In this way, the visitor shall understand by the fly the page topic.

o When? (When was edited the information in this page?) In the page footer it must be displayed the content last update date. It’s recommended to be done periodically some updates, in order to attract visitors to come back on the site.

o Where? (Where is located the author or the institution to whom belongs the site? Also, from which URL I saved or printed this Web page?) So, it must be mentioned the coordinates of the author/institution, and also it’s recommended that the Web address of the start page to be included in the site banner, or site logo, or site logo.

ELABORATIONAfter the analysis of the future Web site necessities, there must be realized the site interface prototype. For that, in order to design the navigation menu and instruments, first it must be gather all the material (text, images, audio and video files) that shall be published, and then this material have to be structured. In order to organize the information inside the future site, there are necessary the following steps:

1. Division of the information into logical units;2. Establishing a hierarchy for the data modules in function of importance and generality;

The correspondents of the chapters from the printed materials consist in main menu items. There must established this items, and the material corresponding to each of them. Because a Web page content must not to exceed 2 screens long, may be necessary that the material for a menu item to be split in some parts (to be paged), or even in a submenu. A common site structured is depicted in the picture below:

Innovative Teacher

TIPSimply transforming a printed material into a Web presentation shall be a failure.


Figure 1: A Web site structure

Also, inside each page content, it’s better to establish some sections, marked with eloquent section title, in order the information to be easy readable.

3. Using this hierarchy for creating relations between logical units;The main menu shall be displayed on all Web site pages, so shall be easy for the user to have an general idea about the available information, and also to navigate inside the site. In addition, inside the content itself that is necessary to exist internal hyperlinks, in all places that is possible, to the corresponding information inside the site. The hypertext character of the content is the most important for a Web presentation.

Innovative Teacher

TIPThe navigation mechanism it’s the most important thing for the site usability.


Figure 2: The Navigation Menu of different Web sites

4. Analyzing the result aesthetically and functionally. The menu and pages hierarchy must seem natural to the user, easy to navigate, without confusions.The general design of the site must be applied to all pages, in order to obtain a visual uniformity which confer personality to the site. Only the start page must have a particular design, in order to be emphasized. Inside it, there must be specified:

The site logo, eventually larger than inside the rest of the site pages (for example, 200x50, or 250x100, comparing with 70x70 inside the ordinary pages);

The site goal; The type of the provided content; The main menu, eventually with explications about the corresponding content.

Some supplementary principles for the design of all the site pages: The visual organization of the information must be constant inside the site, in order the

user to quickly acquire the ability to navigate and to locate the information wherever in the site.

The importance order for arranging the information inside a page must be according to the visual going over the page: from the upper left corner to the bottom right one.

The horizontal scroll bar must be absent, and the vertical one must cover maximum two screens, in each page.

A good navigation menu assure a good orientation through the site, the information context, and also the information accessibility.

It must be assured the simplicity and the consistence: the dimension and the colour of the similar importance text, buttons or hyperlinks must be the same, and also the navigation hyperlinks must be similar located.

The not visited hyperlinks must be different, brilliantly colored, but with same colour luminosity variants

The upper case letters must be used with economy Between the various page sections it is necessary a certain space, for the seeing

intermission It is necessary a luminosity contrast: the text must have a luminous colour, and the

background – a dark one, or other way round; The images published on the site must be of high quality, but in the same time not very

big. The site must load instantaneously, otherwise the visitors renounce and change the site.

We provide below some frequently Web design mistakes:Innovative Teacher

TIPA Web site is well-designed if the users don’t need help, and they behave in the manner expected by the author. Also, if the users shall find on the site what they expect to find.

TIPA bad design shall send away the users, despite of the valuable and very good content.


Difficult pursuing text: a compact text is worse for an interactive experience: intimidate, bore, is unpleasant.

Some aeration methods: establishing subtitles, bullet lists, emphasized phrases, writing short paragraphs, using a concise and clear style.

Page title (from the title bar) very long or without relevance.The title must be describe exactly and concisely the content of the current page. A subsidiary page title include the main page title and a particular phrase. The title is taken over by the search engines, and is included in the description of the saved bookmarks.

Blinking text: it reduces with approximately 87% visitors’ concentration power, according to http://www.userfriendly.org/. The same situation for the text inserted within <marquee> element.

Figure 3: It’s strongly recommended to avoid the compact text and the blinking text

Unfounded animation: as the blinking, it reduces the concentration power, and moreover, it increase the page loading time;

A strong background, or a hard loading one (designed in Flash or Shockwave); The so-called “clown trousers” efect: a lot of discordant combinations; Counting visitors: it depicts to congratulate himself, and it charge the loading time; To exist hyperlinks that point out to “Page not found”, or to “Page under construction”, or

to a deprecate information source; Inside the textual content, it’s unpleasant to be written some sentence without relevance, or

in an affected manner, or to be used the loquacity; The lack of instruments for feed-back: e-mail, guestbook form, phone, forum, Weblog, etc.

The content is the most important for a Web site: it is necessary to have something to tell in order to publish it. There exist, unfortunately, many pages full of “noise” and without signifying something. The design must be correlated with its message.

Alongside with the general Web design principles, in the educational context must be taken into account the rules for designing an on-line course. It’s very important to accord a special attention to the manner of developing an on-line course, in order to be efficient for students, not to

Innovative Teacher

TIPThe hypertext character and the interactivity of a Web significantly contribute to the user experience success.

I*Teach Methodology HandbookAppendixes 4-6imply supplementary, useless efforts from the teachers, and also, to be easy extended in the future. A course development stages are:

Analysis Modularization Teaching Learner support Evaluation Continuous improvement

Analysis is the stage when there are established concrete requirements: the course type (old/new, the necessary students knowledge, the modalities for materials delivering), the course goal, the target audience, the team working methods, the course duration, the schedule, etc. The fundamental principle for the course development should be the students necessities respect.Modularization means the instruction planning in the form of modules. It must be established first the entire knowledge package to be transmitted to students, and its division into fragments (modules) should be realized according to the course’s general objectives (which shall give names to the modules and chapters).Teaching should be according a teaching strategy, which to take into account the concrete activities that shall be done in order to be achieved each objective, the activities for each student or team, the necessary resources. Among the teaching strategies could be mentioned the references to various Web sites, the usage of video/audio sequences, and images for illustrating the introduced concepts, the usage of comparisons and metaphors, etc.Learner support is essential inside a virtual medium. It must be provided various modalities for interacting with the teacher: real-time dialogues through phone, chat, videoconferences, conversations on the discussion forum, e-mail, feed-back. The interaction could be synchronous or asynchronous, individual or inside teams. Evaluation inside a virtual medium could be realized through on-line tests, projects, practical works. Some possible homework which could be taken into account:

To design Web pages with certain themes; To create a guided tour of the Web resources on a certain subject; Establishing some discussion groups for debating certain topics; Research issues; Preparation of some case studies; To provide a certain bibliography to a group of students in order to be prepared and

presented each source by one of them; To find different examples for a certain course/concept.

Continuous improvement starts in the moment of publishing the course on the Web. In function of the concrete problems encountered during the course (special learner typologies, requests for developing a certain topic, etc), the teacher should refine the existing materials, to adapt them according to the various students necessities. A rigorous planning of the course development is extremely important for obtaining a quality course.

ExampleAim: To help students to discriminate and to apply the Web design principles

Innovative Teacher

TIPThe courses design must be done according the general teaching strategy.

I*Teach Methodology HandbookAppendixes 4-7Activity: It shall be taken into discussion a Web site much like those from the site http://www.webpagesthatsuck.com/, and the students shall be asked to localize Web design deficienciesIndividual work: each student shall pass over the examples from http://www.webpagesthatsuck.com/Team work: For a given educational Web site that is familiar to students, it shall be discussed the Web design negative aspects and proposals for enhancement

ExampleAim: Development of the ability to implement a Web interfaceActivity: The teacher show to students images representing a certain Web sites interfaces (such those exposed in Figure 2), and ask them to propose implementation solutions (for example, the page organization into tables, establishing the CSS properties, etc)

ExampleAim: Establishing the audience of an educational Web siteActivity: It shall be taken into discussion a certain educational Web site (such as: http://school.discovery.com/, http://www.w3schools.com/, http://www.toutapprendre.com/, http://www.vts.intute.ac.uk/, etc.), and the students shall be asked to establish the profile of the best user (as teacher, and as student). Then, shall be discussed the modalities of transforming this site so that to be dedicated to themselves, or to the pupils from primary education, or to the pupils from secondary education, or to the students from other specializations.

Sample activities:1. Building a personal Web site by customizing a (free) Web site templateFrameworkA class of students is highly interested in knowing to develop a Web site, but is feeling frustrated because of doesn't have programming abilities. The teacher shall show them that it is easy to use some applications, without needing programming competences, in order to build an wonderful personal Web site.

Students roleWeb designers / Web design application users

Prerequisites- WEB (Basic knowledge- knowledge on the personal Web site structure- Office suite applications usage

Student levelFrom upper secondary school to university level

Length of the activity

Innovative Teacher

A novice designer starts with the existing good and bad sites analysis.

http://www.vts.intute.ac.uk/

http://www.toutapprendre.com/

http://www.w3schools.com/

http://school.discovery.com/

http://www.webpagesthatsuck.com/

http://www.webpagesthatsuck.com/

I*Teach Methodology HandbookAppendixes 4-8Two hours

Abilities to be developed- To use the proper tools properly- To structure the information- To know the steps for developing a personal Web site- To identify and formulate tasks- To make plan

Content related aimsBeginner level knowledge about the Web design technology

Kind of activityCollaborative and individualMaterial supplied- The software (Macromedia Dreamweaver or Microsoft FrontPage, eventually Adobe Photoshop or other graphical editor)- Guide to use software- Web space

Product- The personal web site developed

Outline of the activity- Download the Web template from the Web (www.templatesbox.com)- Unzip the archive- Install the fonts (Control Panel, Fonts)- Eventually (if the student level is not beginner): open index.psd file in Adobe Photoshop, and modify some layers, which in the index.html appears as images. In final: save the index.psd file as HTML file (obtaining another index.html file)- or (for beginner students level): Browse the images directory, and change some images with some customized onesopen index.html file with Macromedia Dreamweaver or Microsoft FrontPage, and make changes on the menu hyperlinks (associate menu items with index.html, about.html, http://studentname.blogspot.com (for News hyperlink), photos.html, contact.html).- change the textual content inside the index.html file with a personalized one, by keeping the format

Innovative Teacher

TIPIn order to attract visitors, it’s very important to provide them with valuable content, and with reasons for coming back.


Figure 4: A modified free web template

- save the changes made on index.html, and then make some multiple copies of this file, named: about.html,photos.html, and contact.html- Open each of the files about.html,photos.html, and contact.html, and make changes accordingly their destination.- Create a personal blog on the http://www.blogger.com, with each studentname user name and blog name.

2. Building a simple HTML/CSS presentationFrameworkBecause the HTML and CSS languages are better learned by examples, the teacher shall construct a first HTML page together with the pupils/students, in order to develop a Web presentation similar with the following:

Figure 5:The skeleton of a Web presentation

Students role

Innovative Teacher

TIPFor structuring a Web presentation, usually this is organized into one or more tables (by using <table> or <div> HTML elements).

http://www.blogger.com/

I*Teach Methodology HandbookAppendixes 4-10Web designers

Prerequisites- WEB (Basic knowledge)- Knowledge on the presentations Web site structure- HTML and CSS fundamentals

Student level- From upper secondary school to university level, HTML and CSS beginners

Length of the activityTwo hours

Abilities to be developed- To use the proper tools properly- To structure the information- To structure a Web site content by using HTML table or div element- To know the steps for developing a personal Web site- To identify and formulate tasks- To make plan

Content related aimsBeginner level knowledge about using HTML (HyperText Markup Language) and CSS (Cascading Style Sheet) in the Web design technology

Kind of activityCollaborative and individual

Material supplied- The software ( Macromedia Dreamweaver or HTML Kit)- Guide to use software- Web space

Product- A Web site for presenting a chosen theme

Outline of the activity- The teacher outline the fundamentals of HTML and CSS languages- The teacher discuss together with the students about the organization of the Web page that shall be developed: a table (800 pixels width), with 2 rows and 3 columns, first row occupying all the 3 cells, and the second row having 3 cells: 175 pixels, 450 pixels, 175 pixels. The table is centred on the screen, have no borders, etc.- It follows the page development: the HTML document structure (with title, link to the CSS file, meta-information, and the structure of the table - created with <table> or <div> HTML element, so that to remain only the content of each cell to be filled).- In the upper cell (on the first row): it shall be included the title of the site, inside an <h1>

Innovative Teacher

TIPMany practical things about CSS styles could be learned from the site www.csszengarden.com

I*Teach Methodology HandbookAppendixes 4-11element, and in the CSS file it shall be defined the CSS properties for this- In the left cell (on the second row): it shall be defined the menu of the site, with hyperlinks to all the site files, which name are provided here. In the CSS file - that are defined properties for hyperlinks (<a> element)- In the right cell: it shall be included some information about the site's content and author, information that shall remain on each site page (if the information is included, for example, inside an <h6> element, in the CSS file there shall be included properties for this element).- In the center cell: it shall be included the information that corresponds to each page of the site. For each HTML used element, there shall be defined CSS properties inside the CSS file.- After finalizing the first page of the site: it shall be saved as index.html, and then there shall be made copies under all the named mentioned inside the menu items.- It shall be opened each of these pages, and it shall be replaced only the center cell content.

3. Building a simple Web form, processed in PHPFrameworkOn each student/pupil personal Web site, that is interesting to exist a Web form in order to collect visitors impressions about the site or about a certain topic. Teacher shall develop a such site together with his pupils, in order to collect impression about a certain book was recommended in the bibliography. Teacher shall use a such Web site as example:

Figure 6: A Web form example

Students roleWeb designers

Prerequisites- WEB (Basic knowledge)- Knowledge on the feed-back Web pages structure- HTML, CSS, and PHP fundamentals

Student level- From high school to university level

Innovative Teacher

TIPThe Web forms increase the site interactivity. Users are very comfortable if they could send their feed-back to the author.

I*Teach Methodology HandbookAppendixes 4-12Length of the activityTwo hours

Abilities to be developed- To use the proper tools properly- To structure the information- To structure a Web site content by using HTML table or div element- To know the steps for developing a feed-back Web page- To process the information collected through a Web form, by using PHP language- To make plan

Content related aimsIntermediate level knowledge about using HTML (HyperText Markup Language) and CSS (Cascading Style Sheet) in the Web design technology, and beginner level for using PHP (PHP: Hypertext Processor) for processing a Web form information

Kind of activityCollaborative and individual

Material supplied- The software ( Macromedia Dreamweaver or HTML Kit)- Guide to use software- Web space

ProductA Web page for collecting feed-back from the visitors

Outline of the activity- Teacher outline the HTML <form>, <input>, <textarea>, <select> elements usage, taking as example the Web form depicted in Figure 6- Also, teacher explains the mechanism of running PHP scripts on the server, with the result published on the client browser.-There are discussed the structure of the Web page, by using a <table> or <div> HTMl element, the dimensions of the support table- The teacher coordinates students for creating the HTML structure of the document, which shall be filled with the corresponding information- The teacher explain the significance of the <form action="processing.php" method="post"> element and attributes- When complete each table cell with form elements, the teacher emphasize the role of the "name" attribute for generating PHP variables inside the processing.php file- After the Web form is finalized, the teacher build together with the pupils the processing.php file, in which the content filled by a user in the form is used for building a string variable, which shall be written inside a file (stored on the server), and also it shall be sent by e-mail to the Web site owner.

Sample tasks:

Innovative Teacher

TIPCollecting feed-back through a Web form is a good exercise for the beginners in learning PHP language.

I*Teach Methodology HandbookAppendixes 4-131. Building a personal Web site by customizing a (free) Web site templateTask 1. Developing the personal blog, created on the http://www.blogger.com, by inserting, each week: personal news for friends and colleagues, useful Web addresses for attended disciplines, or for interest domains, news from the education world, from the faculty secretariat or professors, etc.Objectives:- To be able to communicate interest news about himself/herself to the colleagues and friends- To be able to select interest news from education world for himself/herself, and also for the colleagues and friends- To be able to insert images and to format the textual content inside his/her personal blog

Task 2. Developing the personal Web site, by customizing a Web template. Illustrating, through this site, a certain part of his/her personality: place of provenience, knowledge background (very important for the students and pupils at the beginning of a learning stage, when they have new colleagues and teachers), interests, hobbies, photos, and CV. Objectives:- To underline a himself/herself interpretation, a personal personality profile (the simple enumerations are forbidden, all the information must be provided in a captivating manner)- To pay attention to the details (how could be interpreted this assertion about me?)- To find the proper Web design techniques for expressing a certain message (proper photos, proper formatting, proper page organization)

2. Building a simple HTML/CSS presentationTask 1. Developing a presentation Web site for a certain scientific theme, on which the students have to made a paper at a certain discipline (for example, Sorting Algorithms, or IPoetry, or Ancient Egypt Pyramids, or Astronomic Phenomena, etc).Objectives:- To structure the information for being presented on the Web- To search for some interesting pictures that could enrich the site- To develop a HTML/CSS presentation, on a certain topic- To improve the usage of HTML/CSS elements, and of some Web authoring tools (Macromedia Dreamweaver or HTML Kit)

3. Building a simple Web form, processed in PHPTask 1. Inside his/her personal, each student shall include a Web form, by asking from the visitors impressions about his/her site, or about a certain interest topic.Objectives:- To compose questions about a certain interest topic- To include them inside a Web form- To collect the responses

Innovative Teacher

TIPIn order to learn Web design, it’s crucial to develop yourself some Web sites.

I*Teach Methodology HandbookAppendixes 4-14ASSESSMENTSample evaluation criteria:1. Building a personal Web site by customizing a (free) Web site templateSample evaluation criteria:- Well-distributed information inside the Web site section- A clear message transmitted by the site about himself/herself- The same design for all site pages, with the hyperlinks functioning properly- The customizations made on the Web template- Defining all the formatting properties inside a CSS file

2. Building a simple HTML/CSS presentationSample evaluation criteria:- Well-structured information on the site topic- Keeping the same design for the entire site, with the hyperlinks functioning properly- The presentation of the information properly- Defining all the formatting properties inside a CSS file

3. Building a simple Web form, processed in PHPSample evaluation criteria:- Formulating questions in a properly manner for be exposed inside a Web form- The design of the Web form- Collecting and accessing the results

CONCLUSIONDeveloping a Web presentation is a quite complex task, involving some important milestones: well understanding the target group needs, well selecting and organizing the material, designing the Web presentation according to the general site style and to the target group profile, respecting the Web design principles, and also continuous improving and updating the presentation. The users must find something interesting at each visit, for having reasons to coming back.

TIPS & HINTSIt must be remembered that the content of a Web page is the most important thing: it must to have something to say in order to publish it! There are many noise full Web pages that say nothing… Also, as in oral or written presentation, it must be considered that the same thing could be “said” in many ways: as Web design style, and as ideas formulation. For testing the appropriateness of the Web presentation, is strongly recommended to ask the opinion of some other Web designers, and also, of some persons compatible with the target group.

Innovative Teacher

TIPThe assessments are modalities to evaluate your knowledge, and also to learn how to improve your competences.


BIBLIOGRAPHY1. Sabin Buraga, Web Site Design – Second Edition (in Romanian: Proiectarea siturilor Web – editia

a II-a), Polirom Publishing House, Iasi, 2005 (348 pages) - ISBN 973-681-988-42. Mariana Patru, Alexey Semenov, Leonid Pereverzev, Elena Bulin-Sokolova, Information and

Communication Technologies in Schools. A Handbook for Teachers or How ICT Can Create New, Open Learning Environments, Unesco 2005

3. Luke Wroblewski, Site-Seeing: A Visual Approach to Web Usability: http://www.lukew.com/resources/site_seeing.html

4. Mihaela Brut, Sabin Buraga, Multimedia Presentations on Web. SMIL şi HTML+TIME languages (in Romanian: Prezentări multimedia pe Web. Limbajele SMIL şi HTML+TIME), Polirom, 2004

5. P. Lynch, S. Horton, Web Style Design: http://www.info.med.yale.edu/6. Blomqvist, U., Handberg, L., Naeve, A., “New Methods for focusing on Students Learning Process

and Reflection in Higher Education”. In Proceedings of the 28th IUT (Improving University Teaching) Conference. Växjö , Sweden, 2003.

7. Brundage, D., Keane, R., and Mackneson, R. “Application of learning theory to the instruction of adults”. In Thelma Barer-Stein and James A. Draper (Eds.), The craft of teaching adults (pp. 131-144). Toronto, Ontario: Culture Concepts. 1993.

8. Colin Penfield R., Accelerated Learning. Dell, New York, 1989.9. Stephen Downes, “E-learning 2.0”, eLearn Magazine, 2006: http://elearnmag.org/subpage.cfm?

section=articles&article=29-110. Grasha, A., Learning with Style, Alliance, PA, 1996 11. McGreal Rory, Elliot Michael. Learning on the Web. TeleEducation NB, Canada, 2002.12. Mike Malloch, First Inventory on eLearning and Open Source Software (OSS) Projects in Europe,

SIGOSSEE project, 2004: http://www.ossite.org/activities/firstinventory/view13. Niranjan Rajani, Free as in Education. Significance of the Free/Libre and Open Source Software

for Developing Countries, Finland, 2003: http://www.maailma.kaapeli.fi/FLOSSReport1.0.html14. Tim O'Reilly, The Open Source Paradigm Shift, O’Reily, 2004:

http://www.oreillynet.com/pub/a/oreilly/tim/opensource/paradigmshift_0504.html15. Rob Reynolds, Open Source Courseware – Evaluation and Rating, EdTechPost, 2003:

http://www.edtechpost.ca/mt/archive/000049.html16. Alessandro Rubini, “Free Software in Education”, «Linux Didattica» project, 200217. Morgan, A. Research into student learning in distance education. Victoria, Australia: University of

South Australia, Underdale, 1991.18. Race, P., Brown, S. The Lecturer’s Toolkit, Kogan Page, 1998.19. Richard, E. What is Distance Learning, University of Prince Edward Island, Canada,

http://www.upei.ca/~fac_ed/distance/ed565/tutorial/distance/home.htm

20. Semenov, Alexey, “Information And Communication Technologies In Schools”. A Handbook For Teachers Or How ICT Can Create New, Open Learning Environments, UNESCO, Paris, 2005;

21. Whiteley, S., Memletics Accelerated Learning Manual, Memletics, Advanogy.com, IL, USA, 2004: http://www.memletics.com/manual/default.asp

22. W. Horton, Designing Web-Based Training, Wiley Publishing House, 200023. W. Lee, D. Owens, Multimedia-Based Instructional Design: Computer-Based Training, Web-

Based Training, and Distance Learning, Wiley Publishing House, 200024. * * * - BBC On-line Courses: http://www.bbc.co.uk/learning/index.shtml25. * * * - Campus Computing Project: http://www.campuscomputing.net/26. * * * - CNED: http://www.cned.fr/index4.htm27. * * * - Discovery On-line School: http://school.discovery.com/28. * * * - Distance Learning Help: http://www.distance-learning-help.com/29. * * * - Encarta Encyclopedia: http://encarta.msn.com/

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TIPEach book constitute a practical experience. A genius shall keep his fame only if continuous improve his experience.

http://www.info.med.yale.edu/caim/manual/contents.html

http://www.lukew.com/resources/site_seeing.html


30. * * * - Educause – an on-line guide to evaluating IT on Campus: http://www.educause.edu/consumerguide/

31. * * * - E-learning Europa: http://www.elearningeuropa.info/32. * * * - E-learning Forum: http://www.elearning-forum.ro/forum/index.php33. * * * - Fathom: The Source for Online Learning: http://www.fathom.com/34. * * * - Macromedia Resources for Educators:

http://www.macromedia.com/devnet/education/articles/learning_resources.html35. * * * - MERLOT (Multimedia Educational Resource for Learning and Online Teaching):

http://www.merlot.org/36. * * *, WebsiteTips - www.websitetips.com37. * * *, Web Developer's Virtual Library: www.wdvl.com38. * * *, Web Page Design for Designers - www.wpdfd.com/wpdres.htm39. * * *, Web Style Guide: www.webstyleguide.com40. * * *, Pixel Page - www.persci.com/~castleman41. * * *, Peggy Wright, Diane Mosser-Wooley, Bruce Wooley, Techniques & Tools for Using Color

In Computer Interface Design: http://www.acm.org/crossroads/xrds3-3/color.html.42. * * *, www.homepagetools.com 43. * * *, www.webpage-tools.com44. * * *, Discover your Learning Styles - Graphically!: http://www.learning-styles-online.com/45. * * *, Distance education at a glance, College of Engineering, University of Idaho, 2003:

http://www.uidaho.edu/eo/distglan.html46. * * *, Elearning-reviews. Research on eLearning - Reviewed for You: http://www.elearning-

reviews.org/47. * * *, Learning Styles, Adapted from Colin Rose, Accelerated Learning:

http://www.chaminade.org/inspire/learnstl.htm48. * * *, Learning Style & Personality Resources: http://www.usd.edu/~ssanto/learnstyles.htm

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http://www.learning-styles-online.com/

http://www.webpage-tools.com/

http://www.homepagetools.com/

http://www.acm.org/crossroads/xrds3-3/color.html

http://www.persci.com/~castleman/

http://www.webstyleguide.com/

http://www.wpdfd.com/wpdres.htm

http://www.wdvl.com/

http://www.websitetips.com/


CONCLUSIONTeaching ICT-enhanced presentation skills is a complex task and learning to be a better presenter than you have been takes the joint efforts of teachers and learners.

The difficulty is due to the fact that there are no strictly defined criteria for something that involves creativity and novelty. Your role as teachers is to contribute to creating an environment rich with ICT and traditional presentation tools and an audience which is critical with the noble intention to make the presenter much better and self-confident than he has been.The tasks, the activities and the scenario offered in this section will support the development of presentation skills in all aspects (written, oral and web-based and their combinations). Guidance materials for making good presentations and avoiding bad ones are given in the Appendix together with samples pf evaluation forms.

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How to use I*Teach Methodology

In this chapter: Scenarios “Outcomes of the Second World War” Scenarios “Volcanoes of the World” Scenarios “Mathematics” Scenarios “Poster development”

SAMPLE SCENARIO 1Title*: “Outcomes of the Second World War”

Author(s) *: Valda Kizevičiūtė, Daiva Bukelytė, Lithuania; edited by Desislava Ratcheva, Bulgaria

Abstract (300-500 symbols) *: “Outcomes of the Second World War” is the theme of the subject “History and informatics”. These are more practical then theoretical lessons. Following this lessons students will work in the groups (in pairs), they will make analysis of the First and the Second World War, will look for the needful information on the internet, they will get experience how to do projects in the groups, also how to prepare and deliver presentation with computer.

Key words*:the Second World War, the First World War, World War outcomes, history, informatics, group work, oral presentation, computer presentation

Language*: English

Prior knowledge and skills: The students need basic knowledge working with computer, they should know how to use internet, and how to work with software for creation of presentation like MS PowerPoint.

From the history point of view they should know the reasons, process, results of the First and Second World War.

Learning goals: Student will:

- Specify economical, political, psychological, social, territorial results (outcomes) of the Second World War.

- Be able to search and select needful information

- Be able to determine relation between particular (separate) outcomes’ aspects (as economical, political, psychological, social, territorial) of the First and the Second World War

- Be able to accomplish the First and the Second World Wars’ outcomes comparative analysis

- Be able to prepare project presentation with computer

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PART

3


- Be able to make qualitative oral presentation, which to present in front of the classmates

Enhanced ICT skills working on *: See the table bellow

Milestone 1 (intermediate goal 1): Introduce students with the scheme of outcomes’ (results) analysis.

Phase 1 (Short description):Teacher makes introductory conversation to introduce the theme of the lesson. Then he reminds the scheme of historical event outcomes’ (results) analysis. At the end of this phase teacher explains students’ assignment. The students divide the class (by themselves) in 5 groups and each group chooses one of the outcomes’ aspects. This phase should be done in class.

Phase 1 - List of tasks’ titles:- Introduction to the lesson (Teacher)- Introducing schema of historical event

(Teacher)- Assignment explanation (Teacher)- Students form 5 groups with 6 students in

each group.- Each group choose one of the aspect of the

outcomes from the War (economical, political, psychological, social, territorial)

Milestone 2 (intermediate goal 2):To prepare students’ groups for the project – searching for information and writing summary

Phase 2 (Short description):Students setting up the work in a group by separate the group in 3 pairs and divide the work in a group. One pair is looking for the information in the internet; other pair is looking for the information in the books (manual, Atlas, periodical edition, etc.) and the others picking information from the Museum library. This phase ends with written of two summaries about founded in the group information, which should be sending to teacher by e-mail. This phase should be done out of class.

Phase 2 - List of tasks’ titles:- Setting up the work in a group

- Reflection of the results of the First World War

- Reflection of the results of the Second World War

Milestone 3 (intermediate goal 3):To make analysis and comparison

Phase 3 (Short description):Students make analysis of information, conclusions and write comparative analysis of outcomes’ of the First and the Second World War.

Phase 3 - List of tasks’ titles:- Analysis and comparison

Milestone 4 (intermediate goal 4):To make presentation

Phase 4 (Short description):Each group makes presentation (according to their founded information) of their project work using software for presentation creation. After that, one student or the whole group (depend on group decision) delivers 20 minutes presentation.

Phase 4 - List of tasks’ titles:- Create presentation- Deliver group presentation

Milestone 5 (intermediate goal 5):To evaluate the activity results

Phase 5 (Short description): Phase 5 - List of tasks’ titles:- Summarize and evaluation of the project

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Teachers summarize and evaluate the project. (teacher)

Age of pupils*:16 -17 years old

Recommended duration*:4 lessons – students work in class

29 hours - students work out of class

Domain subject*: History, Informatics

Results/Products: written comparative analysis, presentation prepared in groups with computer and present it in front of the classmates

Evaluation:

The lesson will be successful if the students:

- formulate and visually present their groups’ prepared outcomes’ aspect and outcomes’ analysis of the First and the Second World War by themselves,

- purposefully look for the information and qualitatively prepare slides (presentation)

Help: students get help from the teachers during their working hours, history and informatics teachers supervise students’ work, also they consult them if they have questions or if they need additional information how to find information, how to create presentation etc.

Equipment (Hardware & Software) needed: For in class work: at least computer for each group with Windows operating system and MS Office program PowerPoint; internet connection, possibilities for sending e-mail and one multimedia projector for delivering of presentation.

Resources: internet resources, library resources

Presentation – the schema of historical event outcomes’ analysis.

The principles for design of computer presentation

The principles for oral presentation

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I*Teach Methodology HandbookAppendixes 4-21Enhanced ICT skills working on

Information skills Presentation skills ability to determine the information problem ability to determine the relevance of the

various information sources ability to search systematically by application

of relevant searching techniques ability to localize and acquire the found

information ability to evaluate the found information and

(if necessary) to readjust the search ability to process the found information

effectively, in order to reach the preset goal ability to use the found information ethically

and legally

Written presentation ability to order and select information command of the language ability to build up a report ability to lay-out a report ability to make correct references and citations ability to use a word-processor properly

Oral presentation ability to order and select information fluency in the language ability to build up an oral presentation ability to design an oral presentation ability to make correct references and citations

ability to use a presentation tool properly ability of public speaking

Working on a project Short presentation

ability to identify tasks and subtasks


ability to divide tasks






ability to order, select, and compress information

command of the language

ability to build up an short presentation

ability to lay out a short presentation


ability to use a desk top publishing tool properly

ability to focus on the target group

Working in a team: Web presentation




ability to receive feedback



ability to take responsibility

ability to order and select information


ability to build up an web presentation




ability to select and use multi media

TASK 1Title *: Introducing schema of historical event (Teacher)

Author(s) *: Valda Kizevičiūtė, Daiva Bukelytė, Lithuania; Desislava Ratcheva, Bulgaria

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Abstract*:Teacher reminds the scheme of historical event outcomes’ (results) analysis trough computer presentation.

Key words*:Presentation, teacher, schema of historical event

Language*: English

Type of work*: individual

team / roles ….

Prior knowledge and skills: Objectives:- Students apply the scheme of outcomes

analysis.

Enhanced ICT skills working on *Please, tick on the table bellow, each Enhanced ICT skills that you working on with this task

Desire learning outcome 1:Students remind the scheme of outcomes analysis.

Activity 1Teacher delivers computer-based presentation to remind the scheme of historical event outcomes’ (results) analysis.

Age of pupils*:16 -17 year

Recommended duration*:30 minutes

Domain subject*: History

Task’s result: n.a.

Evaluation:

Help:

Equipment (Hardware & Software) needed:

Computer with software for delivering of presentation and multimedia projector.

Resources:

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ability to determine the information problem

ability to determine the relevance of the various information sources

ability to search systematically by application of relevant searching techniques

ability to localize and acquire the found information

ability to evaluate the found information and (if necessary) to readjust the search

ability to process the found information effectively, in order to reach the preset goal

ability to use the found information ethically and legally




ability to build up a report




Oral presentationability to order and select information fluency in the language

ability to build up an oral presentation




































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I*Teach Methodology HandbookAppendixes 4-24TASK 2

Title *: Setting up the work in a group


Abstract*:Students divide tasks between members of the team and write work plan for their project.

Key words*:Searching for information; work plan

Language*: English


team / roles ….

Prior knowledge and skills: Objectives:


Desire learning outcome 1:Students divide tasks between member of the group

Activity 1Decide who will look for information in Internet, who will looking for information in books and who will picking up information from the Museum library.

Desire learning outcome 2:Written work plan.

Activity 2Altogether write a plan for how your group plan to do the work



Domain subject*: Interdisciplinary

Task’s result:Written work plan

Evaluation:

Help:

If you have problem with a preparation of your plan ask your teacher for help.

If you have a conflict in the group, that you can not solved by yourself, ask your teacher for help.


Resources:

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Oral presentation







































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Title *: Reflection of the results of the First World War


Abstract*:Students work in group of 6 people and looking for information in different type of resources about results of the First World War. They collect the whole found information, write summary and send it to the teacher in History by e-mail. The task takes 12 hours work out of class

Key words*:Written summary, results of First World War

Language*: English


team / roles ….

Prior knowledge and skills:the First World War, World War outcomes, history

Objectives: Students will:

- Improved ability to summarise information

- Enrich their knowledge about results of First World War


Desire learning outcome 1:To improve ability to search information

To improve ability to evaluate the found information and (if necessary) to readjust the search

Activity 1Search for information about particular for the group outcomes’ aspects of the results of the First World War in the resource that is located to you.

Desire learning outcome 2:To improve ability to process the found information effectively, in order to orally present the summary of found information

To improve ability to order and select information

Activity 2Each two students that are looked in the same type of resource orally present summary of the found information to the other students in their group.

Desire learning outcome 3:To improve ability to order and select information

To improve ability to make correct references and citations

Activity 3Write as a group the summary of the whole found information. After the text write references of materials you used.

Desire learning outcome 4: Activity 4Sent the written summary by e-mail to your teacher.


Recommended duration*:12 hours


Task’s result:E-mail to teacher with attached file - written summary for results of the First World War, after the summary write the reference list of all used materials for your summary.

Evaluation: Teacher will evaluate your summary according to:

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is the information correct is the text logical ordering; is the reference list written correct

Help:

If you have problem with searching of information:

in Internet use some of searching engineer like google.com, Altavista.com and use key word like “results First World War” or “First World War”

in books, go to the school or city library and ask librarian for help

in Museum, ask guide for help


Computer with word-processor for writing the summary; connection to Internet for students who will search information in the Internet and possibility to sent e-mail.

Resources:

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and legally

Written presentation ability to order and select information command of the language ability to build up a report

ability to lay-out a report ability to make correct references and citations ability to use a word-processor properly

Oral presentation ability to order and select information fluency in the language ability to build up an oral presentation ability to design an oral presentation
















ability to lay out a short presentation ability to make correct references and citations ability to use a desk top publishing tool

properly

















TASK 4Title *: Reflection of the results of the Second World War


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Abstract*:Students work in group of 6 people and looking for information in different type of resources about results of the Second World War. They collect the whole found information, write summary and send it to the teacher in History by e-mail. The task takes 12 hours work out of class

Key words*:Written summary, results of Second World War

Language*: English


team / roles ….

Prior knowledge and skills:the Second World War, World War outcomes, history


- Improved ability to summarise information

- Enrich their knowledge about results of Second World War


Desire learning outcome 1:To improve ability to search information

To improve ability to evaluate the found information and (if necessary) to readjust the search

Activity 1Search for information about particular for the group outcomes’ aspects of the results of the Second World War in the resource that is located to you.

Desire learning outcome 2:To improve ability to process the found information effectively, in order to orally present the summary of found information

To improve ability to order and select information

Activity 2Each two students that are looked in the same type of resource orally present summary of the found information to the other students in their group.

Desire learning outcome 3:To improve ability to order and select information

To improve ability to make correct references and citations

Activity 3Write as a group the summary of the whole found information. After the text write references of materials you used.

Desire learning outcome 4: Activity 4Sent the written summary by e-mail to your teacher.




Task’s result:E-mail to teacher with attached file - written summary for results of the Second World War, after the summary write the reference list of all used materials for your summary.

Evaluation: Teacher will evaluate your summary according to: is the information correct is the text logical ordering; is the reference list written correct

Help:

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If you have problem with searching of information:

in Internet use some of searching engineer like google.com, Altavista.com and use key word like “results Second World War” or “Second World War”

in books, go to the school or city library and ask librarian for help

in Museum, ask guide for help


Computer with word-processor for writing the summary; connection to Internet for students who will search information in the Internet and possibility to sent e-mail.

Resources:

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and legally

Written presentation ability to order and select information command of the language ability to build up a report

ability to lay-out a report ability to make correct references and citations ability to use a word-processor properly

Oral presentation ability to order and select information fluency in the language ability to build up an oral presentation ability to design an oral presentation
















ability to lay out a short presentation ability to make correct references and citations ability to use a desk top publishing tool

properly


Working in a team: Web presentation ability to communicate internally ability to communicate externally ability to give feedback ability to receive feedback ability to resolve conflicts ability to support the team loyally, as a good

colleague ability to take responsibility








TASK 5Title *: Analysis and comparison


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Abstract*:Students work in group of 6 people analyzes the First and the Second World War results, make conclusions and comparison, and writes comparative analysis by using the scheme of historical event outcomes’ analysis. The task takes 5 hours out of class work.Key words*:the Second World War, the First World War , World War outcomes, comparative analysis

Language*: English


team / roles ….

Prior knowledge and skills:Results of First and Second World War


- Improved ability to analyse information

- Improved ability to make conclusions

- Improved ability to make comparative analysis by using particular model


Desire learning outcome 1:To improve ability to process the found information effectively

Activity 1Analyse in the group the information your group found during the two previous tasks.

Desire learning outcome 2:To improve ability to process the found information effectively

Activity 2Make the conclusions and comparisons based on analysis that your group made.

Desire learning outcome 3:To improve ability to use the found information ethically and legallyTo improve ability to order and select information

Activity 3Write as a group the comparative analysis by using the scheme of historical event outcomes’ analysis.

Desire learning outcome 4: Activity 4Sent the written analysis by e-mail to your teacher.




Task’s result:E-mail to teacher with attached file - written comparative analysis for results of the first and the Second

World War, after the main text include reference list of all used materials.

Evaluation: Teacher will evaluate your analysis according to: is the scheme of historical event outcomes’ analysis applied correct is the text written grammatically correct is the text logical ordering is the reference list written correct

Help:

If you have problem with writing the comparative analysis look at the teacher presentation about schema of historical event outcomes’ analysis.


Computer with word-processor for writing the analysis and possibility to sent e-mail.

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Resources:

Presentation – the schema of historical event outcomes’ analysis.

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Oral presentation














ability to keep track of the progress ability to integrate results ability to use the proper tools properly








Working in a team: Web presentation ability to communicate internally ability to communicate externally

ability to give feedback ability to receive feedback ability to resolve conflicts ability to support the team loyally, as a good









TASK 6Title *: Develop presentation

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Author(s) *: Desislava Ratcheva, Bulgaria

Abstract*:Students work in group of 6 people develops computer presentation on a particular theme. The task takes 1 hour in class work.Key words*:Computer presentation design, computer presentation develop

Language*: English


team / roles ….

Prior knowledge and skills:Students know how to work with the software for presentation developing and know principals for design of computer presentation


- Improve their skill to develop computer presentation

- Apply principals for design of computer presentation


Desire learning outcome 1:To improve ability to develop short computer presentation

Activity 1Create computer presentation based on particular text material that can be present for 20 minutes.

Desire learning outcome 2:To improve ability to search in Internet for images

Activity 2 (optional activity)

Search in Internet for images to illustrate the information in the presentation

Desire learning outcome 3:To improve ability to combine images with text


Insert images in your presentation

Desire learning outcome 4: Activity 4Sent the presentation by e-mail to your teacher.


Recommended duration*:1 hour

Domain subject*: ICT

Task’s result:E-mail to teacher with attached file - computer presentation based on particular text material illustrated (optional) with images.

Evaluation: Teacher will evaluate your presentation according to the principles for design of presentation

Help:


Computer with software for creating of presentation and possibility to sent e-mail.

Resources:

The principles for design of computer presentation

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Oral presentation

































TASK 7Title *: Deliver group presentation

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Abstract*:Students present 20 minutes oral presentation on a particular theme by using computer presentation as support.Key words*:Oral computer presentation

Language*: English


team / roles ….

Prior knowledge and skills:Skills for oral presentation, knowledge on presented information


- Improve skills for oral presentation

Enhanced ICT skills working on39 *Please, tick on the table bellow, each Enhanced ICT skills that you working on with this task

Desire learning outcome 1: Activity 1Choose who from the group will deliver presentation (one students, two or more students or the whole group)

Desire learning outcome 2:To improve ability for oral presentation


Deliver your presentation orally and used developed computer presentation for support. Each group has 20 minutes to speak.


Recommended duration40*:20 minutes


Task’s result:Oral presentation

Evaluation: Teacher will evaluate your presentation according to the principles for oral presentation

Help:


Computer with software for viewing of computer presentation and multimedia projector.

Resources:

The principles for oral presentation

39 When user fills on-line repository and goes to the field, a new window opens with possibilities for user to mark check box for each Enhanced ICT skill.40 Listed numbers and measurement units

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Oral presentation ability to order and select information fluency in the language ability to build up an oral presentation ability to design an oral presentation ability to make correct references and citations ability to use a presentation tool properly ability of public speaking


























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SAMPLE SCENARIO 2Title*: “Volcanoes of the World”

Author(s) *: Aurelija Sviezikiene, LithuaniaAbstract (300-500 symbols) *: “Volcanoes of the World” is the theme of the subject “Geography”. These are theoretical and practical lessons. Following these lessons students will work in the groups (2-3 students next to one computer) – collaboration method, later they will make situation analysis (photos, maps, schemes analysis), help to each other (they watch the view, discuss what do they see, what do they think about that). Also there they improve their art skills (they learn how to draw; they watch a lot of drawings and pictures on the internet and analyze them). Also there are discussions among all the class of the students, they discuss about the work they did, about the view they saw, and about the analysis they made.Key words*:Volcano, Location, Elevation, Last Updated, Map, Submarine Volcanic, Eruptions, Magma, Lava, Crater, Pumice, Coulee, Volcanogenic, Outbreak

Language*: Lithuanian

Prior knowledge and skills: to have basic knowledge in English, also basic knowledge how to use computer and internet services is obligatory.

Learning goals:- Motivate and teach students to find, select,

evaluate, compare, analyze needful information independently (by themselves)

- Introduce (propose) students with the newest information

- Improve students’ knowledge using information founded in the internet

- Improve students’ computer skills, to help them to overcome the fear of using computer also the fair which student feel when they make mistakes working with computer.

- Motivate students’ to learn foreign languageEnhanced ICT skills working on *To improve students’ knowledge using information founded in the internet, to improve computer skills, to overcome the fear of using computer also the fair which student feel when they make mistakes working with computer.

Milestone 1 (intermediate goal 1): Introduce students with specific terminology and volcanoes of he worldPhase 1 (Short description):During the first lesson, students are introduced with volcanoes of he world: a teacher explains concepts such as Volcano, Eruptions, Magma, Lava, Crater, Pumice, Coulee, etc., discuss the reasons of volcanic formation, why do they erupt, what the types of volcanoes are, also discuss questions about their distribution in the Earth, the results after volcanic eruption or outbreak.

Phase 1 - List of tasks’ titles:- To get information about volcanoes and to

understand new terminology. - To learn how to analyze volcanoes also to

learn types of volcanoes and to know volcanic eruption’s results

Milestone 2 (intermediate goal 2): Let students find additional information about volcanoesPhase 2 (Short description):The teacher shows the piece of lava of volcano “Vesuvius” also photos from the book “The earthquake and volcanoes in all over the World”, students read about volcano “Krakatau” eruption.

Phase 2 - List of tasks’ titles:- To learn how to find information about

volcanoes from different resources - To learn how to combine needful information

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Milestone 3 (intermediate goal 3): Discuss about results of the work

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Phase 3 (Short description):At the end of the lesson, there is 7-10 minutes discussion between students and teacher about opportunities and difficulties searching on the internet, and difficulties using computer.

Phase 3 - List of tasks’ titles:- To learn discuss with the colleagues and the

teacher

- To learn how to solve problems and difficulties

Milestone 4 (intermediate goal 4): Learn in a group (create a group)Phase 4 (Short description):Teacher divides students in groups (about 11 students in one group) that each group would have a leader – the student whose computer skills are very good, who could help other students if they have misunderstandings and other student, who is responsible for outline map and vocabulary. Each group gets a computer for the work.

Phase 4 - List of tasks’ titles:- To learn how to work in a group.

Milestone 5 (intermediate goal 5): Learn English using dictionaryPhase 5 (Short description):Not all the students know English very well, therefore teachers (geography and English teachers) prepare English-Lithuanian dictionary with the main, mostly useful phrases (there are such words as Volcano, Location, Elevation, Last Updated, Map, Submarine Volcanic, Eruptions, etc.) And these dictionaries have all the groups.

Phase 5 - List of tasks’ titles:- To know how to use dictionary

- To learn new words in English

Milestone 6 (intermediate goal 6): To discover the newest informationPhase 6 (Short description):Before the lesson teacher check the newest information on the internet, because the information on the web can change once in 2-3 days.

Phase 6 - List of tasks’ titles:- ………

Milestone 7 (intermediate goal 7): To improve computer skills

Phase 7 (Short description):The second lesson is going in the computer class, where students use internet and webpage: http://volcano.und.nodak.edu. Informatics teacher helps to use internet and search on it. This website is easy to use; there is a lot of information, pictures, easy to find needful information. Also students use vocabulary which they get from the teachers and different kind of maps.

Phase 7 - List of tasks’ titles:- To improve students’ computer skills

- To improve students’ internet search skills

Milestone 8 (intermediate goal 8): QuestioningPhase 8 (Short description):At the beginning of the lesson, teacher makes frontal questioning. At the end, teacher evaluates students’ knowledge and problems if vocabulary, which students use in the lesson, is clear. During questioning students look for the information about volcanoes, see the pictures about that. Some of the students are responsible for fulfilling outline map (to sign where the volcano is, to write its name, the date of eruption)

Phase 8 - List of tasks’ titles:- To see if theoretical lesson was clear and

students understood everything.

- To see if the dictionary is clear.

Milestone 9 (intermediate goal 1): Self-sufficient work

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http://volcano.und.nodak.edu/


Phase 9 (Short description):5-6 minutes students work by themselves: read information from the webpage (the part: Current Eruptions); analyze the pictures, answers to the questions. They can ask the help from the teacher if something is not clear or they have difficulties to answer to the questions.

Phase 9 - List of tasks’ titles:- To teach students to find and analyze

information

Milestone 10 (intermediate goal 1): AnalysisPhase 10 (Short description):5 minutes students have to analyze the world map, where they can find marked volcanologies’ observatories and the regions they observe. Students get questions as: where is the centre which observes all volcanoes in Europe? How many regions do the volcanologies observe? etc.

Phase 10 - List of tasks’ titles:- To teach students quickly to find information

and answer to the questions

Milestone 11 (intermediate goal 5): Information search. Questions-Answers. English improvementPhase 11 (Short description):

After self-sufficient work, students have 5-6 minutes to look at the encyclopaedia which is on the webpage, where they can find 220 questions and answers, and together with the teacher they try to find the answer into the question which teacher asks at that moment. Students together with the teacher translate information from English to Lithuanian.

Phase 11 - List of tasks’ titles:- To improve their English knowledge

- To teach students quickly to find information and answer to the questions

- To teach how to work in groups (to collaborate with other people )

Milestone 12 (intermediate goal 1): TaskPhase 9 (Short description):After self-sufficient work and all the discussions during the lesson, students watch the pictures on the webpage in the Kids Volcano Art Gallery, where they can find children’s drawings from all over the world, which represent the volcanic eruption. And students have to draw the picture by themselves which represents the volcanic eruption as a homework.

Phase 9 - List of tasks’ titles:- To analyze the pictures and to accomplish

the task

Age of pupils*:12-13 years old

Recommended duration*:2 lessons (1.5 hour)

Domain subject*: Geography

Results/Products: drawing of volcanic eruption, before students should study how to draw this eruption in the right way, to see the examples and analyze them.Evaluation: Questioning. Active participation during the lessons. Homework: to draw the picture of the volcanic eruption.Help: teachers (geography and English teachers) prepare English-Lithuanian dictionary with the main, mostly useful phrases (there are such words as Volcano, Location, Elevation, Last Updated, Map, Submarine Volcanic, Eruptions, etc.). Also there is possibility to ask a teacher if something is not clear, if student has difficulties or misunderstandings. Equipment (Hardware & Software) needed: computer with internet connection.Resources: prepared dictionary, internet resources, maps

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SAMPLE SCENARIO 3 Title*: Mathematics

Author(s) *: Vilma Geleziene, Lithuania

Abstract (300-500 symbols) *: The material (slides) for the lesson is prepared by teacher and students with MS PowerPoint, these slides are from the book “Mathematic for the 9th class (II part)”. The set of material is of 5 presentations. Topic is “Circle”. During the lessons students watch slides, ask questions, analyze new concepts, definitions, and show their knowledge by giving examples. Also they should remember formulas and know where and how to apply them.

Key words*: Circle, round, full circle, center of the circle, length of the circle, segment, diameter, area of the circle, point of the circle, chord, plane, tangent, secant, radius.

Language*: Lithuanian

Prior knowledge and skills: From mathematics point of view, students should have experience and theoretical knowledge in mathematics for 8 years.

Some of the students need basic knowledge working with computer; they should have skills working with MS Office program PowerPoint and have knowledge in drawing graphics.

Learning goals:- Demonstrate knowledge working with

computer in mathematics lessons

- Make that lesson will be imaginative and state-of-the-art

- Motivate students to analyze material, find examples, learn formulas and know where to apply them

- Motivate students study

Enhanced ICT skills working on * Students and teacher know how to prepare project presentation with computer (with PowerPoint program), know how to draw graphics and to put it into slides.

Milestone 1 (intermediate goal 1): Repetition of main concepts and formulas

Phase 1 (Short description):Teacher presents the slides for the students with theoretical material and they repeat main concepts and formulas concerned with the circle. There are the definition of the circle and full circle, remind what the centre, diameter, radius, length, area is, also there are formulas how to count (to get) these parameters.

(This material is from the mathematical course of the 5th

- 6th classes)

Phase 2 - List of tasks’ titles:- To remember main concepts and formulas

concerned with the circle

Milestone 2 (intermediate goal 2): To understand (reclaim) new concepts

Phase 2 (Short description):During the second lesson students analyze material on topic “Interposition between line and circle” (see slides 1-4). In the slides students can see line position circle-wise. There is cases such as:

1) line intersect the circle (2 common points)

2) line touch (tangent) the circle (1 common point)

Phase 2 - List of tasks’ titles:- To analyze theoretical material

- To understand and to learn new concepts

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3) line is next to the circle (no common points)

The task for the students is to analyze the cases and to learn new concepts (such as secant, tangent) also to understand and know how to use them. Teacher motivates to remember these concepts doing tasks such as a comparison of distance between line and circle, explaining concepts, giving examples, etc.

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Milestone 3 (intermediate goal 3): To learn and understand the topic

Phase 3 (Short description):During the second lesson students analyze material on topic “Interposition between two circles”. In the slides students can see cases how circles can intersect or touch between each other. The task for the students is to analyze and compare the length (distance) between two centres of the circles, to find the sum of these circles’ radii when circles intersect.


- To understand and to learn theoretical material

- To learn formulas and be able to calculate using that formulas.

Milestone 4 (intermediate goal 4): To learn and understand the topicPhase 4 (Short description):During the lesson students analyze material on topic “Interposition between two circles”. Teacher introduces with new concepts; common tangent between two circles also analyze common tangents’ number dependence on two circles interposition, there are examples of possible positions of the common tangents.



- To be able to show an example

Milestone 5 (intermediate goal 5): To learn and understand the topicPhase 5 (Short description):During the third lesson students analyze material on topics “Central angles”, “Inscribe angles”. Teacher introduces with new concepts and definitions concerned with the angle. Also teacher explains characteristics of the angle.



- To be able to show an example

Milestone 6 (intermediate goal 6): To make presentation (not mandatory)Phase 6 (Short description):Presentation. Students from different level make presentation (according to the information from the book: Mathematics for the 9th class (II part) also using material and concepts from the 5th-6th classes.

Phase 6 - List of tasks’ titles:- To improve students’ computer skills working

with the PowerPoint.

Age of pupils*:15-16 years old

Recommended duration*:3 lessons (2.25 hours)

Domain subject*: Mathematics

Results/Products: MS PowerPoint presentations on the topic ‘Circle’.Evaluation:

The lesson will be successful if the students: - will understand new concepts and definitions;

- will be able to give the examples and explanations from the topics “Interposition between two circles”, “Interposition between line and circle” , “Central angles”, “Inscribe angles”

Help:Students get help from the teacher during their working hours, get answers to the questions or if they need additional information about concerned topic during the lesson. The students who prepare presentation can get help how to create graphics, etc. Equipment (Hardware & Software) needed: computer with MS Office program PowerPoint.

Resources: handbooks, prepared PowerPoint presentations

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SAMPLE SCENARIO 4Title*: Poster for past events

Author(s) *: Desislava Ratcheva and Eliza Stefanova, Bulgaria

Abstract (300-500 symbols) *:Fiftheen-sixteen years old pupils working in group of 13 persons to create poster (A2 format) for schools’ events that are happened the latest month. Each team is divided in 4 sub-teams where each sub-team is responsible for ¼ part of poster. Each student has particular role and has particular tasks to do during the project work. The role and tasks are distributed by students and each student will write individual report for his work in the project, each editor will generalize and write report for his sub-team work and the main editor from each team will generalize and write report for team work that will be sent by e-mail to the teacher.

Key words*: text formatting, text and graphics combination, graphic design, poster, team work, roles

Language*: English

Prior knowledge and skills: Students can work with word-processor. They can create, edit and format text. Also, they can insert and format images. Students know how to take interview and search for information in different sources and send e-mail with attached file.

Learning goals: Students will:

- Improve their skills for work with destop publishing systems or Word processor

- Improve their skills on desing development & image processing

- Improve their skills for searching information on particular topic

- Create poster (A2 format)

- Evaluate poster based on a check list

- Write report for their individual and team work

Enhanced ICT skills working on *: See the table bellow

Milestone 1 (intermediate goal 1): Setting up team and tasks division

Phase 1 (Short description): Students form teams with 13 people in each team and divide the tasks trough members in the team. Then each student prepare himself to do his tasks.

Phase 1 - List of tasks’ titles:- Setting up team

- Tasks division

Milestone 2 (intermediate goal 2): Poster creation, poster presentation and peer evaluation

Phase 2 (Short description):Each student does his work according to the work plan.

Each team prints and put his poster on the place which teacher is specified.

Each team evaluate poster developed from the other team and fill in a n evaluation form.

Phase 2 – List of tasks’ titles:- Poster creation

- Put poster on the place which teacher is specified

- Fill in evaluation form

Milestone 3 (intermediate goal 3): Reporting on individual work

Each student writes his individual report on what he done in a project. Each editor makes generalization on his sub-team work and sends the report by e-mail to the main editor. The main editor makes generalization on the team work and sends the report by e-mail to the teacher.

Phase 3 – List of tasks’ titles:- Team work report

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Age of pupils*:15 – 16 years

Recommended duration*:5 days

Domain subject*: IT

Results/Products:

Posters for school’s event and written report about team work.

Evaluation:The grade will be form as a average of results from all tasks:

1. Creation of a poster2. Fairly filled evaluation form3. Team work report

Help:


At least tow computers for each team, printer.

Resources:

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Oral presentation







































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Title *: Setting up a team


Abstract*:Students setting up team and sub-teams, divide teams’ roles and write roles’ responsibilities.

Key words*:Role division, team

Language*: English


team / roles ….

Prior knowledge and skills: Objectives:


Desire learning outcome 1: Activity 1Form the team with 13 students in each team.

Desire learning outcome 2: Activity 2Chose who will be a main editor.

Desire learning outcome 3: Activity 3Divide other students in 4 sub-teams with 3 students in each sub-team.

Desire learning outcome 4: Activity 4In each sub-team choose who will be an editor, who will be a graphic designer and photographer and who will be a newsman.

Desire learning outcome 5: Activity 5Write each role’s responsibilities.




Task’s result:Set up team with different roles assign to each member of the team and written role’s responsibilities.

Evaluation:

Help:

If you want, give the name of your team.

You can use the divisions of role explain here or can make different division of roles in a team.



At least on computer with word-processor per each team.

Resources:

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Oral presentation







































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Title *: Setting up the team work


Abstract*:Students participate in team meeting, take a decisions about future team work, assign tasks to roles and write work plan.

Key words*:task division, task assign to role, work plan, team

Language*: English


team / roles ….

Prior knowledge and skills:Know how to use word-processor properly

Objectives:- Improve ability to take notes from meetings

- Improve ability to identified subtasks

- Improve ability to divide tasks to subtasks


Desire learning outcome 1:Organized meeting

Activity 1Main editor initiates a meeting for all editors from his team.

Desire learning outcome 2:Student identified subtasks and divide tasks to subtasks.

Students assign tasks to sub-team

Activity 2During the meeting editors take decisions about:

- How will looks like your poster;

- What should be written in it;

- Which sub-team will be responsible for which tasks;

- Fix the time for each task

- When will be the next meeting

Desire learning outcome 3:Notes from meeting.

Activity 3The main editor moderates the meeting and one of the others takes notes from the meeting.

Desire learning outcome 4:Written work plan for the whole team – draft version.

Activity 4After the meeting the main editor writes the work plan based on meeting’s notes and sends it by e-mail to other editors for agreements.

Desire learning outcome 5Written work plan for each sub-team.

Suggestions for revisions (if necessary) of the main work plan.

Activity 5Each editor initiates a meeting for his team. During the meeting he introduces a draft version of the work plan, initiates discussions for work plan and altogether make work plan for their sub-team.

Desire learning outcome 6 Activity 6

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Written work plan for the whole team– final version. The main editor sends work plan for a project by e-mail to the teacher.




Task’s result:Written 5 work plans – one work plan for whole team and one work plan per each sub-team. All work plans should include all the information mention above. The main work plan should be sent by e-mail to the teacher.

Evaluation:

Teacher will evaluate the plan according to balance of sub-team work and correctness of tasks divisions.

Help:

If you have problem with a preparation of your plan ask your teacher for help.



At least one computer with word-processor software per each sub-team.

Resources:

Work plan example

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Title *: Poster creation


Abstract*:Each student does his own tasks. Each sub-team makes its part and all editors print and put together the whole poster.

Key words*:Individual report, generalize results, team, individual

Language*: English


team / roles ….

Prior knowledge and skills:Work with word-processor create, edit and format text, insert and format images. Students know how to take interview and search for information in different sources send e-mail with attached file.

Objectives:- Improve their skills for work with destop

publishing systems or Word processor

- Improve their skills on desing development & image processing

- Improve skills for searching information on a particular theme

- Improve ability to summary information


Desire learning outcome 1:Improve ability to determine the information problem

Improve ability to determine the relevance of the various information sources

Improve ability to search systematically by application of relevant searching techniques

Activity 1The newsman search information from different type of resource about past event which he will present. You can take interview from students and teachers who were participants at the event. Also, you can take interview from other people that participated on the event. Look at the newspapers for reportage about the event.

Desire learning outcome 2:Improve ability to summarize information.

Activity 2The newsman writes a short text that represents the event and sends it to the editor and graphic designer.

Desire learning outcome 3:Improve ability to give feedback

Activity 3The editor accepts or retunes to newsman a text for editing (if it is a necessary).

Desire learning outcome 4: Activity 4The newsman edits the text and sends it to the editor again.

Desire learning outcome 5: Activity 5The photographer takes some picture of participant of the events or during the interviews.

Desire learning outcome 6:Improve ability to choose appropriate images

Activity 6The graphic designer chooses images to illustrate

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information and sends them to the editor.

Desire learning outcome 7: Activity 7The editor accepts or ask (if it is a necessary) graphic designer to change some of the images which he decides that are not appropriate.

Desire learning outcome 8:Improve ability to choose appropriate images

Activity 8The graphic designer chooses the other images to illustrate information and sends them to the editor.

Desire learning outcome 9:Improve ability to combine appropriate text and images

Activity 9The editor put together all pieces and makes the team’s part of the poster.

Desire learning outcome 10: Activity 10The editor sends team’s part of the poster to main editor.

Desire learning outcome 11: Activity 11The main editor together with the other editors prints and put together all parts of the poster.


Recommended duration*:4 days

Domain subject*: ICT

Task’s result:

Evaluation:

Your classmates will evaluate the whole poster based on the evaluation form.

Help:


At least two computers per team

Resources:

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Title *: Fill in evaluation form


Abstract*:Each students fill in evaluation form of the poster. The main editor generalizes the team evaluation.

Key words*:evaluation, generalize results, team, individual

Language*: English


team / roles ….

Prior knowledge and skills: Objectives:- To evaluate product using evaluation form

- To generalize results


Desire learning outcome 1: Activity 1Fill in evaluation form given by teacher.

Desire learning outcome 2: Activity 2Send fill evaluation form to the main editor of your team.

Desire learning outcome 3: Activity 3The main editor generalizes the evaluation and sent general evaluation form with all individual evaluation form by e-mail to the teacher.




Task’s result:Fill evaluation form from each students and one general fill evaluation form from each team.

Evaluation:

Teacher will evaluate if evaluation form is fill fair and how editor is generalized results.

Help:

When you fill in evaluation form you should be fair.


At least one computer per team

Resources:

Evaluation form for poster

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Title *: Team work report


Abstract*:Each student writes individual report on what he done in a project. Each editor makes generalization on his sub-team work and sends the report by e-mail to the main editor. The main editor makes generalization on the team work and sends the report by e-mail to the teacher.

Key words*:Individual report, generalize results, team, individual

Language*: English


team / roles ….

Prior knowledge and skills:Work with word-processor, send e-mail with attached file.

Objectives:- To make report on work done

- To generalize results


Desire learning outcome 1: Activity 1Write your individual report and sends it by e-mail to the editor of your sub-team.

Desire learning outcome 2: Activity 2Each editor of the sub-team generalizes all individual reports of his team and sends report for team work. Editor sends all individual reports together with team report sends by e-mail to main editor.

Desire learning outcome 3: Activity 3The main editor generalizes the team report from each sub-team and writes report for work of the whole team. The main editor sends team report together with all reports receives from each editor by e-mail to the teacher.




Task’s result:Written individual reports, generalized team report.

Evaluation:

Teacher will evaluate your work based on the individual report and how editor is generalized results.

Help:

Equipment (Hardware & Software) needed: At least one computer per team

Resources: Template for individual report

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I*Teach Methodology HandbookAppendixes

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CONTENT

Appendix 1. Scenario description template................................4Appendix 2. Task description template......................................6Appendix 3. Examples for evaluation forms..............................8

Appendix 3.1. Evaluation of information skills............................................................................................9Appendix 3.2. Evaluation of working-on-a-project skills..........................................................................10Appendix 3. 3. Evaluation of working-on-a-team skills.............................................................................11Appendix 3.4. Evaluation of presentation skills.........................................................................................12

Appendix 3.4.1. Evaluation of written presentation..................13

Appendix 3.4.2. Evaluation of written presentation - research project.............................14

Appendix 3.4.3. Evaluation of written presentation - research paper...............................15

Appendix 3.4.4. Evaluation of written presentation - poster evaluation............................16

Appendix 3.4.5 Evaluation of oral presentation – example 1. . .17

Appendix 3.4.6 Evaluation of oral presentation – example 2. . .18

Appendix 4. Templates and guidance.......................................21Appendix 4.1. Guidance for a written personal presentation.....................................................................22Appendix 4.2. Guidance on writing CVs....................................................................................................23Appendix 4.3. CV template........................................................................................................................24Appendix 4.4. Guidance for research papers..............................................................................................25Appendix 4.5. Business report guidance....................................................................................................28Appendix 4.6. Letter template and guidance..............................................................................................34Appendix 4.7. Guidance for effective poster presentation.........................................................................35Appendix 4.8. Guidance for oral presentation............................................................................................36Appendix 4.9. Guidance for public speaking.............................................................................................40Appendix 4.10. Tips for public speaking presentation...............................................................................42Appendix 4.11. Guidance on Web presentation.........................................................................................44Appendix 4.12. Guidance for using bullets and numbers...........................................................................47

Appendix 5. Job aids..................................................................48Appendix 5.1 Sample for application form................................................................................................49Appendix 5.2 Samples for CVs Job-specific resume in different versions (short and long):....................50

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Instruments for application of I*Teach methodology

In this chapter: Scenario description template Task description template Evaluation templates

o Evaluation of written presentationo Evaluation of oral presentation

The templates proposed in the appendix are instruments with aiming to help teachers to use I*Teach methodology. These templates will help them also to build reusable materials (scenarios and task) and share them through bank of I*Teach items known as I*Teach repository.

In order to emphasise finding of appropriate resources in the repository each material will have additional information presenting it (meta-data – set of properties).

APPENDIX 1. SCENARIO TEMPLATETitle*41: No42

Author(s)*: Country(ies)*: Language*:

Description (300-400 symbols)*:

Age*43: Duration*44: Subject(s)*:

ICT enhanced skill(s)* 45:

Active learning method(s)*46:

Learning objectives47:

41 Fields marked with * are obligatory (they are used as meta-data).42 The number of this item in the repository; assigned automatically43 in years (an interval can be specified, e.g. 12 – 14); automatically inherited from imported tasks, if any; editable44 in hours/days/months; automatically inherited from imported tasks, if any (as sum of task durations); editable45 selected from a list; automatically inherited from imported tasks, if any; editable 46 selected from a list; automatically inherited from imported tasks, if any; editable47 automatically inherited from imported tasks, if any; editable

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APPENDIXES

I*Teach Methodology HandbookAppendixes 4-64Prior knowledge and skills48:

Results/Products49:

Process:

Task50 1 Milestone 151

Task 2 Milestone 2

…

Tools52:

Resources53:

Student Assessment:

48 automatically inherited from imported tasks, if any; editable49 automatically inherited from imported tasks, if any; editable50 tasks can be described directly or imported from the repository51 this is outcome of corresponding task52 hardware & software - automatically inherited from imported tasks, if any; editable53 information resources - automatically inherited from imported tasks, if any; editable

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Oral presentation








Project working skills ability to make a planning























Active learning methods Project based learning Problem based learning Experiential learning (learning by doing) Case Based learning Game based learning

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Other ________________ (specify)

APPENDIX 2. TASK TEMPLATETitle*54: No55

Author(s)*: Country(ies)*: Language*:

Used in scenario(s)56:

Description (100-300 symbols)*:

Age*57: Duration*58: Subject(s)*:

ICT enhanced skill(s)*59:

Active learning method*60:

Learning objective:

Prior knowledge and skills:

Type of work*: individual group

Result / Product:

Process:

Tools (Hardware & Software):

Resources:

Student Assessment:

54 Fields marked with * are obligatory (they are used as meta-data).55 The internal number of this item in the repository; assigned automatically56 The internal number(s) of the scenario(s) in which this task is used – automatically inherited from scenarios where task is in used, if any57 in years (an interval can be specified, e.g. 12 – 14)58 in hours/days/months59 selected from a list (multiple selection is possible) 60 selected from a list

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Oral presentation








Project working skills ability to make a planning























Active learning methods Project based learning Problem based learning Experiential learning (learning by doing) Case Based learning Game based learning

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Other ________________ (specify)

APPENDIX 3. EXAMPLES FOR EVALUATION FORMSAppendix 3.1. Evaluation of information skillsAppendix 3.2. Evaluation of working-on-a-project skillsAppendix 3.3. Evaluation of working-on-a-team skillsAppendix 3.4. Evaluation of presentation skills

APPENDIX 3.1. EVALUATION OF INFORMATION SKILLS

APPENDIX 3.2. EVALUATION OF WORKING-ON-A-PROJECT SKILLS

APPENDIX 3. 3. EVALUATION OF WORKING-ON-A-TEAM SKILLS Beginning 1 Developing 2 Accomplished 3 Exemplary 4

Contribute

Research & Gather Information

Does not collect any information that relates to the topic.

Collects very little information--some relates to the topic.

Collects some basic information--most relates to the topic.

Collects a great deal of information--all relates to the topic.

Share Information

Does not relay any information to teammates.

Relays very little information--some relates to the topic.

Relays some basic information--most relates to the topic.

Relays a great deal of information--all relates to the topic.

Be Punctual

Does not hand in any assignments.

Hands in most assignments late.

Hands in most assignments on time.

Hands in all assignments on time.

Take Responsibility

Fulfill Team Role's Duties

Does not perform any duties of assigned team role.

Performs very little duties.

Performs nearly all duties.

Performs all duties of assigned team role.

Participate in Science Conference

Does not speak during the science conference.

Either gives too little information or information which is irrelevant to topic.

Offers some information--most is relevant.

Offers a fair amount of important information--all is relevant.

Share Equally

Always relys on others to do the

Rarely does the assigned work--

Usually does the assigned

Always does the assigned work

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work. often needs reminding.

work--rarely needs reminding.

without having to be reminded.

Value Others' Viewpoints

Listen to Other Teammates

Is always talking--never allows anyone else to speak.

Usually doing most of the talking--rarely allows others to speak.

Listens, but sometimes talks too much.

Listens and speaks a fair amount.

Cooperate with Teammates

Usually argues with teammates.

Sometimes argues.

Rarely argues. Never argues with teammates.

Make Fair Decisions

Usually wants to have things their way.

Often sides with friends instead of considering all views.

Usually considers all views.

Always helps team to reach a fair decision.

APPENDIX 3.4. EVALUATION OF PRESENTATION SKILLSAppendix 3.4.1. Evaluation of written presentationAppendix 3.4.2. Evaluation of written presentation - research projectAppendix 3.4.3. Evaluation of written presentation – research paperAppendix 3.4.4. Evaluation of written presentation – poster evaluation Appendix 3.4.5. Evaluation of oral presentation – example 1Appendix 3.4.6. Evaluation of oral presentation – example 2

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APPENDIX 3.4.1. EVALUATION OF WRITTEN PRESENTATIONPupil:___________________________Topic:___________________________________________________

Date:________________________________________________________

Organization Poor Fair Good Excellent Outstanding

Title, Abstract, Reference, Relationship to other work, Other aspects

Comments

Clarity Poor Fair Good Excellent Outstanding

Writing style, Coherence, Appropriate level of language, Other aspects

Comments

Content Poor Fair Good Excellent Outstanding

Significance, Originality, Level of sophistication, Other Aspects

Comments

References & Acknowledgements

Poor Fair Good Excellent Outstanding

Comments

Overall comments

APPENDIX 3.4.2. EVALUATION OF WRITTEN PRESENTATION - RESEARCH PROJECT

4extremely excellent, difficult to improve on

Establishes and maintains clear focusDepth and complexity of ideas supported by rich, engaging, and/or pertinent detailsEvidence of analysis, reflection and insight

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Use of references indicate substantial researchCareful and/or suitable organizationVariety of sentence structure and lengthPrecise and/or rich languageControl of surface features

3excellent, thoughtful above and beyond minimal requirements

Focussed on a purposeDepth of idea development supported by elaborated, relevant detailsUse of references indicate ample researchLogical organizationControlled and varied sentence structureAcceptable, effective languageFew errors in surface features relative to length and complexity

2

average, meets minimum requirements, lacks enthusiasm and creativity

An attempt to establish and maintain purposeUnelaborated idea developmentUnelaborated and/or repetitious detailsSome referencesLapses in focus and/or coherenceSimplistic and/or awkward sentence structureSimplistic and/or imprecise languageSome errors in surface features that do not interfere with communication

1below average, little interest or effort demonstrated

Limited awareness of purposeMinimal idea developmentLimited and/or unrelated detailsFew referencesRandom or weak organizationIncorrect or lack of topic and/or transition sentencesIncorrect and/or ineffective wording and/or sentence structureErrors in surface features (eg spelling, punctuation, capitalization, headings) are disproportionate to length and complexity

APPENDIX 3.4.3. EVALUATION OF WRITTEN PRESENTATION - RESEARCH PAPER

Grade Range

Content Organization Sources Presentation Documentation

Information and Comprehension

Clarity, transition, and flow

Variety / Credibility of References

Grammar, spelling, and vocabulary

Appropriate sources and formatting

ARange

(Exceptional)18-20 points

Thesis statement/research question clear & appropriate. Focused, informative & comprehensively developed.Argument provided for thesis/ research question.

Logical progression and development of ideas. Ideas expressed clearly. Effective transitions between ideas.Effective introduction

Variety of references used. Data employed is relevant, accurate, and credible.Data employed supports the thesis/RQ investigated.

Grammar and spelling are correct. Variety of proper sentence structures deployed. Variety of accurate and effective vocabulary used.

Documentation is complete and correct.

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Exceptional understanding of topic.

and conclusion

B

Range

(Proficient)

15-17 points

Thesis statement/RQ present and relevant.

Paper adequately developed.

Paper contains some inconsistent/unsupported arguments.

Competent understanding of topic.

Progressive organization.

Appropriate introduction and conclusion.

Ideas expressed adequately.

Transitions between ideas not always effective

Variety of references used.

Data employed is relevant, accurate, and credible.

Data employed supports the thesis/RQ investigated, but sometimes lacks accuracy or relevance.

Grammar and spelling are correct.

Presentation contains some inconsistent sentence structure.

Accurate use of effective vocabulary.

Documentation is flawed.

C

Range

(Satisfactory)

12-14 points

Thesis statement is present.

Paper acceptably developed, but lacks accuracy, focus, or relevance at times.

Argument often inconsistent.

Understanding of topic exists.

Progressive organization, but sometimes incoherent.

Introduction and conclusion are present.

Ideas at times are unclear and/or vague.

Transitions between ideas are often ineffective.

References used, but lack variety.

Credible data, but sometimes inaccurate.

Data supports thesis/RQ, but sometimes lacks accuracy and/or relevance.

A few grammar and spelling errors.

Presentation contains some inconsistent sentence structure.

Accurate use of vocabulary.

Documentation is highly flawed.

D

Range

(Limited)

0-11 points

Thesis statement is flawed or missing.

Paper is vaguely or incompletely developed.

Inadequate understanding of topic.

Incoherent organization.

Lacks introduction and/or conclusion.

Ideas unclear and/or vague.

Very few references used.

Data lacks variety and/or credibility.

Data does not support thesis/RQ, and lacks accuracy and/or relevance.

Many grammatical and/or spelling errors.

Presentation contains many fragmented, incomplete, or mechanically incorrect sentences.

Limited or inaccurate use of vocabulary.

Documentation lacking.

100 20 20 20 20 20

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APPENDIX 3.4.4. EVALUATION OF WRITTEN PRESENTATION - POSTER EVALUATION

Poster title:Presenter:

Instructions to reviewer: Use these criteria to rate the poster presentation on a scale of 1-5 (1=strongly disagree; 3=neutral; 5=strongly agree). Appropriateness

The poster presents appropriately the topic.Note well: If "No" the poster is not appropriate and the score for the poster is zero. No Yes

Appearance 5 is strongagreement

1. Display attracts viewer's attention. 1 2 3 4 5

2. Words are easy to read from an appropriate distance (3-5 feet). 1 2 3 4 5

3. Poster is well organized and easy to follow. 1 2 3 4 5

4. Graphics and other visuals enhance presentation. 1 2 3 4 5

5. The poster is neat and appealing to look at. 1 2 3 4 5

Content

6. Content is clear and easy to understand. 1 2 3 4 5

7. Poster is free of unnecessary detail. 1 2 3 4 5

8. Conclusions are stated clearly. 1 2 3 4 5

Delivery & Feedback

9. Presenter's response to questions demonstrated knowledge of subject matter and project. 1 2 3 4 5

10. Overall, this was a really good poster presentation. 1 2 3 4 5

Other comments (use other side)

APPENDIX 3.4.5 EVALUATION OF ORAL PRESENTATION – EXAMPLE 1Pupil:___________________________Topic:_______________________________________________

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Date:____________________________________________________

Organization Poor Fair Good Excellent Outstanding

Introduction, Body, Summary, Reference to other work, Other aspects

Comments

Clarity Poor Fair Good Excellent Outstanding

Definition of problem, Diction, Use of visual aides, Inflation, Poise, Projection, Other aspects

Comments

Content Poor Fair Good Excellent Outstanding

Significance, Originality, Level of sophistication, Other Aspects

Comments

Question & Answers

Poor Fair Good Excellent Outstanding

Comments

Overall comments

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APPENDIX 3.4.6 EVALUATION OF ORAL PRESENTATION – EXAMPLE 2AWARENESS OF AUDIENCE

Distinguished (4) Proficient (3) Apprentice (2) Novice (1)

SUITABILITY / match of material and presentation style to audienceInformation (Including Explanation and Instruction):significantly increases audience understanding and knowledge of topic

SUITABILITY / match of material and presentation style to audienceInformation (Including Explanation and Instruction):raises audience understanding and awareness of most points

SUITABILITY / match of material and presentation style to audienceInformation (Including Explanation and Instruction):raises audience understanding and knowledge of some points

SUITABILITY / match of material and presentation style to audienceInformation (Including Explanation and Instruction):fails to increase audience understanding or knowledge of topic

Persuasion:effectively convinces an audience to recognize the validity of a point of view

Persuasion:point of view is clear, but development or support is inconclusive and incomplete

Persuasion:point of view may be clear, but lacks development or support

Persuasion:fails to effectively convince the audience

Entertainment:uses humour appropriately to make significant points about the topic consistent with the interest of audience

Entertainment:achieves moderate success in using humour

Entertainment:humour attempted but inconsistent or weak

Entertainment:no use of humour or humour used inappropriately

STRENGTH OF MATERIAL, ORGANIZATION


CONTENTFocus:Purpose and subject are defined clearly; information and logic are self-consistent; (persuasive speech anticipates opposition and provides counter example[s])

CONTENTFocus:has some success defining purpose and subject; information and logic generally self-consistent

CONTENTFocus:attempts to define purpose and subject; has contradictory information and/or logic

CONTENTFocus:subject and purpose are not clearly defined; muddled

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Quality of material:pertinent examples, facts, and/or statistics

Quality of material:some examples, facts, and/or statistics that supports the subject

Quality of material:weak examples, facts, and/or statistics, which do not adequately support the subject

Quality of material:very weak or no support of subject through use of examples, facts, and/or statistics

Sufficiency:conclusions or ideas are supported by data or evidence

Sufficiency:includes some data or evidence which supports conclusions or ideas

Sufficiency:includes very thin data or evidence in support of ideas or conclusions

Sufficiency:totally insufficient support for ideas or conclusions

ORGANIZATIONIntroduction: Introduction has strong purpose statement which captivates audience and narrows topic

ORGANIZATIONIntroduction:Introductory statement informs audience of general purpose of presentation

ORGANIZATIONIntroduction:Introduction of subject fails to make audience aware of the purpose of presentation

ORGANIZATIONIntroduction:no introductory statement or introductory statement which confuses audience

Core: topic is narrowed, researched, and organized

Core:topic needs to be narrowed, researched extended and/or tightened

Core:topics too broad, insufficiently researched, and/or haphazardly delivered

Core:topic is general, vague, and/or disorganized

Closing:audience informed, major ideas summarized, audience left with a full understanding of presenter=s position

Closing:may need to refine summary or final idea

Closing:major ideas may need to be summarized or audience is left with vague idea to remember

Closing:major ideas left unclear, audience left with no new ideas

DELIVERY


POISE/APPEARANCE:relaxed, self-confident and appropriately dressed for purpose or audience

POISE/APPEARANCE:quick recovery from minor mistakes; appropriately dressed

POISE/APPEARANCE:some tension or indifference apparent and possible inappropriate dress for purpose or audience

POISE/APPEARANCE:nervous, tension obvious and/or inappropriately dressed for purpose or audience

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BODY LANGUAGE:natural movement and descriptive gestures which display energy, create mood, and help audience visualize

BODY LANGUAGE:movements and gestures generally enhance delivery

BODY LANGUAGE:insufficient movement and/or awkward gestures

BODY LANGUAGE:no movement or descriptive gestures

EYE CONTACT:builds trust and holds attention by direct eye contact with all parts of audience

EYE CONTACT:fairly consistent use of direct eye contact with audience

EYE CONTACT:occasional but unsustained eye contact with audience

EYE CONTACT:no effort to make eye contact with audience

VOICE:fluctuation in volume and inflection help to maintain audience interest and emphasize key points

VOICE:satisfactory variation of volume and inflection

VOICE:uneven volume with little or no inflection

VOICE:low volume and/or monotonous tone causes audience to disengage

PACING:good use of pause, giving sentence drama, length matches allocated time

PACING:pattern of delivery generally successful; slight mismatch between length and allotted time

PACING:uneven or inappropriate patterns of delivery and/or length does not match allotted time

PACING:delivery is either too rushed or too slow and/or length does not match allotted time

PRESENTATION AIDS:are clear, appropriate, not over-used and beneficial to the speech

PRESENTATION AIDS:are used and add some clarity and dimension to speech

PRESENTATION AIDS:attempted, but unclear; inappropriate or over-used

PRESENTATION AIDS:none used or attempted

APPENDIX 4. TEMPLATES AND GUIDANCEAppendix 4.1. Guidance for a written personal presentationAppendix 4.2. Guidance on writing CVsAppendix 4.3. CV templateAppendix 4.4. Guidance for research papersAppendix 4.5. Business report guidanceAppendix 4.6. Letter template and guidanceAppendix 4.7. Guidance for effective poster presentationAppendix 4.8. Guidance for oral presentationAppendix 4.9. Guidance for public speakingAppendix 4.10. Tips for public speaking presentation

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Appendix 4.11. Guidance on Web presentationAppendix 4.12. Guidance for using bullets and numbers

APPENDIX 4.1. GUIDANCE FOR A WRITTEN PERSONAL PRESENTATIONTell the reader everything that you want him to know about yourself.Don’t exaggerate (avoid the tendency of dressing thing up).When referring to events you have participated in make sure that the reader knows what they are (e.g. do not use only acronyms such as IMO, IOI, ISEF).Provide a description of a personal experience which according to you distinguishes you from other applicants.Provide arguments about your qualification to work in your field of interest. The main issue is your credibility: can you do the work you are interested in? Given your abilities, your record, is it clear that you could work on a research project in the field of your interest?Keep in mind that the project designed by your potential mentor might not be a direct continuation of your previous research experience. Let the selection committee know that you are flexible enough to extend your horizons.Self-evaluation plays an important role in your application. Don’t be afraid to share previous failure provided that you show an indication of the lessons learned.Such type of writing might have an immediate impact on your life – even more in your other writing, you will want t make each word count, and force each sentence to say precisely what it is intended.

APPENDIX 4.2. GUIDANCE ON WRITING CVSA CV or curriculum vitae is a marketing tool. With your CV you will be able to promote yourself. Imagine the CV as being a brochure that will list the benefits of a particular service. The service being your time and skills! When writing a CV look at it from your employers point of view. Would you stand out against the competition (the other candidates) and would the manager want to talk you for a possible job? You have to ask yourself these questions when writing your CV or curriculum vitae. Networking and interviewing are essential for your job hunt and your CV is just the first step in the job search. However a CV will be your first contact with potential employers and will open the door. If you are invited for an interview you would then be in a position to explain and expand on what is in your CV. A CV is an essential tool in your job search. When applying for a vacancy you generally first have to send your CV to present yourself to the prospective employer

CV HeadingIn CV heading you can write your general information:

Name Surname Local address E-mail address Phone number

(If applying for an overseas job, please remember to include your international dialling code.) Include your mobile/cell phone number if you are going to relocate soon.

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http://kropla.com/dialcode.htm


CV Skills SummaryThe Skills Summary section of your CV includes your main skills. You should only include keywords in his section, do not go into lengthy descriptions of your skills. The skill summary is also called personal profile.

CV ObjectiveThe CV Objective, sometimes also referred to as CV Personal Profile states "What is my next step in my career?" This should be a short, concise statement that informs the employer what kind of position you are looking for. The type of position, the role (managerial, supervisor, contractor) should be included as wellIf you are job hunting it is a good idea to have several CV's with different profiles or objectives. For example, you can have a CV for a sales supervisor and the other for a shop floor manager. Your 'sales supervisor' CV can highlight achievements in this area, the CV would be tuned to that particular in terms of job descriptions and achievements.

Education on your CVList all your qualifications in this section. Include all of your education including certifications from non-academic institutions, especially those that are related to this job vacancy. If you have more work experience than qualifications, put your work experience before your qualifications.

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http://www.cvtips.com/CV_personal_profiles.html


APPENDIX 4.3. CV TEMPLATEAPPENDIX 4.4. GUIDANCE FOR RESEARCH PAPERS

Knowing your audienceMuch of this section will discuss how to write your presentation so that people will want to read it, and will enjoy while reading it.Speak to the person or to those people whom you are trying to reach. If you are writing a diary, your audience is just yourself (although some diaries are being read centuries after they were written). If

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you are writing an essay, then your audience could be your teacher in literature or a selection committee for a summer research program. If you are instead writing to your peers, then think of someone in particular to whom you could be explaining your ideas. This technique helps you to imagine what questions might be asked, or what confusion might arise, which details you might omit.

In short know:what you want to say;why you are saying it;how best to reach your audiencewhen to stop

Overall style and toneAvoid the First Person singular. If you say "I", it makes your work sound like a "My summer camp project was…” Write to the audience.

Beware the weak transition. The most critical thing in any paper you ever write will be your ability to give smooth transitions from each paragraph to the next. Without clear transitions from each paragraph to the next, even the best of paragraphs are but mere oases in a desert of forsaken meaning. (It just breaks your heart, doesn't it?) One of the more common examples of this is:

X is really important because blah blah blah. Therefore, X was studied to blah. Y is really important because blah blah blah. Therefore, Y was studied to blah.

Instead, you might want to try:

X is really important because blah blah blah. Therefore X was studied to blah. It was also critical to study Y, as previous studies have shown that blah blah blah.

Or:

X is really important because blah blah blah. Integrally related to this blah, is Y, which blahs. Therefore, this study measured both X and Y, while Zing across a really big blah.

Read your paper to yourself, either out loud or subvocalizing. If a sentence doesn't sound like something you'd say out loud, it can probably be written more clearly (usually by making it shorter). If an audience wouldn't immediately understand why you've just said what you've said in a given sentence, then you can probably find a better transition from the sentence before it. If your sentences flow one after the other like a series of falling dominoes, then you're done. (Life rarely grants us the time to be "done" in that sense, but it's a pretty good measuring point.)

Edit your paper many times, and have other people (especially people with writing or technical writing backgrounds) edit it several times as well.

Avoid using longer words and sentence structures simply to sound scientific - this might not always be the wisest course. There's nothing wrong with short, punchy sentences that get your thoughts across. All that matters is that your reader understands you. If your sentence spans more than 2 1/2 lines, the reader probably won't understand you.

Defining your termsUse as much jargon as you need and do not define terms that people in the field will know.

Make sure that you define any uncommon term before using it.

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In a mathematical presentation, when proving theorems, provide an intuitive explanation of what you plan to prove before diving into the details.

Results and discussionIn the case of a research paper a very important attention should be paid to the discussion section, the heart of the paper. The importance of the data presented should not be exaggerated; if the paper is truly significant the results will speak for themselves. If the work is not significant the reader will be put off by sweeping conclusions.

Be sure to properly cite others' work. Acknowledge helpful discussions with your teacher, mentor or peers.

Figures / Charts / HeadingsFigures and charts should have descriptive captions and be numbered in order.

Use better figures, especially graphs. Don't clutter up the graph with chart junk, and be sure to label everything. Try to economize on space and combine similar graphs, or put up a representative graph and simply summarize the other results. Don't use a graph when a table will do.

Space: The final frontierBe concise. Most papers, especially abstracts, are needlessly wordy.

Be clear and concise. Avoid unnecessary and uninteresting detail. For instance, if you present your math research describe only the solution that works, not in the twenty-three failed attempts you had to make to find it. Having other people critique the paper can help to eliminate such problems and can aid you in developing a good flow of ideas.

Write succinctly. Take out useless words (for example, replace "in order to" with "to"). Sentences should be straightforward and should not be confusing.

Citations and referencesWhen writing any academic paper, research paper, article, course paper, etc, make sure you provide proper in-text citations and full references at the end of the paper.

Citations and references help you to avoid plagiarism. Plagiarism is wrong. You simply must not do it. It is academic honour code not to plagiarize. There are different forms of plagiarism:

You take an unchanged phrase from an original source (in quotation marks) and do not cite the source in text;

You take an idea from an original source and do not cite the source in text;

You paraphrase a sentence or paragraph from an original source and do not cite it in text;

You copy-and-paste or even paraphrase information form the World Wide Web and do not cite the source.

There exist a number of different styles of citation and reference. Here I am offering the simplest for your convenience. It will help you to avoid the problem of plagiarism.

In-text citations must take the form: (Author Date). Example: (Smith 2000).

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In-text multiple citations should be listed in chronological order: (Author Date, Author Date). Example: (Smith 2000, Archer 2001).

Use the first author?s name and ?et al.? for in-text citation of works with more than two authors or editors. Example (Smith et.al. 2000).

List every author or editor in the References list at the end of your paper. All works cited in the text must be listed alphabetically. Provide the full names of all journals. Italicize or underline the titles of all books and names of journals.

Examples of References:Journal article:

Enhrenfeld D. 1995. The Marriage of Ecology and Medicine: Are they Compatible? Ecosystem Health 1:15-21 (where 1 is the volume number, and 15-21 is pages)

Book: Feshbach M and A Friendly. 1992. Ecocide in the USSR. Health and Nature Under Siege. Basic Books. Harper Collins Publishers, New York NY USA.

Chapter in book: Wolman A. 1986. Health and Water Quality. Pages 5-17 in Cairns Jr. and R Patrick. Eds. 1986. Managing Water Resources. Praeger. New York, Westport, Connecticut, London.

Technical report: Lassister RR and JL Cooley. 1985. Prediction of ecological effects of toxic chemicals, overall strategy, and theoretical basis for the ecosystem model. Report nr. 83-261-685. Government Printing Office, Washington DC USA.

Web Resource:WHO (World Health Organization). 2001. Global Water Supply and Sanitation Assessment 2000 Report. Available at: http://www.who.int/water_sanitation_health/Globassessment/Boxes.htm, 12/14/01 (the date of access)

Lecture or Speech:To cite a lecture or a speech, give the speaker's name, the title of the lecture or speech (if known) in quotation marks, the meeting and the sponsoring organization (if applicable), the location [including place and city, if available].Example:

Stedman, Stephen. IDL 104 Lecture 1. "Major Issues in International Conflict Management." Stanford University, Palo Alto, California, USA.

APPENDIX 4.5. BUSINESS REPORT GUIDANCEReporting formattingWhen readers look at a business report, they see not only the message but also the appearance of the work. Like the words and illustrations, the report appearance is a part of the communication they receive; and it affects the messages that readers form in their minds. Writers, therefore, should use care in preparing and arranging their documents so that they make a positive first impression (Lesikar and Pettit 231).

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http://www.who.int/water_sanitation_health/Globassessment/Boxes.htm


In order to make a good first impression, business report writers should be familiar with the general mechanics of report layout. These formatting guidelines include selection of cover and paper and the basics of layout.

Selection of Cover and PaperFirst impressions are important, and written business reports communicate first impressions nonverbally by their appearance just as individuals do when they meet face to face. Since the report cover and paper are the first things readers see, report writers should select them carefully.Most business reports are printed on good quality white 8½-by-11 inch paper. Report covers vary, but three basic features should be considered when making a selection: the type of fastening used, the durability of the cover, and the overall physical appearance. The fastening device should hold the paper firmly in place; therefore, fasteners that hold through perforations in the paper are better than clamp-type devices. Covers should be sturdy enough to be handled by several people; therefore, fabric or strong plastic covers are better than paper and clear plastic folders. Finally, the overall physical appearance should suggest quality, and the paper colour should be appropriate for the situation (Lesikar and Pettit 232).

Basics of LayoutLayout in a written report refers to the arrangement of text and graphics on a printed page. Some considerations include conventional page layout, special page layouts, choice of fonts, numbering of pages, and display of headings.

Conventional Page Layout The typical report page should have an eye-pleasing layout; text should appear to fit the page like a picture in a frame. Since reports are generally placed in folders, extra space should be provided on the left margin so that margins will appear even in the folder. Margins for a typical page in the long, formal report for BMOM 451/551 should be as follows:

Left 1.75 inchesRight 1.25 inchesTop 1 inchBottom 1.5 inches

Reports can be single spaced or double spaced. The long, formal report should be single spaced with double spacing between paragraphs and before and after headings and graphics. Paragraphs should not be indented.

Special Page LayoutCertain text pages may require layouts that differ from the typical page. Pages displaying major titles (first page of report, first page of chapter, table of contents, list of graphic aids, executive summary, works cited, etc.) usually have a larger top margin — a top margin of 1.5 inches. The title page and letter of transmittal are generally centred vertically on the page.

Choice of Font(s)In addition to margins and spacing used in a report, font selection is also a part of formatting. Two basic typefaces exist: serif and sans serif. Serif typefaces have feet and are perceived to be easier to read than sans serif; therefore, document text is generally keyed in a serif font. (The text in the long, formal report should use the Times New Roman serif font.) Sans serif typefaces are good for titles and

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headings where clear, distinct letters are important. (Headings in the long, formal report should use a sans serif font, such as Arial).Report writers should use a 12-point font for the text of the report. Headings may be in a slightly larger size (14 point). Changing fonts and using other formatting features such as bold, italics, and underline should be kept to a minimum. If used too often, they lose their impact.

Page NumberingTypical report pages may be numbered at the top right margin or at the bottom centre of the page. If numbered at the top, the page number is omitted from the first page of the report. Most prefatory pages (those preceding the report proper) are not numbered. If numbering prefatory pages, only those that follow the first page of the table of contents should be numbered, and the numbering should be lowercase roman numerals placed at the bottom centre of the page. (All prefatory pages are counted as part of the numbered prefatory pages even though the number does not appear on the page.)

Table I

Relative Importance of Headings Within a Report

Position of Heading Type of Heading

Centered SOLID CAPITALS UNDERLINED or

SOLID CAPITALS BOLD

Marginal (at left margin on line by itself) SOLID CAPITALS

Run In (part of paragraph, followed by period) Capitals and Lowercase Underlined or

Capitals and Lowercase Bold

Capital and Lowercase

Use of HeadingsHeadings, which are titles to the report parts, guide the reader through the report. Report writers relate the importance of the headings using two devices: position and type. Any logical combination of the two may be used, but the status of each should be considered. Position and type choices from highest to lowest status are as follows:

SummaryThe preceding information provides guides for selecting the report paper and cover and for formatting the report. Specifically, the section gives directions for formatting both typical report pages and special pages, choosing fonts, numbering pages, and using headings. Proper formatting is essential in making a good first impression. After the initial impression, report readers focus on the writing itself (Lesikar and Pettit 243).

Grammar and usage in writingRegardless of how attractive and neat the report is and how much they have worked on it, unless report writers communicate the results of their efforts effectively, they fail in their objective. In fact, of all the tasks report writers must perform, effectively communicating the report story to the audience is the

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most critical. (Lesikar and Pettit 15). In their report writing textbook, Lesikar and Pettit (15-42) make the following suggestions.

Tailor vocabulary, sentence structure, tone, and style to fit audience.Aim at the lowest readability level in audience, but make writing interesting for higher levels.Simplify report for those who are less informed on the subject.Use strong, vigorous words.Prefer active voice to passive voice.Make sure usage, grammar, punctuation, and spelling are correct.Keep sentences and paragraphs relatively short.Apply the seven C’s of effective communication: clear, correct, concise, cohesive, concrete, courteous, and complete.

Incorporating graphicsEffective business report writers realize the importance of the report’s appearance and of communicating their information effectively. Because many reports include complex, voluminous data, report writers can tell their story better by including graphic aids (e.g., tables, charts, diagrams, etc.). Graphic aids supplement the text, help communicate the report content, give emphasis to key points of coverage, and make the report more inviting and readable. The following guidelines should be considered when incorporating graphics into a written presentation:Place the graphic as close to the related text as possible (usually following the paragraph in which it is introduced).Always refer to a graphic in the report text (e.g., “Figure 1 illustrates” or “as shown in Figure 1”).Give a title and number for tables and charts. Tables are usually numbered separately; the term figure may be used for graphic aids other than tables (e.g., Table 1, Figure 1, Figure 2, Table 2, Figure 3). Or, a numbering scheme identifying the type of figure may be used (Table 1, Chart 1, Map 1, etc.)Graphics are usually included in the “findings” section of the report. Generally individuals who conduct primary research include their results graphically as well as in written form. One purpose of this report is to communicate information about BMOM 4510/5510 student performance. Table II shows the final grade distribution for students enrolled in the Fall 2003 and Spring 2004 semesters. Of the 200 students, 8.5 percent earned A’s, 27 percent B’s, 44.5 percent C’s, 14.5 percent D’s, and 5.5 percent F’s.

Table IIReport Writing Final Grades

Grade Male Female Total

A 7 10 17B 27 27 54C 43 46 89D 13 16 29F 5 6 11

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Total 95 105 200Note: Based On Simulated Data From Fall 2003 - Spring 2004.

Charts can also be used to provide information. For example, bar charts compare differences in quantities. Long report grades correlate with the final grades in report writing. To illustrate, Chart 1 shows the long report grade distribution for students enrolled in BMOM 4510/5510 from Fall 12000 through Spring 2001. Note that in column and bar charts, total columns/rows are usually omitted from the data.

0

5

10

15

20

25

30

35

40

45

A B C D F

Chart 1 Long, Formal Report Grades

Fall 2000 through Spring 2001

MALES FEMALES

Another type of chart, the pie chart shows parts of a whole. Chart 2 shows the distribution of test grades for all students. As indicated, 15 percent averaged an A on the three tests.

Chart 2

Report Writing Test Grades

A15%

B25%

C37%

D15%

F8%

Fall 2000 - Spring 2001

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Other types of graphic aids include line charts (which show trends over time), maps, pictures, diagrams, flow charts, etc. Tables and charts that use data from another source must include source information at the bottom of the graphic.

Documenting sourcesIn addition to formatting an attractive report, writing effectively, and incorporating graphics, report writers must be sure to document their sources. They may quote directly or paraphrase from secondary sources. In either case, sources MUST be documented both within and at the end of the report. The parenthetic method of documenting (as shown here in MLA style) is a common method (Lesikar and Pettit 257) of internal documentation. Students are to follow the MLA style manual in documenting their sources. Several other style manuals are available, and each provides unique information on how to complete the parenthetic notes and bibliographic entries. Among the most popular style manuals are the Chicago Manual of Style, Turabian, MLA, and APA. The following Web site provides documentation guidelines from the major style manuals: http://www.wisc.edu/writing/Handbook/. After accessing the site, choose documentation styles. (The parenthetic notes and works cited page in this paper is completed in MLA Style.)When using MLA style, writers include the author’s name and page number (with no comma). On a separate page at the end of the report, they list alphabetically by author every secondary source cited in the report, using the basic MLA format. The page is titled Works Cited (not Bibliography), and it includes only those sources actually cited in the paper. Titles of books and periodicals are either underlined or italicized. The entries are single spaced with double spacing between each. They are typed in hanging indent format: Begin each entry at the margin and indent the remaining lines five spaces (MLA).Whatever style manual report writers choose, they should be sure to include all referenced sources in the bibliography, and the bibliography should include only those sources referred to in the text.

RecommendationsCommunicate effectively. The most important aspect of business communication is ensuring that receivers interpret the message as the sender intended.Make sure the report is attractive and neat.Apply the seven C’s of effective communication: clear, correct, concise, cohesive, concrete, courteous, and complete.Format the document appropriately. Follow the guidelines in this paper for margins, font selection, page numbering, and headings.Include graphic aids to enhance the written presentation and to relate the report story more effectively. Document all sources using internal parenthetic references and a work cited page following MLA guidelines.

APPENDIX 4.6. LETTER TEMPLATE AND GUIDANCECompany NameCompany AddressDate of Letter

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http://www.wisc.edu/writing/Handbook/


Recipient's nameRecipient's titleRecipient's companyRecipient's company address

Recipient's Name:People read business letters quickly. Therefore, get to the point in the first paragraph--the first sentence, if possible. In other words, state what you want up front. Single space your letters and use a serif typeface. Skip a line between paragraphs. Because people read business letters quickly, use shorter sentences and paragraphs than you would in a longer document. Sentences should average fewer than twenty words, and paragraphs should average fewer than seven lines. Space your letter on the page so that it does not crowd the top. However, if possible, keep your letter to one page. Second pages often are not read. Send copies to anyone whose name you mention in the letter or who would be directly affected by the letter. Final paragraphs should tell readers what you want them to do or what you will do for them.

Sincerely,

Signature

Name

Enclosure.

cc: Name to receive copy

APPENDIX 4.7. GUIDANCE FOR EFFECTIVE POSTER PRESENTATIONGet your message across with effective visual displays of data and small blocks of supporting text. Think of your poster as an illustrated abstract.

Tell readers why your work matters, what you did, what you found, and what you recommend. Avoid excessive focus on methods – it’s the results and implications that count!

Overall appearance. Use a pleasing arrangement of graphics, text, colors. Your poster should be neat and uncluttered – use white space to help organize sections. Balance the placement of text and figures.

Organization. Use headings to help readers find what they’re looking for: objective, results, conclusions, etc. A columnar format helps traffic flow in a crowded poster session.

Minimize text – use graphics. Keep text in blocks of no more than 50-75 words – don’t create large, monolithic paragraphs of prose.

Text size. All text should be large enough to read from 1-2 meters, including the text in figures. Title should be larger, to attract attention from far away.

Use color cautiously. Dark letters on light background are easiest to read. Stick to a theme of 2-3 colors. Avoid overly bright colors – they attract attention but wear out reader’s eyes.

Don’t fight reader gravity, which pulls the eyes from top to bottom (first), and left to right.

Include full contact information. You want to be found – the reader should not have to look up anything to find you.

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Prepare a 3-5 minute verbal explanation. Some people will ask you to “walk me through your poster.” In making such a presentation, don't read the poster. Instead, give the big picture, explain why the problem is important, and use the graphics on your poster to illustrate and support your findings and recommendations.

Prepare a summary handout. You want people to remember your work – a handout provides a written record for readers. You can include a miniature version of your poster plus more detailed graphics, tables, and prose. The handout is something else you can refer to when talking to people about your work. Be sure to include contact information.

Desired message: Prey decreased as predators increased.

Focus on relationships – exact values are usually not important.

Eliminate “chart junk” to keep focus on data (Tufte 1983). Grid lines, detailed ticks on axes, data markers, and grey background are not needed.

Label data directly, when possible.

Legends force reader to look back and forth to decode graph.

Message is now loud and clear!

APPENDIX 4.8. GUIDANCE FOR ORAL PRESENTATIONGuidance for planning phase

The structure of the talk

Choose a short and informative titleDetermine the level of knowledge of the audience. You are speaking to a general intelligent audience, the majority of them your peers. Don't overestimate what your audience knows about your subject.The first part of your talk should presuppose no specialized knowledge. Prepare a crisp beginning. Perhaps start with a question, an application or a prop to grab attention. If you jump into technical material, people will never get hooked. Answer why is this important. A nice example or two leading to the questions you wish to treat in the body of the talk can be very useful. A “non-example", something lacking an important property that you wish to emphasize, often helps to clarify a concept. Use intuitive definitions rather than technically correct ones. The second part of the talk should be pitched to those in the audience who are literate in the topic you are talking about but who are not specialists.

The last part can be for the experts in the field.

Never try to impress the audience with your profound erudition, your fancy vocabulary. Instead try to find appropriate metaphors and incisive examples; share the motivation behind what you are presenting.

Rehearse your talk but do not memorize it.

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Guidance for preparation phase

Prepare the slides (bad and good samples on CD)

Keep slides simple. Use key words and phrases instead of entire sentences.

Keep colours, patterns, and text styles consistent for all slides in a presentation.

Limit slides to six lines of text, with six words in a line.

A mix of upper and lower-case is easier to read that all caps.

The text must be easy to read from the last row of your audience.

Use no more than three sizes of lettering per chart.

Be consistent in type size throughout the presentation.

Avoid ornate type styles

Colour can be used to highlight a point but don't get carried away in a wash of colour (light coloured text against a dark background works best).

When presenting data sets that are not small, use graphics. The audience does not have time to take in even moderately large tables. Use pictures, tables, lists, models and props. When interpreting them, summarize what the data mean. Technical numbers are meaningless to a general audience. If you need a particular transparency more than once in your talk, make multiple copies and insert them at the appropriate places rather than trying to use a single one more than once.Use brief reminders to yourself (a word or two) to be sure you do not forget to mention certain items.Practice with an overhead/slide or computer projector and time your talk.If you have to omit portions of your talk, don't tell your audience that you are doing so. (You will come across as not well prepared.)

Prepare yourself

One day before the oral presentation you should go to the room and investigate the following questions:

How big is the room? How loud should you speak to be heard at the last row? Will a microphone be used?

What pointing device are you going to use? Laser pointers might make the trembling of your hand visible. Take care not to talk to the screen (keep the eye contact with the audience vivid).

Where will you put your pile of slides (or the lap top) and the projector? Check if you could look at the computer screen. Try not to walk across the projector’s image. Find a place where you wouldn’t block the audience’s view of the screen.

Be sure that you know hot to put on/off the projector safely.

Where is the chalk (the pens)? You might need them when answering questions.

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Just prior the talk you might take some minutes of “quit time” to concentrate on the main message you would like to convey to the audience.

Avoid “um”s and “ah” s designed to fill the gaps between sentences. Pause instead. Pauses give the audience the chance of digesting what you have just said and anticipating what is coming next (just like in a good music piece or drama). To break the monotony you might paraphrase some statements in such form: “You might be wondering why…” or “Why is it that…” and then answer the rhetoric question.

The eye contact is vital if you stare to the screen you would miss the feedback provided by the faces of the audience. Never turn your back to the listeners – if you take a proper position you would be able to look alternatively to the screen or at the audience with only small movements of the head. As the drama teachers would say “it is not wrong to exaggerate your gestures to emphasize what you are saying.”

Control your nerves by taking a deep breath before you speak (not during your presentation).

Anticipate questions you may be asked and consider responses to them.

Guidance for delivery phaseMinimize visual distractions. (Erase chalkboards even if you don't plan to use them.) Don't read your transparencies/slides. A glance should be all you need to see to speak about their content. This means that graphics are better than tables. Use them when you can. Make sure to keep them up long enough for people to read.Be sure not to block the image. Glance at the screen often to check that the transparency is placed properly. When pointing to the transparency, point to the screen, not the transparency itself, otherwise you'll create huge shadows, often blocking the information that you are allegedly trying to present.Don't stand in one place. Move, move, move! Occasionally move toward the screen. Move o_ to the side often. Step closer to the audience on occasion. A talk seems slow moving when the speaker is stationary. If you have a transparency that will remain up for a few minutes, you can walk in front of the table or from one side of the screen to the other. This does not mean that you should constantly be in motion, but that you should have a balance between motion and non-motion.When you display a transparency, display the entire transparency. If you feel the need to cover part of the transparency, then it contains too much information and multiple transparencies should be used. The audience should be respected enough to allow them to read the transparency on their own, rather than being given a guided tour by the speaker.Repeatedly remind the audience of unfamiliar definitions.Personalize your presentation. An appropriate anecdote or quote can add life to a talk.Be sure not to overdo it and turn the talk into a circus.

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Smile. Give the impression that you are enjoying talking about this subject and that you are excited to have an audience.Show your enthusiasm for the subject. If you don't, your audience won't be enthusiastic either. Put a lot of energy in your talk. Your energy will energize the audience.Make eye contact. Single out a particular person in the audience who appears to be interested in what you are saying. Look directly at him or her. Then move on to another person, then another. Their interest will energize you.Speak loudly. Project to people in the back. Vary your voice for dramatic effect. Occasionally change pace. Careful use of pauses will greatly enhance your effectiveness. For example, a good time to pause is when stating a major result, raising a question or showing a complicated figure.Speak clearly. Do not speak too quickly. If you have to speak very quickly to fit in all your information, you haven't properly prepared your talk. Clearly enunciate your words so that the audience can understand what you are saying.Ask questions or rhetorical questions. Give the audience time to contemplate your questions, but you should not be expecting them to provide answers.For Mathematical talks: It is not necessary to prove anything. If you can provide insight about a proof with a few words or a picture, do so.Don't belittle your own results or downplay your knowledge of the topic. It reduces your credibility to no benefit.Don't exceed your allotted time. (To do so indicates you were poorly prepared and have bad manners!)Avoid annoying mannerisms in speaking. Don't overuse “OK"; don't interrupt yourself with “I mean" or “you know".Have a grand finale. It could be a main result, a conjecture, an open problem or an application. Finishing on time is very important. This shows your respect for the audience, for the speaker after you and gives you time for a fruitful discussion with the audience. Normally, this should be chairperson’s duty. But just in case, look discretely at your watch and go to the concluding slide as smoothly as possible. “Thanks” to the audience and acknowledgements are a “must” for every presentation.

Guidance for feedback phaseLet the chairperson ask for questions and select the questioners. Doing this yourself might prevent the audience from applauding, from reflecting on your concluding remarks and makes it think that you have preferences when answering. If the room is too large, first repeat the `question to give the whole audience a chance to hear it and some time to you for reflection. Don’t give answers that sound like a second lecture. It is quite normal to say that you don’t know the answer but you are ready to discuss it later on.

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When you are asked a question, move towards the audience.After your talk do a self evaluation. Make notes about what went well and what could be done better the next time you give a talk.Relax. Being nervous is natural, but nervous people sweat a lot, and talk very quickly.

APPENDIX 4.9. GUIDANCE FOR PUBLIC SPEAKINGTRI, TRI again. Take action. Review it. Improve it. Then TRI again(10 Simple Steps to Confident Speaking)By Alan Moreton

1. Preparation The most important step in public speaking is preparation. It is the No. 1 key to success in every endeavour and this applies especially to speaking in public. To make a successful speech requires in depth research of your topic. For every minute that your speech lasts you will probably have to spend one hour in research and preparation!If you think that 10 hours is a lot of time to devote to a 10 minute speech then remember Muhammad Ali-The Master of Preparation. Some of his fights only lasted 10 minutes but he spent several months in preparing himself. He knew that preparation creates confidence: confidence in your abilities, confidence in your knowledge, confidence in a successful outcome, confidence to overcome fear, confidence to take action

2.Practice Training and Exercise is the next simple step in developing confident public speaking. If you want to become physically fit then you need to engage in training and exercise. It is the same with public speaking. Be prepared to feel foolish, awkward and nervous while you are learning and trying out new skills. Just do it anyway. The more you practice in public the more and quicker you will learn. So take every opportunity to speak in public. Remember, while you are learning you don’t have to be perfect, just use those occasions as learning opportunities. One way to get practice is to join a speaking club, as I did. That way you are working together with others who are also learning. You will receive lots of constructive feedback, which is what you need while you are learning.

3. Perseverance This is simply a matter of being determined to master the art and skills of public speaking and deciding never to give up. No matter how badly you think your last speech went or how badly you feel about it, give it one more try, then another and another. Improvement is incremental, if you keep on trying.

4. Plan a Simple Structure Introduction: Tell them what you are going to tell them. Body: Tell them two or three clear ideas. Conclusion: Tell them what you have told them. Nothing could be simpler.

5. PleasureSpeaking in public is a pleasurable, exhilarating experience. It provides an opportunity to share your experience and your knowledge. You may not feel that speaking in public is a pleasure at first. You may feel absolutely petrified. Many people do. This is only natural. But once you have had the

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opportunity to learn a few skills and have learned how to control your nerves then you will experience the satisfaction of confidence in your abilities to speak in front of an audience.

6. Personality You are invisible! Until you express your ideas and make them clear to others you are invisible. To make an impact on other people you must express your personality. Speaking in public is a wonderful way to do this. You have to make the invisible part of you visible. By sharing your real self, the hidden part of you, your feelings, your attitudes, your dreams and aspirations with your audience you connect with them in a very real and dynamic way. They see the real person and they are then able to enter into your world and empathise with you. By expressing yourself, your opinions, your ideas and your beliefs and expressing them in your own unique style you make your personality visible to others.

7. Projection When tackling the art of public speaking one of the strategies you can use is to see yourself as successful. Walk up to the podium with your head held high and with a confident air. No one can see what you are feeling inside. Act confident even if you don’t feel it. You will soon feel confident as your feelings catch up with your actions.

8. Passion To be at all convincing you must have a passion for your subject. It must be something you are vitally interested in. You must exude enthusiasm and you must communicate this excitement to your audience. So concentrate on this one thing until it becomes an all- consuming obsession. Then you will speak about it with conviction and your audience will be convinced of its importance to you and they will sit up and take notice.

9. Progress After you have made a few speeches take time to reflect on how far you have come. See the progress you have made. Begin to appreciate that you are feeling more confidence and that you are communicating more effectively. This will provide even greater motivation and it will renew your determination to keep on trying.

10. Perfecting By putting these simple steps into effect you will learn how to become a confident speaker and by continually thinking about them and practicing them you will desire to perfect your skills. There are many resources available to enable you to improve your abilities. There are speaking clubs, professional speaking organisations, books, courses and articles available. You may wish to use some or all of these resources to perfect your skills as a public speaker.

APPENDIX 4.10. TIPS FOR PUBLIC SPEAKING PRESENTATIONKnow the needs of your audience and match your contents to their needs. Know your material thoroughly. Put what you have to say in a logical sequence. Ensure your speech will be captivating to your audience as well as worth their time and attention. Practice and rehearse your speech at home or where you can be at ease and comfortable, in front of a mirror, your family, friends or colleagues. Use a tape-recorder and listen to yourself. Videotape your presentation and analyze it. Know what your strong and weak points are. Emphasize your strong points during your presentation.

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When you are presenting in front of an audience, you are performing as an actor is on stage. How you are being perceived is very important. Dress appropriately for the occasion. Be solemn if your topic is serious. Present the desired image to your audience. Look pleasant, enthusiastic, confident, proud, but not arrogant. Remain calm. Appear relaxed, even if you feel nervous. Speak slowly, enunciate clearly, and show appropriate emotion and feeling relating to your topic. Establish rapport with your audience. Speak to the person farthest away from you to ensure your voice is loud enough to project to the back of the room. Vary the tone of your voice and dramatize if necessary. If a microphone is available, adjust and adapt your voice accordingly.

Body language is important. Standing, walking or moving about with appropriate hand gesture or facial expression is preferred to sitting down or standing still with head down and reading from a prepared speech. Use audio-visual aids or props for enhancement if appropriate and necessary. Master the use of presentation software such as PowerPoint well before your presentation. Do not over-dazzle your audience with excessive use of animation, sound clips, or gaudy colours which are inappropriate for your topic. Do not torture your audience by putting a lengthy document in tiny print on an overhead and reading it out to them.

Speak with conviction as if you really believe in what you are saying. Persuade your audience effectively. The material you present orally should have the same ingredients as that which are required for a written research paper, i.e. a logical progression from INTRODUCTION (Thesis statement) to BODY (strong supporting arguments, accurate and up-to-date information) to CONCLUSION (re-state thesis, summary, and logical conclusion).

Do not read from notes for any extended length of time although it is quite acceptable to glance at your notes infrequently. Speak loudly and clearly. Sound confident. Do not mumble. If you made an error, correct it, and continue. No need to make excuses or apologize profusely.

Maintain sincere eye contact with your audience. Use the 3-second method, e.g. look straight into the eyes of a person in the audience for 3 seconds at a time. Have direct eye contact with a number of people in the audience, and every now and then glance at the whole audience while speaking. Use your eye contact to make everyone in your audience feel involved.

Speak to your audience, listen to their questions, respond to their reactions, adjust and adapt. If what you have prepared is obviously not getting across to your audience, change your strategy mid-stream if you are well prepared to do so. Remember that communication is the key to a successful presentation. If you are short of time, know what can be safely left out. If you have extra time, know what could be effectively added. Always be prepared for the unexpected.

Pause. Allow yourself and your audience a little time to reflect and think. Don't race through your presentation and leave your audience, as well as yourself, feeling out of breath.

Add humour whenever appropriate and possible. Keep audience interested throughout your entire presentation. Remember that an interesting speech makes time fly, but a boring speech is always too long to endure even if the presentation time is the same.

When using audio-visual aids to enhance your presentation, be sure all necessary equipment is set up and in good working order prior to the presentation. If possible, have an emergency backup system readily available. Check out the location ahead of time to ensure seating arrangements for audience, whiteboard, blackboard, lighting, location of projection screen, sound system, etc. are suitable for your presentation.

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Have handouts ready and give them out at the appropriate time. Tell audience ahead of time that you will be giving out an outline of your presentation so that they will not waste time taking unnecessary notes during your presentation.

Know when to STOP talking. Use a timer or the microwave oven clock to time your presentation when preparing it at home. Just as you don't use unnecessary words in your written paper, you don't bore your audience with repetitious or unnecessary words in your oral presentation. To end your presentation, summarize your main points in the same way as you normally do in the CONCLUSION of a written paper. Remember, however, that there is a difference between spoken words appropriate for the ear and formally written words intended for reading. Terminate your presentation with an interesting remark or an appropriate punch line. Leave your listeners with a positive impression and a sense of completion. Do not belabour your closing remarks. Thank your audience and sit down.

Have the written portion of your assignment or report ready for your instructor if required

APPENDIX 4.11. GUIDANCE ON WEB PRESENTATIONhttp://www.cse.unl.edu/~sscott/presentation-tips/meta-talk.pdf

Do’s and Don’ts of a basic website designClarity of design: appear professional!Limit the number of colours and fonts to 2 eachUse a “template” for page – similar layouts will aid in navigation

good example: www.dell.com , www.extremetech.com/bad example: http://www.drudgereport.com/ opposite problem!

Avoid too much text: break up topics and pages!bad example: http://www.celticpandc.com/ , http://www.abwag.com/ ,

http://www.gassers.com/good example: http://www.thornhill-associates.com/background.html

Design for all sizes of screens: fixed layouts are better that ‘proportional’ layouts that move and jump!bad example : http://www.alessi.com/menu.htmgood example : http://www.amazon.com/

Contact information: make it somewhere on every page, or provide a link to get to more details.Anything that can help existing or prospective clients find you : post maps, all numbers and address(es)Animations can be annoying! Use only one as an intro and, if absolutely necessary, limit to one small animation per page. (Think of reading in the car and motion sickness!)

bad examples: http://www.livemotiontemplates.com/ http://www.torqueit.co.za/

explanation: http://www.fixingyourwebsite.com/top10/in02.html#animationsSplash Pages: try to avoid, unless you can make them mercifully short.

good/bad example: www.plcland.com - 7 seconds, but still gets old!Use technology where it makes sense : put large files/videos/graphics on pages where they won’t take forever to download, annoy people, and make them leave!Background stuff is usually a bad idea

sound: download delay, shock value and awkward depending on where the viewer isbusy graphics: makes it harder to read -- and you look like an amateur

Backgrounds are OK for recurring information, logos, etc -- just make sure it doesn’t repeat! You can also make the background “super big” to avoid the problem without learning the coding required.

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http://www.livemotiontemplates.com/

http://www.cse.unl.edu/~sscott/presentation-tips/meta-talk.pdf


Resource areas are good for two reasons, both “selfish” helps you organize research for your company helps you get back to the website and “keep in practice”

good example : www.schultzeworks.com/resource.htmlDomain issues: top-level vs. personal: which is more professional,

http://www.earthlink.net/~acmesign12.html or

http://www.acmesign.com bad example: http://members.tripod.com/keslerdigitalhal/flashtest/countdown.html a freebie site, complete with pop-ups!

Variations: do you mind if someone adds a hyphen or “s” and is engaged in nefarious activities, or just isn’t you.. avoid confusion and register variations -- if its important.

http://www.garden.com/ vs. http://www.gardens.com/Frames (window divisions) handy, but not worth the pain of being ignored bysearch engines.

http://www.webpagesthatsuck.com/suckframe.htm bad example for many reasons!Meta-tags : invisible, but critical to being found by Search Engines!Search engines create their database by scanning your site (via ‘bot’ programs) and pages for page titles, keywords, and content consistency. But, you should avoid tags with overly common words and be as specific aspossible.

example : www.schultzeworks.com file view source then check on www.google.com for toy, design, Pasadenawww.thornhill-associates.com none (yet!)

Check your layout in both browser (Explorer and Netscape) and in several versions of each. Be prepared to “tweak away” until things look right.“Professional” versions of software will do this for you, such as Adobe GoLiveAvoid “Mystery Meat” navigation, IE inexplicable symbols that you have to manually rollover and then memorize. Label stuff with WORDS.

bad examples: http://www.apple.com/support/ ,http://www.loudeye.com/ , http://www.fray.com/ ,http://www.michaeldouglas.com/html/html/michael_douglas.htmlhttp://www.mbmcorporate.co.uk/frameset6.htmlhttp://www.webpagesthatsuck.com/suckframe.htm click on ‘Too many Things

Wrong,’ then say “Yikes!”http://sierrastudios.com/games/mask/

good examples: http://www.onemagazine.comMake navigation consistent and clear!

bad example: www.sony.com , http://www.butlerexhibits.com/index.htmlgood example: http://www.abcnews.go.com/

Don’t make that page too HUGE! An intro page should be 50 KB, up to 70 maximum. You want it to load FAST so people don’t give up.

good example : http://www.yahoo.com/ the first big portalbad example: http://www.doangroup.com/specials.htm,

http://www.lordoftheringsmirror1.com/ and any other movie or fan site ever made.Text Usage : use html for basic body text (to save space) and graphics only for special headers

example: www.schultzeworks.comClip Art : you get what you pay for and people can smell it a mile away!

exception: professional stuff, such as http://www.eyewire.com

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orusing it with some humor http://www.schultzeworks.com/resource.html

Resources for web designers (or working with one)http://www.webpagesthatsuck.com/index.html -- great examples of lousy junkhttp://hotwired.lycos.com/webmonkey/ -- intro through advanced technical info, tutorials, and even stuff for kidswww.adobe.com – publish the best design software for image editing, web publishinghttp://www.eyewire.com/tips/mini/ educational design tips: The Non-Designer's Web Book – by Robin Williams, John Tollett, at Amazon

Software to considerMicrosoft FrontPage – good for beginnersAdobe GoLive – for serious folksAdobe LiveMotion – flash animation made relatively easyAdobe Photoshop – for image editing, cropping, etc.

Just for funhttp://www.research.att.com/~mjm/cgi-bin/ttsdemo text-to-speechhttp://www.bell-labs.com/project/tts/voices.html text-to-speechhttp://www.visualthesaurus.com/ brainstorming coolnesshttp://www.trip.com/trs/trip/flighttracker/flight_tracker_home.xsl flight trackerhttp://mapquest.com/ generate maps for your website

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APPENDIX 4.12. GUIDANCE FOR USING BULLETS AND NUMBERS1. Limit bullet list length to six or fewer items. The shorter the entries,

the fewer entries per list.2. Use colour sparingly (one additional colour is enough).3. Use type font sparingly.4. Use no more than one bulleted list per page in printed documents.5. Limit bullet lists on Web pages to no more than one per screen.6. Use a chart or a graph instead of a list when possible7. Among all forms of information, data may benefit most from the list

structure. When numbers or facts are organized in this distinctive manner, comparisons are more obvious.

8. But numbers can also be numbing when listed. Other formats – graphs and charts, can be more effective than bulleted lists. The first task when selecting data for presentation is to determine the most appropriate format. A general rule is to use bulleted list for data only if there are fewer than 6 entries. A chart should be used if the information requires 3 or more columns.

9. Research has shown that numbers are easier to process mentally and to remember if they are in groups of 1-4 digits. Rounding up or down is also effective, and relatively large numbers could benefit from the use of words:

Good Bad10. 35, 700 11. 3570012. 35,000 13. 3500314. 243 milion 15. 243,000,000

APPENDIX 5. JOB AIDSAppendix 5.2. Samples for application formAppendix 5.1. Samples for CVs

APPENDIX 5.1 SAMPLE FOR APPLICATION FORMPlease respond to the following questions on separate paper. It is important that you provide specific details to give evidence of your promise in the sciences and mathematics. Should you be accepted, this information will be used to place you with a research mentor. Limit your responses to one or two paragraphs per question, not to exceed a total of three typewritten pages. (Please do not answer the essay questions in the space provided).

What are your long-range goals?

I*Teach Methodology HandbookPart 1: Innovative teacher style 1-2

State your first and second choice of field and subfield of research in which you wish to work, for example: Biology, neuroscience; Chemistry, organic; Computer Science, artificial intelligence; Engineering, electrical/environmental; Physics, astronomy.

In your fields of interest, please state what you see as the three to five most interesting questions/problems and why they are interesting to you.

What extracurricular activities and/or hobbies demonstrate your interest and ability to undertake scientific or mathematical research?

Give some measure to the extent of your participation and/or accomplishments in math or science competitions, research internships and awards received.

Describe other extracurricular and community activities in which you have participated.

List SAT I, SAT II, and ACT test scores and date(s) taken.

List advanced placement courses, scores and dates taken.

List below your technical skills level and academic background as of June 2006.

Where did you hear about RSI?

APPENDIX 5.2 SAMPLES FOR CVSJOB-SPECIFIC RESUME IN DIFFERENT VERSIONS (SHORT AND LONG):Short version:

A. Curriculum Vitae of Milena P. DOBREVA I am the Head of the Department of Digitization of Scientific Heritage at the Institute of Mathematics and Informatics, Bulgarian Academy of Sciences. I hold a PhD in Applied Mathematics and Informatics (1999). My research interests are in digital access to medieval manuscripts, text encoding, and education in information technology. In the last five years, I have contributed to the technology watch reports presenting new technologies' application in the cultural and scientific heritage sector of the DigiCULT project (www.digicult.info). I have also coordinated projects that improve the local competence in digitization of and access to cultural heritage. I received an Academic Award for young researchers for original achievements in the computer representation of medieval Slavonic texts (Bulgarian Academy of Sciences, 1998); the Information Theories and Applications International Prize (2005); and an honorary medal for contribution to

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the Bulgarian connections with UNESCO (2006). I would be very pleased to contribute to the TEI Board, and especially to work on a more active presence of TEI in South and Eastern Europe and the New Independent States.

B. Curriculum Vitae of Milena P. DOBREVA Ph.D. — Informatics and Applied Mathematics (1999), M.Sc. — Informatics, Sofia University (1991). Head of the Department Digitisation of Scientific Heritage, Institute of Mathematics and Informatics, Bulgarian Academy of Sciences. Fields of interest: digital preservation of and access to cultural and scientific heritage, IT methods for studying linguistic variation and change, computer presentation and analysis of mediæval Slavonic texts, electronic publishing, education in information technologies for students with background in Humanities. Currently is coordinating the project KT-DigiCult-Bg project (Knowledge Transfer in Digitisation of Cultural and Scientific Heritage to Bulgaria; FP6 project MTKD-509754, Marie Curie programme, May 2004-2007). Served as an Academic director of three international summer schools in the field of applications of ITC in the Humanities, and coordinator of five international workshops. Programme committee chair of the 9th ICCC Conference on Electronic Publishing ElPub 2005 (www.elpub.net). Invited lecturer at UNESCO training for library specialists from Croatia; Pula, 2000 and the Summer University programme of the Central European University, Budapest, Hungary (1997, 1996) Bulgarian Expert at the Science and Technology Workgroup at the Central European Initiative (CEI) since 2003. Member of the Expert Committee on Information Technologies at the National Science Fund, Ministry of Education and Science of Bulgaria (2003-2004). Consultant of the Electronic publishing development program, OSI-Budapest (2000-2001). Member of the expert committee Information and Documentation of the Bulgarian Committee for Standardisation (since 1998).

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Long version:

Curriculum Vitae of Milena P. DOBREVAAddress

Institute of Mathematics and Informatics, Bulgarian Academy of Sciencesbl. 8, Acad. G. Bonchev, 1113 Sofia, Bulgariae-mail: [email protected]: +359-2-9713649

AffiliationHead of the Department Digitisation of Scientific Heritage, Institute of Mathematics and Informatics, Bulgarian Academy of Sciences(since October 2004)Associate Professor (since June 2001)Research Fellow (1992-2001)

Institute of Mathematics, Bulgarian Academy of Sciences (BAS)Address: bl. 8, Acad. G. Bonchev St. 1113 Sofia, Bulgariae-mail: [email protected]; tel.: +359 2 979 2809; fax: +359-2-971-3649

EducationPh.D.—Informatics and Applied Mathematics, Institute of Mathematics and Informatics (1999).

Thesis: On the Quantitative Study of Orthographic Variety of Mediæval Bulgarian, Russian and Serbian Texts.

M.Sc.—Informatics, Sofia University (1991).Secondary school—National Classical Lyceum, Sofia (1986), Summa cum laude

Fields of interestdigital preservation of and access to cultural and scientific heritage IT methods for studying linguistic variation and changecomputer presentation and analysis of mediæval Slavonic texts electronic publishingeducation in information technologies for students with background in Humanities

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mailto:[email protected]

mailto:[email protected]

I*Teach Methodology HandbookPart 1: Innovative teacher style 1-5AwardsInternational Prize Information Theories and Applications (2005).Academic Award for young researchers for original achievements in the computer representation of mediæval Slavonic texts (Bulgarian Academy of Sciences, 1998).

Teaching experience

Academic director of three international summer schools:

Electronic Publishing for Cultural Heritage Studies supported by the High Level Scientific Conferences Programme of the European Commission and the National Agency for ICT (2002)Digital Preservation of Medieval Manuscripts and Early Printed Books supported by OSI-HESP, OSF-Sofia, IREX-Washington, etc. (1999)Applications of IT to Biblical Studies supported by OSI-HESP and OSF-Sofia (1998)Invited lecturer:UNESCO training for library specialists from Croatia; Pula, 2000.Lecturer in the Electronic Publishing Training for Lithuanians Specialists, Center for Advanced Media Technologies, Prague, 2000.Summer University programme of the Central European University, Budapest, Hungary (1997, 1996)

Expert activityGeneral Chair of the 10th International conference on Electronic Publishing (ElPub 2006), 14-16 June 2006, Bansko, Bulgria.Program committee chair of 9th ICCC conference on Electronic Publishing (ElPub 2005), 8-10 June 2005, Leuven, Belgium, www.elpub.net Member of the Expert Committee on Information Technologies at the National Science Fund, Ministry of Education and Science of Bulgaria (2003-2004).Representative of Bulgaria at the Central European Initiative (CEI) for the information society trend (since 2003).Advisor at the IMI for the FP6 programme of the European Commission, reporting to the Board of Directors (since February 2003).Consultant of the Electronic publishing development program, OSI-Budapest (2000-2001).Member of the expert committee Information and Documentation of the Bulgarian Committee for Standardisation (since 1998).Languages

English, Russian—fluent. Czech—survival.

Innovative Teacher

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Working knowledge of Latin, Old Greek and Old Church Slavic.

Publications and presentationsInvited presentations for conferences and workshops held in Belgium, Bulgaria, Czech Republic, Germany, Greece, Hungary, Italy, Portugal, Spain, UK, USA (1993–2006).

List of Selected Publications

Contribution to BooksS. Ross, M. Donnelly, M. Dobreva, D. Abbott, A. McHugh, A. Rusbridge, Core Technologies for the Cultural and Scientific Heritage Sector (Technology Watch Report 3), ISBN 92-894-5277-3, European Commission, 2005, 296 pp. (available on www.digicult.info).S. Ross, M. Donnelly, M. Dobreva, Emerging Technologies for the Cultural and Scientific Heritage Sector (Technology Watch Report 2), ISBN 92-894-5276-5, European Commission, 2004, 212 pp. (available on www.digicult.info).S. Ross, M. Donnelly, M. Dobreva, New Technologies for the Cultural and Scientific Heritage Sector (Technology Watch Report 1), ISBN 92-894-5275-7, European Commission, 2003, 196 pp. (available on www.digicult.info).P. Dobrev, M. Dobreva, Old Bulgarian Epigraphics, S., Tangra, 2001, 288 pp. (in Bulgarian).

Selected Journal Articles, Technical Reports and Chapters in Books (total number 15)M. Dobreva, New Technologies in the Cultural Heritage Sector: A View From Bulgaria. In: Linguistica Computazionale, vol. XX-XXI "Digital Technology and Philological Disciplines", edited by Andrea Bozzi, Laura Cignoni, Jean-Louis Lebrave, published by Istituti Editoriali e Poligrafici Internazionali, Italy, 2004, pp. 197–207. M. Dobreva, D. Dimitrov. A Comparison of the Structure of IT programs in Bulgarian Secondary Schools with ECDL (The European Computer Driving Licence), In: Mathematics and Informatics, v.3., 2004, pp. 3-14; and v. 4 2004., pp. 3-12 (in Bulgarian).М. Dobreva, Mediæval Slavonic Written Cultural Heritage in the e-World: The Bulgarian Experience, In: Review of the National Digitization Center, Serbia and Montenegro, vol. 2 (2003), pp. 26-39.M. Dobreva, A Repertory of Old Bulgarian Literature: Problems Concerning the Design and Use of a Computer-Supported Model, In: A. Miltenova, D. Birnbaum (eds.), Medieval Slavic Manuscripts

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I*Teach Methodology HandbookPart 1: Innovative teacher style 1-7and SGML, Problems and Perspectives. Prof. M. Drinov Academic Publishing House, Sofia, 2002, pp. 91–98.M. Dobreva, M. Jordanova, Some Psychological Aspects of Computer Modeling of Complex Objects, In: A. Miltenova, D. Birnbaum (eds.), Medieval Slavic Manuscripts and SGML, Problems and Perspectives. Prof. M. Drinov Academic Publishing House, Sofia, 2002, pp. 295–310.

Selected Publications in Conference Proceedings (total number 23)N. Ikonomov, M. Dobreva, Adoption of New Technologies in the Scientific And Cultural Heritage Sector: Institutional Policy Challenges, In: Mathematics and Education in Mathematics, Papers of the 33rd Spring Conference of the Union of Bulgarian Mathematicians, Borovets, April 1-4 2004, pp. 218-224.M. Dobreva, IT Applications to the Presentation of the Mediaeval Slavonic Written Cultural Heritage, In: Proceedings of the Conference Technology and Visual Communication, Thesaloniki, June 2002, pp. 81–90.M. Dobreva, Overview of Computer Supported Medieval Slavic Manuscript Studies in Bulgaria, In: Conference Proceedings, ACH-ALLC’99 International Humanities Computing Conference, Charlottesville, Virginia, June 9-14 1999, pp. 186-188. M. Dobreva, S. Ivanov, Issues in Electronic Publishing on the Medieval Slavic and Byzantine World, In: F. Rowland, J. Smith (eds.), Electronic Publishing'98: Towards the Information-Rich Society, Proceedings of the ICCC/IFIP conference, 20-22 April 1998, Budapest, Hungary, ICCC Press, pp. 55-64. M. Dobreva, The First Steps in Creating Cultural Heritage Digital Resources in Bulgaria, In: Sixth DELOS Workshop Preservation of Digital Information, Tomar, Portugal, 17-19 June 1998, ERCIM, pp. 61-65. M. Dobreva, Use of SGML by Philologists, invited paper at the SGML Belux conference, October 30-31 1996, Proceedings, pp. 39-53. (invited talk).M. Dobreva, The Cyrillic Alphabet - one of the other Branches, invited lecture, In: Proceedings of the Symposium Typography: Tradition and Innovation, Bilbao, Spain, October 1993, 15 pp. (invited talk).TextbooksM. Dobreva, E. Kovacheva, N, Nikolova, E. Sendova, E. Stefanova, The Computer Entered my World. Handbook for the 5th grade of secondary schools. Anubis, 2006, 80 pp. (in Bulgarian). M. Dobreva et al. Information Technologies, 10th grade of secondary schools. Archimed, 2002, 198 pp. (in Bulgarian).Innovative Teacher

I*Teach Methodology HandbookPart 1: Innovative teacher style 1-8M. Dobreva et al. Information Technologies, textbook for the 9th

grade of secondary schools. Archimed, 2001, 212 pp. (in Bulgarian).M. Dobreva et al. Informatiъяs, 9th grade of secondary schools (basic level). Archimed, 2002, 248 pp. (in Bulgarian).M. Dobreva et al. Informatiъяs, 9th grade of secondary schools (advanced level). Archimed, 2002, 302 pp. (in Bulgarian).

Innovative Teacher


I*Teach Methodology HandbookCONTENTS

PART 1:

INNOVATIVE TEACHER STYLE OF TEACHING

PART 2:

HOW TO BUILD ENHANCED ICT SKILLS INFORMATION SKILL WORKING-ON-A-PROJECT SKILLS WORKING-IN-A-TEAM SKILLS PRESENTATION SKILLS WEB PRESENTATION SKILL

PART 3:

HOW TO USE I*TEACH METHODOLOGYSAMPLE SCENARIO

APPENDIX 1:

INSTRUMENTS FOR APPLICATION OF I*TEACH METHODOLOGY

Innovative Teacher

Documents

Innovative teacher - handbook - Alexandru Ioan Cuza …consilr.info.uaic.ro/uploads_lt4el/resources/docengI... · Web viewis the information based upon a sound empirical research